Comparing The Citizens Foundation's (TCF) Elementary Grades Students' and their Teachers' Performance in Science and Mathematics with Public and Private Schools across Pakistan
Duration: August 1, 2022-December 31, 2023
Target area: 21 selected districts of Pakistan from five regions: Punjab, Sindh, Balochistan, Khyber Pakhtunkhwa, Azad Jammu and Kashmir
Funding organisation: The Citizen's Foundation
In January, 2022, AKU-IED faculty-researchers disseminated the findings of a nationwide study (funded by the Higher Education Commission) which aimed to investigate an association between science teachers' pedagogical practices and their students' learning outcomes, while controlling for other mediating variables. Read the news here
Following the dissemination seminar, AKU-IED was approached by TCF to conduct a similar study to help them compare their schools' performance with the national scores gathered as part of HEC-funded study. In response to this call, a quantitative survey has been planned with an aim to compare TCF teachers' pedagogical practices and their students' performance of elementary grades (5, 6 and 8) in science and mathematics with public and private systems of school across Pakistan. Furthermore, this study also aims to examine the relationship between elementary science and mathematics teachers' classroom pedagogy and learning outcomes of their students, controlling for other related mediating variables including school (e.g., system of school); region (e.g., Punjab, Sindh, KP, Balochistan, AJK); teacher (e.g., qualification, age, gender); classroom (e.g., number of children, gender); students (e.g., gender, family background).
The study will include 70 TCF schools of 21 selected districts of Pakistan from five regions: Punjab, Sindh, Balochistan, Khyber Pakhtunkhwa, Azad Jammu and Kashmir. As part of the data collection, Mathematics and Science achievement tests will be administered to 6000+ enrolled students of grades 5, 6 and 8, while the 250+ subject teachers from those grades will be observed once.
Results from this study would help TCF in tailoring their professional development programmes to maximise students' learning in science and mathematics in particular. Furthermore, they would inform TCF's policies in the context of teachers' professional development to enhance access to quality education specifically in the area of science and mathematics.