Qaisar Abbas’s research while affiliated with University of Faisalabad and other places

This study explores the impact of school leadership on the academic performance of secondary school students. Effective leadership is increasingly recognized as a critical factor in enhancing educational outcomes. This quantitative study investigates the impact of school leadership on the academic performance of secondary school students. A sample of 150 teachers from 15 public secondary schools was selected using stratified random sampling. Data were collected through structured questionnaires focusing on goal setting, teacher motivation, instructional support, and academic performance indicators. Statistical analysis, including correlation and regression techniques, was used to examine the relationship between leadership styles and student performance. The results reveal a significant positive correlation between transformational leadership practices and improved academic outcomes. The study concludes that effective school leadership—characterized by goal setting, instructional support, and teacher motivation—plays a critical role in enhancing student performance at the secondary level. The findings highlight the need for leadership development programs to strengthen academic success in schools.

Five characteristics of social and emotional competence (SEC) help people understand and control their emotions and feelings. These traits are self-awareness, social awareness, self-management, relationship management, and responsible decision-making. The purpose of this paper was to examine the social-emotional competence of university students and its relationship with their academic achievement. The paper has two objectives (1) to analyze the level of social-emotional competence of university students and (2) to investigate the relationship between social-emotional competence and academic achievement of university students. The current study was a descriptive type. The population of this study was all BS, MS/MPhil, and Ph.D. students studying in Pakistani universities. The convenience sample method was used to select a sample comprising 165 students from the said population. An adapted questionnaire with twenty-five statements under five factors of social-emotional competence was used to collect the data from the university students through the online Google form method. The validity of the questionnaire was confirmed by obtaining experts' opinions, and reliability was ensured through conducting a pilot study. The reliability of the questionnaire was calculated as (?=.85). Statistical tests like mean scores and standard deviation were used to assess the university students' social-emotional competence level. The Pearson r correlational test was used to investigate the relationship between independent and dependent variables. This study discovered that university students had a high level of self-awareness, relationship management, and responsible decision-making, a moderate level of social-awareness, and a low level of self-management. In addition, it was revealed that there had a low positive relationship between social-emotional competence (SEC) and academic achievement. This study recommends that a more conducive learning environment should be provided in universities to enhance students' social-emotional competence.

Online education and its methods have been challenged by researchers since its widespread adoption. Over the past few decades, technology, globalization, and business model innovation have transformed business. Objectives of the study were to assess the effects of online learning on the performance of business students, explore the challenges that hinder online learning of business students and to provide strategies to improve online learning of business students. This study may help online course developers and teachers conceive, develop, and deploy online learning methods. Support staff who help establish curriculum, support services, and professional development may benefit from developing ways to satisfy students' requirements. There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting close ended questions related to various study variables were administered to a sample of 250 business students of Private universities in Islamabad Pakistan. Data collection was done through personal visits of the researcher. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation and T-test. Study found the positive perceptions of academic performance and skills development which suggest that online learning can effectively contribute to students' educational outcomes. Furthermore, study identified challenges, such as technical issues and motivational barriers, underscore the need for targeted interventions to improve the online learning experience. Fostering interactive online content is recommended by the study, as it correlates positively with critical thinking and collaboration, key skills that contribute to academic success.

This paper investigates the factors affecting the development of social-emotional competence of Muslim and Non-Muslim students at the secondary level in Pakistan. The study was a mixed-method in which the researcher used a QUAN-QUAL sequential explanatory model. All the Muslim and Non-Muslim secondary students, teachers, and head-teachers located in Punjab Province of Pakistan were the populations. A sample of 1124 respondents (800 Students, 300 Teachers, and 24 Head Teachers) was selected through the multistage sampling method. An adapted questionnaire for students, and a developed questionnaire for teachers, and an interview schedule for teachers and head-teachers were used for the collection of data. Descriptive and inferential statistics were used on quantitative data and thematic analysis technique was used on qualitative data. Results revealed that Muslim and non-Muslim secondary school students had a moderate level of social-emotional competence and Non-Muslim secondary school teachers had a very high level of agreement towards all factors of social-emotional competence while Muslim secondary school teachers had a high level of agreement towards all factors of social-emotional competence. This study recommends that social learning framework should be incorporated into the current curriculum to increase students' SEC.

In recent years, researchers, practitioners, and policymakers have come to realize the significance of financial literacy. Owing to continuous transformations in the financial services sector, personal finance has grown increasingly complex, and the consequences of not obtaining sufficient financial education have escalated. The objective of this study was to evaluate the effectiveness of financial literacy programs aimed at university business students. Research question of the study were to what extent are business students financially literate? how effective are programs for financial literacy that are aimed at business students? and how can business students' financial literacy be improved? There was a quantitative analysis carried out. The study used a survey to collect data, and its design was descriptive in nature. A survey consisting of 20 questions related to various financial literacy was administered to a sample of 200 business students of Private universities in Islamabad Pakistan. Descriptive statistics for the overall financial literacy score and scores for three subtopics: Budgeting, Investment, and Risk Management. To evaluate the data, descriptive statistics are used, such as the mean, standard deviation, ANOVA and t-test. Results shows that with an average Overall Score of 62.0% from the pre-program assessment, business students demonstrated a moderate level of financial literacy. Moreover, Significant improvements were also seen in the risk management, investment, and budgeting scores. Study recommended that more individualized and effective learning experience requires adjusting financial literacy interventions to target particular deficiencies found in the pre-program assessment.

A new era has dawned, exemplified by the online education revolution. Because of the advent of the internet and new technology, attending a classroom is no longer the only way to study. Nowadays, you can acquire a high-quality education anytime and wherever you choose if you have internet connectivity. This paper examines students' perceptions toward the efficacy of online teaching in distance learning programs of Allama Iqbal Open University, Islamabad, Pakistan. The study falls under the descriptive paradigm. All students of the B.Ed Program in the session 2020–2021 were the population. A convenience sampling technique was applied to a sample of two hundred students. A researchers-designed instrument having fifteen statements was used in this study. The validity and reliability of the instrument were confirmed before its execution. Data were collected using an online instrument created in Google Forms. SPSS version 24 was used to analyse the data. Frequencies were used to compare quantitative data's mean, standard deviation, and percentages. The t-test was applied to find out the significant differences on the basis of students' gender. The results of the study showed that the majority of the respondents agreed regarding the efficacy and quality of online teaching in distance learning programs. The majority of the students agreed that they feel happy to attend their online classes in distance learning programs; they lose much information if they remain absent; online teaching boosts their knowledge, tutors teaching online classes and classmates support them; they can manage time to attend online classes quickly; the online environment of classes was good; their expectations of teaching and university services were excellent, and students of distance learning programs were highly motivated. Moreover, this investigation revealed that students of both genders equally agreed regarding the efficacy of online teaching in distance learning programs. This study recommended that the online tutors of distance learning programs provide more support to the students through various online activities and innovative teaching methods to enhance their learning.

The study analyzes students' attitude towards use of e-learning in higher education in Pakistan. The study was based on the Technology Acceptance Model (TAM).The study was mixed method and sequential explanatory. Questionnaire and semi-structured interview was used to gather the data. Stratified simple random and purposive sampling techniques were used. The sample was consisted of 2180 participants (2160 students and 20 IT specialized teachers).The findings exposed that male students showed more positive attitude towards e-learning in Pakistan in comparison with female students. Technology Acceptance Model (TAM) has effectively determined students' attitude towards e-learning. One can fairly suggest if the Government provides financial support, development of IT infrastructure and facilitation by electronic media and resources, than students' attitude towards e-learning will be more positive

The purpose of the current study was to explore the effect of digital literacy on the academic performance of the students at the higher education level. The study was a mixed method and data were gathered with a questionnaire and semi-structured interviews. The validity and reliability of the scales were ensured through experts' opinion, pilot testing, and Cronbach Alpha score. The population comprised the students of M.S/M.Phil and Ph.D. A sample of 800 students was selected randomly from 10 Universities. The statistical tests like mean, standard deviation and correlation were used. Results revealed that digital literacy had significant effects on communication skills, research skills and confidence of the students and insignificant effect on students' CGPA.

Teaching style involves students in the learning process and assists them to improve critical thinking abilities. Customary teaching styles have progressed with the arrival of distinguished teaching, stimulating teachers to modify their teaching styles towards pupils’ learning requirements. The present study was intended to compare teaching styles of teachers working in various school groups at the secondary level in district Chiniot. The main objective which was probed by the respondents to discover teaching styles of public and private secondary school groups. The sample of 240 teachers of 24 public and private secondary schools was selected randomly. A questionnaire developed and used by Grasha [1] in many countries, was used as a research instrument to collect data. The responses were analyzed through SPSS (V-20) to find out Mean, Standard Deviation, and Frequency Distributions for the description of data. Values of t-test were also noted to measure significant difference among various variables related to research questions. It was concluded by analysis that there were five teaching styles found in public and private school groups. It was revealed that in public and private school groups there was no significant difference observed on expert, facilitator and delegator teaching styles. Only significant difference was found in formal authority and personal model teaching styles in favour of public school groups.