IJLTP

Students’ Perceptions on Role of Madaris in Developing Literacy Skills among Out-of-School Children through Multigrade Teaching

2026-06-30T06:16:33+00:00

Literacy is an essential part of basic education and is a key component of how learners communicate, engage in learning and further educational pursuits, especially in out-of-the-way areas. Madaris-based non-formal basic education schools in Pakistan are typically resource-challenged, and students of various ages and learning levels attend the same school. In the context, the Multigrade Teaching approach may offer a viable classroom setup to facilitate learning opportunities. Keeping in view the perceptions of Grade 5 students about the role of Multigrade Teaching in the development of Urdu, English and basic mathematics skills in Madaris based non-formal basic education schools, this study was carried out. A quantitative descriptive survey design was used. The respondents for this research were 49 students from Grade 5 of the non-formal basic education schools set up in Madaris, District Talagang. A questionnaire was developed by the researcher himself and was validated from the point of view of six educational experts and pilot-tested before the main data were collected. The overall content validity index was .99 and the pilot reliability coefficient was .82. The data was analyzed descriptively, frequency, percentage, minimum score and maximum score, mean score. The results revealed that students in general were found to be feeling positive towards Multigrade Teaching in respect of learning Urdu, English and basic mathematical skills. The mean scores for speaking Urdu, speaking English, oral mathematics practice, peer interaction, and interest in learning were high. Practically moderate mean scores, however, were found with weaker students and some items of confidence-building and practical language use. Based on the results of the study, the conclusion that can be drawn is that student perceptions of the Multigrade Teaching in Madaris based non-formal education are positive. The results of the study, however, should be read with caution because it was based on perceptions and not actual literacy levels. The study suggests teacher training, better teaching materials, structured literacy activities and further research in direct literacy assessment techniques.

Effect of Game Based Formative Assessment on the Learning and Motivation of Students Enrolled in Literacy Schools

2026-07-01T04:51:43+00:00

In literacy education programs, game-based formative assessment (GBFA) has been shown to be a successful strategy for raising student motivation and learning. The beneficial effects of GBFA on kids' cognitive development have been demonstrated by earlier studies. This research aimed to ascertain how GBFA affected students' literacy learning, an area where low accomplishment levels are commonly reported. The study, which was carried out within the positivist paradigm, used a genuine experimental research design with learning and motivation as the dependent variables and GBFA as the independent variable. The 390 literacy schools in Khushab made up the target population. A pre-test and a post-test were given to pupils to gauge their learning outcomes. A 40-item multiple-choice questionnaire (MCQ) based on the scientific textbook was used as an assessment tool. It was intended to test the cognitive domain by concentrating on the first three levels of Bloom's Taxonomy. T-tests and paired sample t-tests were used to analyze the pre-test and post-test scores after data was gathered to meet the study objectives. The results showed that students' learning and motivation levels were higher when they took part in game-based formative evaluation. To increase students' active participation and improve learning outcomes in literacy classrooms, the study also highlights the significance of implementing interactive teaching practices that are backed by the government. To optimize students' learning outcomes, the findings also offer instructors and legislators useful advice on how game-based formative assessment is applied to NFE environments.

Determinants of Low Literacy Rates in the Sargodha Division, Punjab, Pakistan: A District-Level Analysis

2026-06-26T04:17:40+00:00

Literacy is a key factor in socio-economic progress, but uneven across Pakistan. This research is limited to the Punjab's Sargodha Division, which includes the districts of Sargodha, Khushab, Mianwali and Bhakkar. Employing a mixed-methods approach (survey n=1,200 households; key informant interviews=40), the study has two key aims: (1) to examine the gender-wise and rural-urban gaps in literacy, and (2) to identify institutional and socio-cultural barriers to literacy. The study found that the gross literacy rate in the division is 64% (male 72%, female 55%), and in Bhakkar district, 51%. Key impediments include teacher absenteeism (46% of rural schools), shortage of female teachers (31% in rural schools) and early marriages (mentioned by 62% of female dropouts). The research calls for a girl-friendly environment in schools, cash transfers, and divisional monitoring. This article provides evidence for education policy in southern Punjab.

School-Level Literacy Planning in Sri Lanka: Leadership Practices, Challenges, and Strategic Responses

2026-06-26T15:05:12+00:00

This study examines school-level planning practices, challenges faced by principals, and strategies for effective implementation. A qualitative case study design was applied, and the sample was selected according to the convenience sampling technique. As the sample of this study, 20 principals were selected among the participants of a short course on school management conducted by the Department of Educational Leadership and Management at the Open University of Sri Lanka. Data were collected through online questionnaires, discussion forums, self-reflections, focus group discussions, and analysis of one-year and five-year school plans. For data Analysis, descriptive statistics for quantitative data and thematic analysis for qualitative data were used. Findings indicate that principals actively develop strategic and annual plans aligned with Ministry of Education guidelines, in collaboration with School Management Committees. However, they face challenges such as limited resources, low stakeholder participation, inadequate teacher training, time constraints, and issues caused by policy changes and political influence. Further, the findings show that, despite these challenges, principals implemented a range of strategies. These include building the staff capacity, using data and evidence to make decisions, collaborating with stakeholders, making the planning process more flexible, and allocating resources through partnerships. The study also showcases the importance of strong school leadership and suggests that policymakers should strengthen the area of resource allocation, professional development, and support schools in the planning process.

Unleashing the Potential of NFBEIs Content to Promote Environmental Literacy

2026-06-26T03:49:02+00:00

The world is focusing on sustainable societies. The role of education is indispensable to promoting SDG 13 on climate change. Environmental issues are best tackled through education. Keeping this in view, this research was conducted to unleash the potential of non-formal basic Education Institutions (NFBEIs) to promote environmental literacy among non-formal students. The content analysis of science textbook (class 5) of non-formal basic education institutes was done in the context of environmental literacy by developing and validating a coding framework. The textbook was analyzed to find the extent of the phenomenon “remembering” is presented. For this purpose, remember sub-domain was assessed under the cognitive domain of Bloom’s taxonomy. Data was collected by thematic analysis. The findings of the study revealed that the text promotes ample amount of remembering level of the cognitive domain of Bloom’s taxonomy. The study recommends emphasis may be placed on the integration of real-life application of this phenomenon among students.