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Archive for the ‘FPSC PAPERS’ Category

FPSC Biology Biology Paper B.ed Portion 2016

FPSC Biology  Biology Paper B.ed Portion 2016

curriculum at primary level is …teacher centred/ activity/ subj

2- PEc stands for….

3- SOLo stands for…..

4…first edu conf year….

5- emphasis of special edu in which policy

6- in which policy laid much
stress on ideology of pakistan

7- Laurd Macualy purpose of edu for

8-College teachers are recurrited by

9-In universities n colleges curriculum is approved by….

10- quality of edu depends on quality of ..text books/ teacher edu

11- effective teaching done when teacher
….provide opportunity to perform at he learns/ use of modern technology

12- HEc avadmy is for which purpose…..teacher training/ approv curiculum

13- headmasters acordng to leave fall into which category…..vacational/ non vacational staff

14- DsD main fuction

15- micro teaching beefical……when teachers enables to deliver 5 min lecture/an equipped room,

16- Sound mind in a sound body said by whome?

17- When each member of population has equal chance to select…..??

18- effect of learning on students….which type of research

19- guidance in school is duty of …teacher/head


21-edu in which strict duspline….

22-.HCED stands for…

23..syllbus def

Headmaster Notes , Test Preparation Classification of Educational Research Notes

Headmaster Notes , Test Preparation Classification of Educational Research Notes

Types by Purpose

1- Basic Research: it is concerned with development and refinement of is conducted in labs and uses animals rather than human beings as subjects.

2- Applied Reserch: it is concerned with the applying or testing of theories and evaluating its usefulness in solving educational problems. It is conducted in the field under natural setting. And uses humans as subjects rather than animals. It is conducted by educationists.

3- Action Research: it is concerned with solving practical problems through the application of scientific method. It is conducted in one or many classrooms and uses pupils as subjects. It is conducted by the teachers.

(B) Types by Method

1- Historical Research: it is concerned with studying, understanding and explaining events of past. Therd are 4 types of historical research (a) bibliographic research(b) legal research(c) research on history of idea (d) research on history of institutions and organizations.

2-Descriptive Research: it is concerned with describing the current status of a phenomena or subject of study. There are 2 types of descriptive research (a) simple descriptive (b) comparative descriptive.
The minimum sample size in descriptive research is 20% of the population.

3-Experimental Research: in this research the effect of independent variable on dependent variable is studied while controlling relevant/extraneous involves manipulation of at least one independent variable. The minimum size of a sample in experimental research is 15 per group.

4-Casual Comparative Research: casual comparative or ex post facto, research is that research in which the researcher attempts to determine the cause or reason, for existing difference in the behaviour of individuals. The basic casual comparative approach involves starting with an effect and seeking possible causes. It attempts to identify cause and effect relationship.Independent variable is not manipulated in this research.

5-Correlation Research: it involves collecting data in order to determine whether and to what degree, a relationship exists b/w two or more quantifiable variables. Degree of relatioship is expressed as a correlation coefficient. 30 subjects are generally considered to be a minimally acceptable sample size in this research.


Sampling: is a process of selecting a number of individual for a study in such a way that the individuals represent the larger group from which they were selected.

Types of Sampling
(1) Probability Sampling: it is that in which the sample is selected in such a way that every individual of a population has known chance/probability of being included in sample. ( random selection)

(2) Non Probabilhty Sampling: in this sampling it is not possible to specify the probability or chance that each member of a population has of being selected for the sample

Types of Probability Sampling

1: Random Sampling: in which all individuals in the defined population have an equal chance of selection.

2: Stratified Sampling: representation of same proportion of individuals in a sample as they exist in population”.

3: Cluster Sampling: sampling in which groups rather than individuals are selected.

4: Systematic Sampling: sampling in which individuals are selected from a list at specific interval/sequence.
Types of Non Probability Sampling

1: Convenience Sampling: it involves people who are available, volunteer, or can be easily recruited. It is also referred as accidental sampling/ haphazard sampling.

2:Quota Sampling: when listing of population is not possible, interviews are given from exact number of quotas from persons of varying character. In which researcher determines the appropriate sample sizes for the groups identified as important, and then taking convenience samples from those groups.

3:Purposive Sampling: sampling that involves selecting a convenience sample from a population with a specific set of characteristics for research study.

4: Snowball Sampling: sampling in which the researcher ask the research participants to identify other potential research participants.

Headmaster Notes , Test Preparation Teaching Method Notes

Headmaster Notes , Test Preparation Teaching Method Notes

(5) Project Method: it is a problematic act carried to completion in its natural setting. There are following steps in this method (a) provision of a situation (b) selection of objectives (c) planning (d) execution (e) evaluation (f) recording. It is based upon psychological and sociological principles. It develops insight toward life problem. Project startegy provides an opportunity for work experience, divergent thinking and social efficiency.
There are some demerits in this method. It is time consuming. Teacher is overloaded with work. Students gain outward ideas of subjects only. Text and reference materials are found with scarcity. It is expenrive.syllabus of advance classes cannot be covered with this method, as it requires greater time.

(6) Activity Method: activity method brings the students close to the real life situation. they get first hand experience in an enviornment in which they are performing certain activity. It is recognized that the directed activities give reality to learning and effective teaching uses all available sources. There are different types of activities (a) Exploratory- knowledge getting (b) Constructive- experience getting (c) Expressional- presentation.

(7) Inductive Method: in this method, the child is enabled to arrive at the general conclusion, establish laws or formulate generalizations through the observation of particular facts, and concrete examples. A universal truth is proved by showing that, if it is true for a particular case
and is further true for a reasonably adequate number of cases, it is true for all such cases. The formula of generalization is thus arrived at through a convincing process of reasoning and solving of problems. It is a logical method. It gives opportunity of active participation. It reduces dependence on memorization and homework. It is based on actual observation, thinking and experimentation.
Its drawbacks: it is limited in range. It is not absolutely conclusive. Three or four cases are picked up to generalize an observation. It is laborious and time consuming. At the advanced stage, it is not so useful as some of the unnecessary details and explanations may become dull and boring.

(8) Deductive Method: it is the opposite of the inductive method. Here the learner proceeds from general to particular, abstract to concrete and formula to examples. The method is short and time glorifies memory, as the students have to memorize a considerable number of formulas and definations. It enhances speed and efficiency in solving problems.
But it also have some drawbacks as it is very difficult for a beginner to understand an abstract formula if it is not preceded by a number of concrete instances. Use of this method will demand the blind memorization. Here memory is more important than intelligence. The students can’t become active learners. It is not suitable for the development of thinking, reasoning and discovery.
9) Drill Method: there is repeated performance of a learning act until a desired level of skill to do the act correctly is attained or the teacher and student settle for a lesser level of competency. The performance may be verbal, as in music, speaking a foreign language, and speech correction and therapy; written, as in mathematics, spelling, and shorthand, or manual as in industrial arts, art, athletics and physical education, and typing.

(10) Group Differentiated Method: it is based on the principle that no student is particularly different from any group or class of students. All students are equally capable and efficient. It is a balanced instruction for individuals and groups.
This instruction is imparted collectively to a group of students at the same time and place. It develops a spirit of competition. It promotes debating and discussion. It promotes social development and consciousmess among the students for greater cooperation, sympathy, sacrifice, affection and loving behavior. It saves time and money. In other words within limited / lesser resources instruction is imparted to a great number of students.

(11) Question Answer Method: the Socratic startegy is known as question answer strategy. It is developed by Socrates. He assumes that all knowledge within the learner and teacher has to unfold it. He assumes that teacher should present the subject matter in such a way that learner recognizes the truth and he can identify himself with it.
Socrates has suggested three steps in this strategy: (a) to prepare questions and arrange them in a sequence.
(b) to present the questions in appropriate way so that curosity may be created among the learners.
(c) to ask new questions by liking with the learner’s responses. Teacher is able to recognize the intention of learner and provides motivation accordingly.
It provides motivation and encouragement. It makes learners active in the classroom. It involves psychological principles of learning. It is more useful at primary and secondary level.
Its limitations are that it is mechanical startegy and limited to memory level in the classroom climate. It can’t be used in the teaching at higher classes.

(12) Problem Solving Method: it is a manner of dealing with that, which is problematic. A method involving clear defination of problems confronted, formation of hypothetical solutions or suggestion, deliberate test of hypothesis until evidence warrants its acceptance. this method is considered to be an excellent method since it develops skill and scientific attitude. Students become self dependent, self reliant and self confident.
But this is a long and slow process in which too much stress is laid on practical work. It presupposes that all the students are problem solvers. Pupils learn facts themselves. This is real education / learning. Acting in new situation is learnt. Curiosities of pupils are satisfied.

(13) Lecture Method: lecture lays emphasis on the presentation of the content. Teacher is more active and students are passive participants but he uses question answer technique to keep them attentive in the class. Teacher controls and plans for all acts of students. There are 5 steps: (a) preparation (b) presentation (c) comparison or association (d) generalization (e) application.
It is an economical teaching method. Very high order of cognitive objectives may be achieved by this method.
This method can be used in higher classes but it can not easily used in elementary classes. It can’t be used for achieving the pychomotor objectives and the highest order of effective objectives.
(1) Recitation Method: This is the most powerful technique for imprinting material on the mind and moving to longer term memory. A recitation is a discussion carried by a teaching assistant (TA) to supplement a lecture given by a senior faculty at an academic institution. During the recitation, TAs will review the lecture, expand on the concepts, and carry a discussion with the students. It bring you to full alertness. Cooperation is learned. Initiative is encouraged. Students are trained how to plan and report.

(2) Discussion Method: in this method a small group assembles to communicate with each other, using speaking, listening and nonverbal processes in order to achieve instructional objectives. There are group members, who have reciprocal influence over one another and they are affectdd by the behavior of one another. The participants use the available time to communicate with each other. It follows following principles of teaching (a) principle of active participation (b) principle of freedom for work (c) principle of group work and equal opportunities to ask question and to answer them.

(3) Demonstration Method: in demostration method teacher actually performs infront of students. Students observe while teacher explains the event and phenomenon. It helps in achieving psychomotor objectives. Any simple or complex skill becomes easy to understand. One of the Disadvantages is that only the attention of the learners is invited towards activity demonstarted but they are not free to discuss about it.

(4) Heuristics Method: the term Heuristics has been borrowed from the word Heurises, it means Discover or Investigate. The purpose of communication is to develop the tendency of investigation. Arm Strong is the exponent of this strategy. It is based upon the assumption of Herbert Spencer that the learner should be told as little as possible and he should be encouraged to learn himself as much as possible.
A problem is placed before the learners and they attempt to seek the solution of the problem. The learners get full freedom of working and thinking. The number of devices are used for solving the problem. It develops scientific attitude, tendency of observation, self confidence, self reliance, logical and imaginative thinking among the learner. It creates the situation for divergent thinking.
It suffers from the following limitations: it can not be used for lower classes. It is time consuming. It can not be used for dull or poor students even for higher classes. It can not be employed for a large number of students.

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