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Various factors influence the effectiveness of the teaching-learning process, including teaching skills,
instructional strategies, standards for curriculum, and the physical classroom environment. Kimaro (2020),
claims that positive and negative physical environments affect students' educational progress and experiences.
The study was conducted to explore the impact of the physical environment of Non-Formal Basic Education
(NFBE) schools on students' educational experiences and their future educational choices. The sample of this
phenomenological study was purposively selected from four districts of the Lahore Division (Sheikhpura,
Nankana, Lahore, and Kusur). A self-developed semi-structured interview protocol was used to collect in-depth
qualitative data. The thematic analysis technique was used to analyze the data. The findings revealed a lack of
educational resources such as proper blackboards, copies, stationery, books, etc. These schools also lack basic
facilities such as desks, proper sitting arrangements for students, space, noise, proper ventilation, separate
washrooms for boys and girls, clean drinking water, etc. The findings also revealed that a poor physical
environment impacts negatively on students' learning. However, the findings showed that teachers' motivational
and positive behavior help students to continue and make progress in their studies. The study's findings will be
helpful for the Ministry of Literacy and Non-formal Basic Education (LNFBE), planners, and policymakers in
developing plans and initiatives to improve the physical environment of NFBE schools in Punjab, enhancing the
positive educational experiences of students.
Sabihee Shahid, Dr. Naima Qureshi. (2021) Impact of Physical Environment on Educational Experiences of Students at Primary Level: A Phenomenological Study of Non-Formal Basic Education Schools of Punjab, Pakistan Journal of Social and Clinical Psychology, volume 19, issue 2.
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