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Teachers’ Perceptions Regarding Factors Affecting Concept Based Learning at Government Schools in Nowshera, Pakistan

Received: 1 July 2021     Accepted: 4 August 2021     Published: 15 October 2021
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Abstract

Education plays a pivotal role in the development of a country. Here the author did focus on the best teaching methodologies and skills that is concept based teaching so that the student learn conceptually. There should be critical thinking and problem solving skills developed in the students. The main objective of the research study is to explore the perceptions of secondary school teachers regarding factors affecting concept based learning at government secondary schools in district Nowshera. The population of the study is all secondary school teachers at government high schools in district Nowshera. The sample size was 105 secondary school teachers. The primary data was collected through questionnaire. The questionnaire was personally distributed among the teachers and got excellent response from them. The major findings showed the effectiveness of concept based learning and major factors that affecting concept based learning. In light of the said findings, certain major recommendations were made in order to achieve the maximum benefits of the study as secondary school teachers may be encouraged and motivated towards concept based learning techniques. Government school teachers may be given more skills and techniques of teaching and learning through effective in-service training and refresher courses. This study however, successfully plays a very important role in highlighting of the effectiveness of concept based learning and the factors that affecting concept based learning at government secondary schools for boys in district Nowshera. There may be core skills incorporated in the curriculum so that the students may be equipped with the twenty first century skills i.e critical thinking and problem solving, communication and collaboration, creativity and imagination, citizenship, digital literacy and students’ leadership.

Published in Humanities and Social Sciences (Volume 9, Issue 5)
DOI 10.11648/j.hss.20210905.18
Page(s) 202-207
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Teachers’ Perceptions, Factors, Concept Based Learning, Secondary School Teacher

References
[1] Andrew, A. L. (2010). “Concept-based Learning: General Tips to Parents” a research article on Washington.
[2] Barbara J. M. (2010). ‘Promoting Deep Learning’ the University of Texas at San Antonio.
[3] Castronova, A. J. (2011). “Discovery learning for the 21st Century: What is it and how does it compare to traditional learning in effectiveness in the 21st Century?” a research article university of United States.
[4] Cohen, A. (2011). “why rote memorization is more important that you think” a research article in Ireland.
[5] Etienne, R. & W. (1999). “learning is as much a part of our human nature as eating or sleeping” a research article London.
[6] Floor M. & Nil, P. B. (2001). ‘Comparing the effectiveness of rote and meaningful instruction and Exercises for learning topographical facts’ Master’s Thesis, Faculty of Social Sciences, University of Utrecht.
[7] Gove, M. (2012). “Tough exams and learning by rote are the keys to success” a research article Washington.
[8] Hadjerrouit, B. & Wan. T. (2003). ‘Teaching and Learning School Informatics: A Concept-Based Pedagogical Approach’ Faculty of Technology and Sciences, University of Agder Serviceboks, Kristiansand, Norway.
[9] Johnson, B. (2010). “when rote learning makes sense” a research article in London.
[10] Morse, David. and Jutras, France. (2008), “Implementing Concept-based Learning in a Large Undergraduate Classroom” a combine research article in France.
[11] Ramya, L. & I. M. (Dec 11, 2012). ‘Rote learning an evil in education system’ national survey reveals Chennai, India.
[12] Jane, N.. (2011). ‘A Rational Analysis of Rule-based Concept Learning’ a research article University of California, Berkeley.
[13] Zachry, L. (2010). “Rote Memorization versus Mastery of Concepts” Ph.D. Thesis University in Australia.
Cite This Article
  • APA Style

    Ihsan Ullah. (2021). Teachers’ Perceptions Regarding Factors Affecting Concept Based Learning at Government Schools in Nowshera, Pakistan. Humanities and Social Sciences, 9(5), 202-207. https://doi.org/10.11648/j.hss.20210905.18

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    ACS Style

    Ihsan Ullah. Teachers’ Perceptions Regarding Factors Affecting Concept Based Learning at Government Schools in Nowshera, Pakistan. Humanit. Soc. Sci. 2021, 9(5), 202-207. doi: 10.11648/j.hss.20210905.18

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    AMA Style

    Ihsan Ullah. Teachers’ Perceptions Regarding Factors Affecting Concept Based Learning at Government Schools in Nowshera, Pakistan. Humanit Soc Sci. 2021;9(5):202-207. doi: 10.11648/j.hss.20210905.18

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  • @article{10.11648/j.hss.20210905.18,
      author = {Ihsan Ullah},
      title = {Teachers’ Perceptions Regarding Factors Affecting Concept Based Learning at Government Schools in Nowshera, Pakistan},
      journal = {Humanities and Social Sciences},
      volume = {9},
      number = {5},
      pages = {202-207},
      doi = {10.11648/j.hss.20210905.18},
      url = {https://doi.org/10.11648/j.hss.20210905.18},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20210905.18},
      abstract = {Education plays a pivotal role in the development of a country. Here the author did focus on the best teaching methodologies and skills that is concept based teaching so that the student learn conceptually. There should be critical thinking and problem solving skills developed in the students. The main objective of the research study is to explore the perceptions of secondary school teachers regarding factors affecting concept based learning at government secondary schools in district Nowshera. The population of the study is all secondary school teachers at government high schools in district Nowshera. The sample size was 105 secondary school teachers. The primary data was collected through questionnaire. The questionnaire was personally distributed among the teachers and got excellent response from them. The major findings showed the effectiveness of concept based learning and major factors that affecting concept based learning. In light of the said findings, certain major recommendations were made in order to achieve the maximum benefits of the study as secondary school teachers may be encouraged and motivated towards concept based learning techniques. Government school teachers may be given more skills and techniques of teaching and learning through effective in-service training and refresher courses. This study however, successfully plays a very important role in highlighting of the effectiveness of concept based learning and the factors that affecting concept based learning at government secondary schools for boys in district Nowshera. There may be core skills incorporated in the curriculum so that the students may be equipped with the twenty first century skills i.e critical thinking and problem solving, communication and collaboration, creativity and imagination, citizenship, digital literacy and students’ leadership.},
     year = {2021}
    }
    

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    AU  - Ihsan Ullah
    Y1  - 2021/10/15
    PY  - 2021
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    AB  - Education plays a pivotal role in the development of a country. Here the author did focus on the best teaching methodologies and skills that is concept based teaching so that the student learn conceptually. There should be critical thinking and problem solving skills developed in the students. The main objective of the research study is to explore the perceptions of secondary school teachers regarding factors affecting concept based learning at government secondary schools in district Nowshera. The population of the study is all secondary school teachers at government high schools in district Nowshera. The sample size was 105 secondary school teachers. The primary data was collected through questionnaire. The questionnaire was personally distributed among the teachers and got excellent response from them. The major findings showed the effectiveness of concept based learning and major factors that affecting concept based learning. In light of the said findings, certain major recommendations were made in order to achieve the maximum benefits of the study as secondary school teachers may be encouraged and motivated towards concept based learning techniques. Government school teachers may be given more skills and techniques of teaching and learning through effective in-service training and refresher courses. This study however, successfully plays a very important role in highlighting of the effectiveness of concept based learning and the factors that affecting concept based learning at government secondary schools for boys in district Nowshera. There may be core skills incorporated in the curriculum so that the students may be equipped with the twenty first century skills i.e critical thinking and problem solving, communication and collaboration, creativity and imagination, citizenship, digital literacy and students’ leadership.
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Author Information
  • Elementary & Secondary Education Department, Khyber Pakhtunkhwa, Pakistan

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