AIOU B.ED Final Project

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Study on Problems in Conducting Cocurricular activities in Secondary level

Cocurricular activities are essential for the holistic development of students at the secondary level, as they promote personal growth, teamwork, and leadership skills. However, conducting these activities often presents several challenges in secondary schools. This study aims to identify the key problems faced in organizing cocurricular activities at this educational level.

Lack of Resources: One of the primary issues in conducting cocurricular activities is the lack of adequate resources. Schools often face financial constraints, leading to insufficient materials, facilities, and equipment for sports, arts, and other extracurricular programs. Without the necessary resources, it becomes difficult to provide a variety of activities that cater to the diverse interests of students.

Time Constraints: With an already packed academic schedule, finding the time to engage students in cocurricular activities is a significant problem. Many schools prioritize academic performance and exams over extracurricular engagement, which can limit students’ opportunities to participate in non-academic pursuits. The rigid structure of school timetables often leaves little room for these activities.

Teacher Availability and Expertise: Conducting cocurricular activities requires teachers who are willing and able to supervise and guide students. However, many teachers are already burdened with academic responsibilities, leaving them with little time or energy to coordinate activities. Additionally, some schools lack trained staff with the expertise needed to lead specific programs, such as music, drama, or sports.

Student Participation and Interest: While some students are eager to participate in cocurricular activities, others may lack interest or motivation, which can pose a challenge for schools. Moreover, students who are under academic pressure may feel discouraged from joining activities, fearing it may impact their grades. This leads to uneven participation, with only a small group of students actively involved.

Parental Support: Another factor that affects cocurricular activities is the level of support from parents. In some cases, parents may prioritize academic achievement over participation in extracurricular activities, discouraging their children from taking part. Without parental encouragement, students may be less inclined to engage in these programs.

Inadequate Infrastructure: Many schools, particularly those in rural or underfunded areas, lack the proper infrastructure to support cocurricular activities. Inadequate or poorly maintained sports fields, auditoriums, and art rooms limit the type and quality of activities that can be offered.

Cultural and Social Barriers: In some regions, cultural and social factors can also pose barriers to conducting cocurricular activities. Gender roles, societal expectations, and conservative attitudes may restrict participation, especially for girls or students from disadvantaged backgrounds.

In conclusion, conducting cocurricular activities at the secondary level faces several challenges, ranging from a lack of resources and time constraints to cultural and social barriers. Addressing these problems requires a collaborative effort from schools, teachers, parents, and the wider community to ensure that students have access to a well-rounded education that includes both academic and cocurricular opportunities.

Cocurricular activities are crucial for fostering the holistic development of students, particularly at the secondary school level. In Punjab, Pakistan, these activities offer students opportunities to enhance their personal, social, and academic skills. However, despite the recognized benefits, schools in this region face several challenges in organizing and maintaining cocurricular programs. Understanding these challenges is essential to improve the quality of education and ensure that students receive a well-rounded experience.

Importance of Cocurricular Activities

Cocurricular activities, such as sports, debates, cultural events, and academic competitions, play a pivotal role in student development. They help in:

  1. Promoting Physical Health: Sports and physical activities encourage students to stay active, reducing the risk of obesity and other health-related issues. These activities also teach discipline, teamwork, and resilience, which are valuable life skills.
  2. Enhancing Social Skills: Participating in group activities fosters teamwork, leadership, communication, and problem-solving skills. Students learn to work together, respect different opinions, and build lasting friendships.
  3. Boosting Academic Performance: Research has shown that students involved in cocurricular activities often perform better academically. These activities improve time management, organizational skills, and mental sharpness, helping students balance their academic and non-academic responsibilities.
  4. Building Confidence: By participating in public speaking, debates, and other events, students gain self-confidence and overcome their fear of failure. These experiences prepare them for future challenges in their personal and professional lives.
  5. Nurturing Creativity and Talent: Cocurricular programs provide a platform for students to explore and showcase their talents in areas like music, art, drama, and literature. This creative expression is vital for emotional well-being and personal satisfaction.

Challenges in Conducting Cocurricular Activities at Secondary Schools in Punjab

Despite the benefits, several challenges hinder the effective implementation of cocurricular activities in Punjab’s secondary schools:

  1. Limited Funding and Resources: Many government schools in Punjab face budget constraints, making it difficult to allocate sufficient funds for cocurricular programs. Lack of equipment for sports, art supplies, and appropriate venues for cultural activities limits the variety and quality of these programs. Schools in rural areas are especially affected, where basic facilities like playgrounds or auditoriums are often unavailable.
  2. Academic Pressure: In Punjab, there is a strong focus on academic achievement, especially with the rigorous examination system. Both students and teachers are under constant pressure to perform well in board exams, leaving little time or energy for extracurricular engagement. As a result, many schools prioritize academics over cocurricular activities, viewing them as secondary to education.
  3. Inadequate Teacher Training and Motivation: Teachers in secondary schools often lack the necessary training to effectively lead cocurricular programs. Additionally, the workload and focus on academic results make it difficult for teachers to invest time and effort in organizing these activities. Without adequate incentives or professional development opportunities, teachers may not be motivated to take on additional responsibilities related to cocurricular events.
  4. Cultural and Gender Barriers: In many parts of Punjab, cultural norms and gender expectations play a significant role in limiting participation in certain activities. For instance, girls may face restrictions in participating in sports or other public events due to conservative societal attitudes. In some cases, parents may not support their children’s involvement in non-academic pursuits, further reducing participation.
  5. Inconsistent Policy Implementation: While educational policies in Punjab acknowledge the importance of cocurricular activities, their implementation varies widely across schools. Private schools, especially those in urban areas, often have better resources and are more likely to emphasize cocurricular participation. In contrast, many government-run schools, particularly in rural areas, struggle to implement these programs effectively.
  6. Time Constraints: With an already packed academic curriculum, schools often struggle to find time for cocurricular activities. Many schools operate with rigid schedules that leave little room for activities outside of the standard academic framework. The focus on exam preparation further reduces the availability of time for students to engage in these programs.
  7. Lack of Student Interest and Participation: In some cases, students themselves may not show sufficient interest in cocurricular activities due to the overwhelming academic pressure or lack of exposure to the benefits of these programs. Additionally, some students may feel discouraged by the lack of opportunities to excel in areas outside of academics.

Addressing the Challenges

To enhance the role of cocurricular activities in secondary schools in Punjab, several measures need to be taken:

  1. Increased Funding and Resource Allocation: Government and private institutions should allocate more resources to support the development of cocurricular programs. This could include providing proper sports facilities, art supplies, and training for teachers. By improving the infrastructure, schools can offer a wider variety of activities, catering to the diverse interests of students.
  2. Teacher Training and Professional Development: Schools need to invest in teacher training programs that emphasize the importance of cocurricular activities. Teachers should be equipped with the skills and knowledge to guide students in various activities and be given adequate incentives to encourage their participation.
  3. Cultural Sensitivity and Inclusivity: Efforts should be made to create an inclusive environment where both boys and girls feel encouraged to participate in cocurricular activities. Schools can work with parents and communities to raise awareness about the benefits of these programs and address any cultural or gender-related barriers.
  4. Integration with Academic Curriculum: Schools can integrate cocurricular activities with the academic curriculum to strike a balance between academic achievement and extracurricular engagement. For instance, project-based learning, debates, and competitions can be used to make learning more interactive and practical.
  5. Parental Involvement: Schools should engage parents by highlighting the importance of cocurricular activities for their children’s overall development. Regular communication, workshops, and events can help create a supportive environment for students to participate in these programs.
  6. Flexible Scheduling: Schools can adopt flexible scheduling that allows for a better balance between academic and cocurricular activities. Allocating specific time slots during the week for sports, arts, or other activities ensures that students have time to engage without compromising their academic responsibilities.

Conclusion

Cocurricular activities at the secondary level in Punjab, Pakistan, are crucial for nurturing well-rounded individuals who excel both academically and personally. However, challenges such as limited resources, cultural barriers, and academic pressure need to be addressed to fully realize the potential of these activities. By investing in infrastructure, teacher training, and community support, schools can create an environment where students thrive in both their academic and extracurricular pursuits. For a balanced education system that promotes physical, mental, and emotional growth, cocurricular activities must be integrated as a fundamental part of the secondary school experience.

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Impact of Parents Teacher Meeting on the Students Academic Performance at Secondary School

Impact of Parents-Teacher Meeting on Students’ Academic Performance at Secondary School

Impact of Parents-Teacher Meeting on Students’ Academic Performance at Secondary School

Abstract

Parents-Teacher Meetings (PTMs) are an essential part of a student’s academic journey, especially at the secondary school level. These meetings facilitate open communication between teachers and parents, ensuring that both parties collaborate effectively to support the student’s academic and overall development. The importance of PTMs becomes even more significant during the secondary school years, where students face increased academic and emotional pressures. This article explores how PTMs positively influence students’ academic performance and emphasizes the importance of parental involvement in a student’s educational experience.

Importance of Parents-Teacher Meetings

Parents-Teacher Meetings serve as a bridge between the home and school, creating a partnership that is critical for the academic and social development of students. These meetings allow parents and teachers to discuss student progress, identify any learning difficulties, and collaboratively develop strategies for improvement. At the secondary school level, where academic challenges increase, regular communication between parents and teachers becomes vital to ensuring that students are supported both at home and in school.

Key Benefits of PTMs on Academic Performance

Improved Communication Between Parents and Teachers

The most immediate benefit of PTMs is the improvement in communication between parents and teachers. Effective communication allows both parties to share insights, address concerns, and work together to ensure the student’s success. By attending PTMs, parents become more aware of their child’s strengths, weaknesses, and learning needs, allowing them to provide better support at home. Teachers also benefit from understanding the home environment, enabling them to adapt their teaching methods accordingly.

Early Identification of Learning Challenges

PTMs offer an opportunity for early identification of learning difficulties. Teachers can bring up concerns about a student’s performance, allowing parents to address these issues before they become significant problems. Early intervention, such as additional tutoring or modified learning strategies, can help prevent long-term academic challenges and set the student on a path toward success.

Enhanced Parental Involvement in Academic Support

Active parental involvement is a proven factor in academic success. PTMs encourage parents to take an active role in their child’s education, making them more aware of school expectations, curriculum demands, and their child’s progress. This increased involvement helps create a conducive learning environment at home, where parents can monitor homework, provide guidance, and reinforce the importance of education. At the secondary school level, where students often face more academic pressure, parental support becomes especially crucial.

Boost in Student Confidence and Motivation

Students tend to perform better when they know their parents are involved in their education. PTMs can boost a student’s confidence by providing positive reinforcement from both parents and teachers. Knowing that their progress is being monitored and discussed encourages students to stay focused, motivated, and committed to their studies. This accountability often leads to better academic performance.

Focus on Holistic Development

PTMs are not limited to academic discussions; they also cover the student’s social and emotional well-being. Secondary school students face various challenges during adolescence, and their emotional health can significantly impact their academic performance. PTMs allow teachers and parents to collaborate on supporting the student’s overall growth, addressing not only academic issues but also behavioral and emotional concerns.

Customized Learning Strategies

Each student has a unique learning style, and PTMs provide an opportunity for teachers and parents to develop customized learning strategies. Whether a student needs extra resources, tutoring, or adjustments in teaching methods, personalized strategies can help improve academic outcomes. These meetings also allow teachers to share specific insights that can help parents support their child’s learning at home.

Improvement in Classroom Behavior

PTMs can also address behavioral issues that may be affecting a student’s academic performance. By discussing behavioral concerns with parents, teachers can work on solutions to improve classroom behavior and create a better learning environment for the student. Students who know that their behavior is being monitored are more likely to be attentive and focused in class.

Accountability for Both Parents and Students

PTMs create a sense of accountability for both parents and students. Parents are more likely to stay engaged with their child’s academic progress, and students become more aware of the expectations placed on them. This accountability encourages students to take responsibility for their learning and motivates them to perform better in school. Parents, in turn, become more proactive in supporting their child’s academic success.

Challenges in Conducting PTMs at Secondary Schools

Despite the numerous benefits of PTMs, there are challenges that secondary schools face in conducting these meetings. Scheduling conflicts may prevent some parents from attending, especially those with demanding work schedules. Additionally, large class sizes can make it difficult for teachers to provide individual attention to each student’s progress during the meeting. Schools should consider offering flexible meeting times or virtual meetings to accommodate all parents and ensure effective communication.

Conclusion: The Role of PTMs in Enhancing Academic Performance

Parents-Teacher Meetings have a profound impact on students’ academic performance, especially at the secondary school level. By fostering better communication, encouraging parental involvement, and providing a platform for early identification of learning challenges, PTMs contribute to a student’s overall success. With the support of both parents and teachers, students are more likely to stay motivated, overcome academic challenges, and achieve their full potential.

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Impact of Peer Monitoring on students motivations and academic performance at Secondary school

Impact of Peer Monitoring on Students’ Motivation and Academic Performance at Secondary School

Impact of Peer Monitoring on Students’ Motivation and Academic Performance at Secondary School

Abstract: Peer monitoring has emerged as an influential factor in improving student motivation and academic performance, especially at the secondary school level. This article explores the impact of peer monitoring on students’ academic progress and motivation, shedding light on how students can positively influence each other’s educational journey. The research suggests that peer monitoring not only fosters accountability but also enhances student engagement and learning outcomes. The practice has been shown to create a more supportive and collaborative learning environment, which can significantly contribute to academic success.

Introduction to Peer Monitoring and Its Role in Education

Peer monitoring refers to a collaborative learning technique where students observe and assess each other’s work, behavior, and academic performance. The process encourages students to take an active role in their learning while promoting a sense of responsibility towards their peers. At the secondary school level, peer monitoring has proven to be a valuable tool for improving both motivation and academic performance. This article explores how peer monitoring can impact students’ academic achievements and overall motivation in school.

The Importance of Motivation in Academic Success

Motivation plays a crucial role in determining a student’s academic performance. Highly motivated students are more likely to put in the effort required to succeed in their studies. Peer monitoring can enhance motivation by creating a positive, competitive, and supportive environment where students feel accountable to their peers. When students are motivated by the desire to help their classmates succeed or to perform better than others, it leads to improved academic performance and personal growth.

Impact of Peer Monitoring on Academic Performance

Peer monitoring significantly impacts the academic performance of secondary school students by providing constant feedback and fostering a collaborative learning environment. Students engaged in peer monitoring tend to perform better because they are regularly evaluating their peers’ work, which enhances their understanding of the subject matter. The act of monitoring also encourages students to review their own work thoroughly, reducing errors and improving overall quality.

Creating a Supportive Learning Environment

One of the primary advantages of peer monitoring is its ability to foster a supportive learning environment. In many classrooms, students can feel isolated or disconnected from their peers, especially if they struggle with particular subjects. Peer monitoring breaks down these barriers, allowing students to engage in meaningful discussions and exchange ideas that promote better understanding. Students who receive constructive feedback from their peers often feel more confident in their abilities, which leads to higher academic performance.

How Peer Monitoring Enhances Student Engagement

Student engagement is one of the most important factors that contribute to academic success. When students are actively engaged, they are more likely to participate in class discussions, complete assignments on time, and exhibit a greater interest in learning. Peer monitoring boosts student engagement by involving students in the learning process beyond their individual efforts. By taking responsibility for monitoring their peers’ progress, students feel more invested in the success of their classmates, which in turn increases their own engagement with the course material.

The Role of Peer Monitoring in Building Accountability

Accountability is key to academic success. When students are held accountable for their own learning, they are more likely to strive for excellence. Peer monitoring introduces a unique form of accountability, where students are not only responsible for their own academic performance but are also expected to assist and guide their peers. This shared responsibility fosters a sense of teamwork and commitment, motivating students to improve both their own academic performance and that of their peers.

Peer Monitoring as a Tool for Social and Emotional Development

Peer monitoring is not only beneficial for academic performance but also for social and emotional development. Through monitoring, students develop stronger communication skills, learn how to give and receive constructive feedback, and build interpersonal relationships with their peers. These social skills are essential for both academic and personal success. The process also promotes empathy, as students begin to understand the challenges their peers face and offer support when needed.

Impact of Peer Monitoring on Self-Esteem

Self-esteem is closely linked to academic success. Students who believe in their abilities are more likely to take on challenges and succeed. Peer monitoring can improve self-esteem by allowing students to take on leadership roles within the classroom, such as providing feedback or helping peers with their work. When students feel valued and trusted to assist others, their self-confidence grows, which positively impacts their academic achievements.

Challenges and Considerations in Implementing Peer Monitoring

While peer monitoring has many benefits, there are challenges in its implementation. Some students may be uncomfortable with the idea of assessing their peers, while others may lack the necessary skills to provide constructive feedback. Teachers must therefore carefully structure peer monitoring activities to ensure they are effective and beneficial for all students. Clear guidelines, training, and ongoing support are essential to ensure that the process is fair and constructive.

Ensuring Effective Feedback

For peer monitoring to be successful, it is important that the feedback provided is constructive and helpful. Teachers should guide students in how to offer feedback that is specific, actionable, and positive. Peer monitoring should not be a platform for criticism but rather an opportunity to improve and support each other’s academic progress.

Conclusion: The Value of Peer Monitoring in Secondary Education

Peer monitoring is a powerful tool that can significantly impact student motivation and academic performance. By fostering accountability, engagement, and a supportive learning environment, peer monitoring helps students succeed academically and socially. However, it is essential that the process is structured properly to ensure its success. With the right guidance, peer monitoring can be a highly effective strategy for enhancing student learning outcomes.

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B.ED Thesis on extracurricular activities on students academic performance

Thesis on Extracurricular Activities and Students’ Academic Performance

Abstract

Extracurricular activities are crucial elements in the development of students, impacting not only their academic performance but also their social, emotional, and psychological well-being. Research suggests that students who participate in extracurricular activities tend to perform better academically. These activities include sports, music, drama, clubs, and volunteer work, all of which promote important skills such as time management, teamwork, leadership, and communication. This thesis aims to explore the relationship between extracurricular involvement and academic performance, focusing on how these activities contribute to the overall development of secondary school students.

Introduction

In recent years, there has been increasing interest in the impact of extracurricular activities on students’ academic performance. Extracurricular activities are those activities that students engage in outside their regular academic curriculum. These activities offer students an opportunity to explore their interests, develop new skills, and improve their academic performance. In secondary schools, these activities are often seen as complementary to the regular academic curriculum, allowing students to balance intellectual challenges with personal growth.

Types of Extracurricular Activities

Extracurricular activities come in various forms, each serving different aspects of student development. Some common categories of extracurricular activities include:

  • Sports: Activities like football, basketball, swimming, and athletics that promote physical fitness and teamwork.
  • Arts and Culture: Music, dance, drama, and visual arts activities that help students explore their creative abilities.
  • Clubs and Societies: Academic clubs, debate teams, and science clubs that foster intellectual engagement.
  • Volunteerism: Community service and volunteering that enhance students’ social responsibility and leadership skills.

Benefits of Extracurricular Activities on Academic Performance

Research has shown that students who participate in extracurricular activities tend to have better academic outcomes. Some of the key benefits include:

Time Management Skills

Extracurricular activities help students develop excellent time management skills, as they must balance their academic studies with their extracurricular commitments. This enhances their ability to prioritize tasks and manage their time effectively, which in turn improves their academic performance.

Improved Social Skills

Engaging in extracurricular activities promotes social interaction and collaboration among students. These social interactions help students improve their communication skills, teamwork, and empathy, all of which are essential in academic settings.

Increased Motivation and Engagement

When students are actively involved in extracurricular activities, they are more likely to feel motivated to perform well academically. The sense of accomplishment and enjoyment derived from extracurricular participation often leads to increased engagement in their studies, enhancing overall academic performance.

Development of Leadership and Responsibility

Extracurricular activities, especially those involving team leadership or organizing events, provide students with opportunities to take on leadership roles. These experiences contribute to their sense of responsibility, self-discipline, and initiative, qualities that are highly valued in academic settings.

Impact of Extracurricular Activities on Students’ Academic Performance in Secondary Schools

In secondary schools, extracurricular activities are often seen as a way to motivate students to perform better academically. Students who are involved in activities outside the classroom develop a stronger work ethic, better focus, and more resilience, which helps them tackle academic challenges with greater determination. Studies have shown that students involved in extracurricular activities tend to have higher grades, better study habits, and lower dropout rates compared to their peers who do not participate in such activities.

Challenges and Limitations

While extracurricular activities provide numerous benefits, they are not without challenges. Over-commitment to extracurricular activities can lead to stress, burnout, and a decline in academic performance if not managed properly. Schools must ensure that students have a balanced schedule and do not neglect their academic responsibilities while participating in these activities.

Conclusion

Extracurricular activities play a vital role in enhancing students’ academic performance. These activities not only improve students’ academic outcomes but also contribute to their overall personal development. As students learn valuable life skills such as time management, teamwork, and leadership, they become more engaged in their academic work and more motivated to succeed. Therefore, schools should encourage students to participate in extracurricular activities while ensuring that their academic workload is manageable.

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B.ED Thesis AIOU for BED Programmes

The University has introduced a wide range of undergraduate, graduate, Master’s, M.Phil. and Doctoral programs. The University also offers basic functional courses for illiterates and semi-literates . These programs have given distinction to the University in relation to other educational institutions of Pakistan as it caters to the needs of all age groups and levels of education. A summary of the Existing Programs are as follows:

B.ED Thesis for BED Programmes 

  • B.Ed (1-1/2-Years)
  • B.Ed (2-1/2-Years)
  • B.Ed Elementary Teacher Education (4-Years)
  • B.Ed Secondary Teacher Education (4-Years)

 B.ED Thesis Programme Details Of B.Ed (1-1/2-Years)

The origin of the Faculty of Education pre-dates the university itself. The National Institute of Education was established in 1973 under the Federal Ministry of Education. It became part of the university in June, 1975 as Institute of Education in the Faculty of Social Sciences. The progressively extending functions of the Institute brought the needs for structural change and in 1984 it got the status of Faculty of Education.  The emerging needs and shortage of human development resources mixed with higher qualities of leadership in the field of education at national level demand personnel who have sound professional and academic background in the field teacher education. This program provides such academic opportunities to teachers. It aimed at providing education and training facilities to teachers, administrators and master graduates in the country.

16 Years of Education (Academic disciplines other than Education) MA/MSc/BA Hon (4-Year)/BS(4 Years) with minimum second division.

B.ED Thesis and Methodology 

The University allots Study Centre and Tutors for the Students to get guideline accordingly. A student has to secure passing marks in Assignments as well as in final exams to successfully complete concerned Educational Programme.

Semester: 1
1. General Methods of Teaching (Professional)-8601
2. Educational Assessment and Evaluation (Professional)-8602
3. Curriculum Development (Foundation)-8603
4. Research Methods in Education (Professional)-8604
5. Educational Leadership and Management (Professional)-8605
6. Citizenship Education and Community Engagement-8606
Semester: 2
1. Area of Specialization (Course-I)-
2. Area of Specialization (Course-II)-
3. Area of Specialization (Course-III)-
4. Area of Specialization (Course-IV)-
5. Teaching Practice I (Professional)-8607
6. Critical Thinking and Reflective Practices (Professional)-8611

Semester: 3
1. Teaching Practice II (Professional)-8608
2. Philosophy of Education (Foundation)-8609
3. Human Development and Learning (Foundation)-8610
4. Professionalism in Teaching (Professional)-8612
5. Research Project (Content Embedded) (Professional)-8613
6. Educational Statistics (Professional)-8614

1. Leadership and Management (Course-I)-
2. Management Strategies In Educational Institutions-
3. School Administration And Supervision-
4. Plan Implementation And Educational Management-
5. School Leadership-
6. Educational Technology and Evaluation (Course-II)-
7. Educational Technology-
8. Computers in Education-
9. Broadcast media-
10. Non Broadcast media-
11. Teacher Education (Course-III)-
12. Elementary Education-
13. Secondary Education-
14. Higher Education-
15. Teacher Education in Pakistan-
16. Science Education (Course-IV)-
17. Foundation of Science Education-
18. Assessment in Science Education-
19. Laboratory Organization, Management and Safety Methods-
20. General Science in Schools-

B.ED Thesis B.Ed (2-1/2-Years)

The emerging needs and shortage of human development resources mixed with higher qualities of leadership in the field of education at national level demand personnel who have sound professional and academic background in the field teacher education. This program provides such academic opportunities to teachers. It aimed at providing education and training facilities to teachers, administrators and master graduates in the country Brochure.

B.ED Thesis B.Ed Elementary Teacher Education (4-Years)

The origin of the Faculty of Education pre-dates the university itself. The National Institute of Education was established in 1973 under the Federal Ministry of Education. It became part of the university in June, 1975 as Institute of Education in the Faculty of Social Sciences. The progressively extending functions of the Institute brought the needs for structural change and in 1984 it got the status of Faculty of Education.

The emerging needs and shortage of human development resources mixed with higher qualities of leadership in the field of education at national level demand personnel who have sound professional and academic background in the field teacher education. This program provides such academic opportunities to teachers. It aimed at providing education and training facilities to teachers, administrators and master graduates in the country.

B.ED Thesis B.Ed Secondary Teacher Education (4-Years)

The origin of the Faculty of Education pre-dates the university itself. The National Institute of Education was established in 1973 under the Federal Ministry of Education. It became part of the university in June, 1975 as Institute of Education in the Faculty of Social Sciences. The progressively extending functions of the Institute brought the needs for structural change and in 1984 it got the status of Faculty of Education.

B.ed thesis (4 years) program’s focus on education and training of prospective teachers grows out of a profound belief in the trans formative power of education. Our mission is to promote the development of highly qualified and efficient teaching professionals who are prepared to creatively contribute to the social, cultural, and educational development of a globally oriented, pluralistic, and diverse society. B.ed thesis  (4 years) program will be a composite program blending Core Courses, Foundation Courses, Professional Courses, and Specialization Courses. The teacher trained through new program will be able to teach at Secondary and Higher Secondary Levels and will be an equivalent of the existing master’s degree.

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AIOU B.ED Thesis Synopsis Topics of Allama Iqbal Open University

AIOU B.ED Thesis Synopsis Topics

The basic aim of AIOU B.ED Thesis synopsis topics, to give idea to students select their topic in best way. Today most of the students are facing problem for selecting best topic in their area of specialization. We are  here to help the students to select their best topic for AIOU B.ED Thesis synopsis.  We are professional for writing AIOU B.ED Thesis synopsis as well AIOU B.ED thesis as per Allama Iqbal Open university given format.  I also believe that our project cannot be reject on any case if it reject we will refund whole money back.

AIOU B.ED Thesis Synopsis Topics Allama Iqbal Open University

  1. Impact of peer monitoring on students motivations and academic performance
  2. Impact of reward system at school level on students motivation and academic performance
  3. Impact of schools infrastructure and environment on students motivations
  4. Impact of extra curriculum activities on students academic performance
  5. Impact of class room managements strategies on students motivations and performance
  6. Impact of extrinsic & intrinsic motivational training on students performance
  7. The study problem in teaching faced by newly appointed male/female teachers
  8. Impact of class room instructional practice on students performance. 
  9. Impact of family involvement on academic achievement of students
  10. Factors affecting the performance of students, a teacher perspective
  11. Impact of outdoor learning on student’s achievements 
  12. Impact of corporal punishments on students academic performance
  13. How to improve students learning and communications skill
  14. The role of audios and videos lecture on students learning skills
  15. Impact of education on students personality developments.
  16. Role of female harassment at schools level
  17. The effects of contemporary teaching methods
  18. The role of technology in lesson planning
  19. How to manage bullies and take actions against bullying at education institutions
  20. Role of religions perspective on education activities in Pakistani’s culture
  21. The study on Gender Discrimination between Students at secondary level.
  22. The study on Challenges of faced by teachers in teaching English as a medium of instruction at elementary school
  23. The impact of teacher workshops on students achievement at secondary level.
  24.  The study on co-education and parents attitude at primary level.

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