Final Thesis B.ed

AN EXPLORATION THE ROLE OF PORTFOLIO ON
STUDENT’S ACADEMIC PERFORMANCE AT PRIMARY

LEVEL
SALMA MUNIR
Roll No: BP617525
Reg #: 17-PMI-05334
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
MAY 2019
AN EXPLORATION THE ROLE OF PORTFOLIO ON
STUDENT’S ACADEMIC PERFORMANCE AT PRIMARY
LEVEL
By
SALMA MUNIR
Roll No: BP617525
Submitted in Partial Fulfillment of the Requirements for B. Ed. (1.5 Year) Program
at Teacher Education department
FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
May-2019,
© Salma Munir, 2019
ii
iii
Faculty of Education
Allama Iqbal Open University, Islamabad
APPROVAL FORM
The research project attached hereto titled “AN EXPLORATION THE ROLE OF
PORTFOLIO ON STUDENT’S ACADEMIC PERFORMANCE AT PRIMARY
LEVEL” proposed and submitted by SALMA MUNIR Roll No. BP617525 in partial
fulfillment of the requirements for the degree of B.Ed. (1.5 year) Program (Educational
technology and evaluation) is hereby accepted.
Supervisor Sign: __________________________________
Name of Supervisor: __________________________
Evaluator Sign: __________________________________
Name of the Evaluator: _______________________
Dated: MAY-2019
iv
DECLARATION
I _____________________________ Daughter of ____________________________
Roll No# _________________________Registration No. _____________________
A Student of B.Ed. (1.5 year) Program Teacher Education at Allama Iqbal Open
University do hereby solemnly declare that the research project entitled “AN
EXPLORATION THE ROLE OF PORTFOLIO ON STUDENT’S ACADEMIC
PERFORMANCE AT PRIMARY LEVEL” submitted by me in partial fulfillment of
B.Ed. (1.5 year) Program, is my original work, and has not been submitted or published
earlier. I also solemnly declare that it shall not, in future, be submitted by me for
obtaining any other degree from this or any other university or institution.
______________ ____________________
Date: may-2019 Signature of Candidate
__________________
Name of Candidate
v
Research Project Submission Approval Form
Research Project Entitled “AN EXPLORATION THE ROLE OF PORTFOLIO ON
STUDENT’S ACADEMIC PERFORMANCE AT PRIMARY LEVEL” Submitted by
SALMA MUNIR Roll No# BP617525 Registration No. 17-PMI-05334 A Student of
B.Ed. (1.5 year) Program Teacher Education has been read by me and has been found to
be satisfactory regarding its quality, content, language. Format, citations, bibliography,
style, and consistency, and thus fulfils the qualitative requirements of this study. It is
ready for submission to Allama Iqbal Open University for evaluation.
Muhammad Abdullah khan

(Name of Supervisor)
Date: May-2019 ________________________

Signature of Supervisor
vi
DEDICATION
I Salma Munir D\O Munir Ahmed khan Roll # BP617525 Registration # 17-PMI-05334
A student of B.ED (1.5 year) program science education at Allama Iqbal Open University
Dedicated this research work to
Last prophet Hazrat Muhammad (S.A.W)
My parents, my teachers and all those who enthusiastically participated in my study to
help me for its accomplishment and shared their knowledge and skills
vii
ACKNOWLEDGEMENT
I express my deep gratitude to the Allah almighty that created and nurture of in this
transitory world. I also express my gratitude to him for giving me an opportunity to do
this work successfully under my B.ed program.
I am also graceful to our faculty member, and Regional Director AIOU Mianwali. I also
want to express my gratitude to respected sir Muhammad Abdullah Khan, my thesis
advisor, without his supervision help and variable suggestion it would not possible for me
to complete my thesis.
I am also thankful to all the supportive bodies closer to this working environment. I
express the deepest sense of regard and special gratitude.
Finally I would like to express my gratitude to my fellows and all the peoples who helps
me by providing their valuable assistant and time during this program.
SALMA MUNIR
viii
ABSTRACT
Education in modern days has become more challenging task so assessment in education
is necessary to obtain 100% results. Nowadays, one of the alternative assessment
techniques used in various disciplines such as in teacher education so forth is portfolio.
The present research aims was to explore the trend of portfolio in Govt.primary schools
and to analyze the teacher perception about significance of maintaining student portfolio.
The research is also useful to identify the effect of portfolio on student’s self- efficacy
and academic performance. To achieve this aim, some information of portfolio such as its
definition, its developing process, selection of contexts, its advantage and disadvantage
were presented. This study was conducted in month of May 2019. Researcher has
selected the district Mianwali for collection of data through questionnaire. A
questionnaire consisting of 32 questions was used and distributed among 200 male and
female teachers of primary school of district Mianwali. Simple random sampling
technique was used to collected data. Data was analyzed through percentage and mean
score. After analysis the findings of the study shows that role of portfolio has great effect
on students’ academic performance and helps in increasing students’ self-efficacy and
hence students are motivated to learn. Further, to exploit the role of portfolio effectively
some suggestions were made that provides useful information about maintain student
portfolio.
Keywords: Alternative Assessment, Academic Performance, Portfolio.
ix
TABLE OF CONTENTS
APPROVAL FORM...........................................................................................................iv
DECLARATION.................................................................................................................v
Research Project Submission Approval Form....................................................................vi
DEDICATION..................................................................................................................vii
ACKNOWLEDGEMENT................................................................................................viii
ABSTRACT.......................................................................................................................ix
CHAPTER 1........................................................................................................................1
1. INTRODUCTION.......................................................................................................1
1.1Background of the Study............................................................................................2
1.2 Statement of the Problem...........................................................................................3
1.3 Significance of the Study...........................................................................................3
1.4 Objectives of the Study..............................................................................................3
1.5 Research Questions...............................................................................................4
1.6 Limitations of the Study............................................................................................4
1.7 Delimitation of the Study...........................................................................................4
1.8 Variables of the Study...............................................................................................4
1.9 Operational definition of variables............................................................................5
(a) Portfolio items:.......................................................................................................5
(b) Student’s performance...........................................................................................5
CHAPTER 2........................................................................................................................6
REVIEW OF RELATED LITERATURE.......................................................................6
2.1 INTRODUCTION.....................................................................................................6
2.1.1 Portfolio..............................................................................................................7
2.1.2 Portfolio Types...................................................................................................8
2.1.3 Advantages of Using Portfolio...........................................................................9
2.1.4 Problems and Disadvantage of Using Portfolio................................................10
2.2 Theoretical framework of the study.........................................................................11
2.2.1 Portfolio as Assessment tool.............................................................................11
2.2.3 Self-Efficacy and Portfolios.............................................................................12
x
2.2.4 Role of portfolio in teacher education..............................................................14
CHAPTER 3......................................................................................................................17
RESEARCH METHODOLOGY..................................................................................17
3.1 Research Design......................................................................................................17
3.2 Conceptual Frame Work of the Study.....................................................................17
3.3 Population................................................................................................................18
3.4 Sample and Sampling Technique............................................................................18
3.5 Sample Size.............................................................................................................19
3.6 Development of research Instrument.......................................................................19
3.7 Validity and Reliability research of instrument...........................................................19
3.7.4 Finalization of instruments.......................................................................................20
3.8 Data Collection............................................................................................................20
3.9 Data Analysis...............................................................................................................20
CHAPTER 4......................................................................................................................21
DATA ANALYSIS AND INTERPRETATION...............................................................21
CHAPTER 5......................................................................................................................41
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.................41
5.1 Summary..................................................................................................................41
5.2 Findings...................................................................................................................42
5.3 Discussion................................................................................................................48
5.4 Conclusions..............................................................................................................49
5.6 Recommendations....................................................................................................49
References..........................................................................................................................51
APPENDEX......................................................................................................................55
xi
LIST OF TABLES
Table No. Titles Page No.

4.1 Record of Students’ Admission Test in their files. 21
3-Monthly Assessment Test Record of students is
4.2 22
maintained
Record of Mid-Term Exams in Students’ Files is
4.3 22
maintained
4.4 Record of December Tests. 23
4.5 Record of Final Exams. 23
4.6 Record of Student’s Class Participation. 24
4.7 Record of Student’s Sports Activities. 24
4.8 Head Teacher regularly monitors Student record 25
portfolio is a feedback for teacher to improve their own
4.9 25
work
4.10 Portfolio completely reflects your hard work 26
4.11 portfolio gives hands-on information to the teachers 26
4.12 I recommend this process for all teachers 27
4.13 Portfolio helps us in finding weak students 27
4.14 Portfolios help teachers to determine whether students can 28

apply what they have learned to new problems
4.15 Portfolio give constructed feedback to the peers. 28
Portfolios can improve communication between teachers
4.16 29
and parents.
4.17 Portfolio is design with student self-assessment as a goal. 29
Portfolio represents a wide range of student work in a
4.18 30
Subject area.
4.19 Portfolio integrates assessment with the learning process. 30
In any class portfolio are used for students to showcase
4.20 31
their work.
4.21 Portfolio is used to document progress of students. 31
4.22 Portfolio indentifies areas needing improvement. 32
4.23 Portfolio helps students to set their own process goal. 32
4.24 Portfolio document strategies for achieving students’ goal. 33
4.25 By portfolio use students are motivated to learn. 33
Portfolio helps students to adjust their actions on their
4.26 34
own to achieve goals.
Students Portfolio documents the process they use when
4.27 34
working on task.
4.28 Portfolios demonstrate student’s strength. 35
Portfolio help student to modify or adopt strategies that
4.29 35
are successful.
4.30 Portfolio helps students to increase their self efficacy. 36
xii
Portfolio monitors the student’s progress towards
4.31 36
achieving goal.
4.32 Portfolio Attribute student’s success to their efforts. 37
4.33 Summary of response statement 39
xiii
List of Figures
Figure No. Titles Page No.

1.1 Variables of the Study 4
3.1 Conceptual Framework of Study 18
xiv
1
CHAPTER 1
1. INTRODUCTION
Socio-cultural, economic, and technological changes, new developments and inventions
on the science, and especially democratic thoughts and developments on the human rights
lead to increase in educational expectations. They also force the education to be changed
for the benefit of individuals by pressuring on the traditional education.
In recent years, one of the authentic, or as some calls alternative, assessment techniques
consistent with the philosophy of the social constructivist and cognitive learning theory is
the portfolio assessment. Portfolio assessment is started to be used commonly in the
education area and used for the performance assessment of an individual and group in the
process of student learning (Birgin 2003; Kaptan & Korkmaz, 2000; Kush, 1994;
Norman, 1998). Nowadays, portfolio application which tries to assess the ability of
students and which is an alternative assessment application is regarded also as the most
important teaching and assessment application, as well (Glasgow, 1997; Korkmaz &
Kaptan, 2005; Stinggins, 1994; Sweet, 1993). Portfolio is used in the educational area as
both teaching material and as a means of assessment. Portfolios include collecting
samples from the students’ works and reflecting them. Portfolios both guide learner and
present suitable possibilities for realistic assessment. If they are organized carefully, they
create an agreement in terms of assessment and learning (Korkmaz & Kaptan, 2005). It
can be said that portfolio is a supporter for the new teaching approach emphasizing the
role of a student in constructive learning and the role of a teacher in increase of
comprehension. For instance, while writing instructions, portfolio can be used to show
2
the order of works, objectives, and written materials by students. In addition, portfolios
can be a record of the activities completed during a certain time.
By taking into consideration the definitions made by the researchers; portfolio is known
to be used both as a teaching approach and as a means of assessment in education and
Mehtap çakan, Gülcan mihladiz & Belgin göçmen-taşkin 364 teaching period. In a study,
Grenchik, O’Connor, and Postelli (1999) emphasized that arranging learning
environment or activities to meet the students’ needs helps students to increase their
motivation level toward learning. In their study, portfolios were used as one of the tool to
provide adequate learning environment for students and to assess student responsibility
and motivation for learning. Portfolio can be seen as one way of arranging suitable
learning environment for students.
1.1Background of the Study
The rapid changes nowadays in science and technology have affected the education
systems. As a result of these changes, the education systems need to be modified in such
a way that enables the students to learn the ways to reach the knowledge solve problems
and improve the skill of decision-making. The new understanding that aims to contribute
to this change process should be structured in line with the purpose of an approach that
supports and improves the individual’s active involvement in life, making the correct
decision and solving problems by taking into account the value that the knowledge bears
and the experiences that he already has. And this case depends on the improvement and
the use of appropriate teaching methods (Erbil, Demirezen et al., 2004).

3
In recent years, results of many research with related to teaching methods show that
traditional teaching methods don’t increase achievement of student according to different
teaching methods in our country (Korkmaz, 2001; Demircioğlu, Demircioğlu and Ayaş
2004; Güvener, 2005). So, new teaching methods have been used to increase academic
achievements of students and removal of academic failure causes in our education
system. Portfolio has been used as alternative measure and assessment tool and then
portfolio has been used as a teaching material and method (Wolf, 1999; Kaptan and
Korkmaz, 2000).
The alternative method in education used in the assessment of the students’ and
individual or group performance is portfolio. portfolio is emphasized by many researches
(Birgin, 2003; De Fina, 1992; Gussie, 1998; Micklo, 1997; Mumme, 1991; Norman, 1998
;). According to them, portfolio gives more reliable and dynamic data about students for
teachers, parents and also for students himself. Also, using this assessment method in
primary schools provides getting clear information about students and fulfilling their
weaknesses and it also helps teachers planning & teaching progress.
1.2 Statement of the Problem
In this study, portfolio is considered as a teaching approach. In that aspect, the study aims
to find out role of portfolio application and preparation process on students achievement
and attitudes in primary schools.

4
1.3 Significance of the Study
This research is useful for Government and administration that they make such policies
for Government schools that they should maintain portfolio of their students. it is useful
for the teacher to understand the abilities and achievements of their children with time to
time. This research is also useful for the parents to see their child’s progress in school.
1.4 Objectives of the Study
The objectives of study were:
1. To explore the portfolio trends in Govt. primary schools.
2. To analyze teacher’s perception about significance of student’s portfolio.
3. To examine the effect of portfolio on Student’s academic performance.
4. To examine the effect of portfolio on student’s self efficacy.
1.5Research Questions
1. What is the trend of maintaining student portfolio in Govt. primary school?
2. What are the teacher’s perceptions about significance of student’s portfolio?
3. What is the effect of portfolio on student’s academic performance?

5
4. What is the effect of portfolios on student’s self-efficacy?
1.6 Limitations of the Study
The study is about to determine the role of portfolio on students academic performance.
This study is limited to only primary schools
1.7 Delimitation of the Study
This model showed that the present study was action research in nature. Due to shortage
of time, resources and research constraints, the present study was delimited to
Government primary Schools of Mianwali City.
1.8 Variables of the Study
Independent Variable Dependent Variable
Portfolio Items Student’s Performance
Figure 1.1 Variables of the Study
The given model displayed the underlying concept about the variables of the study. It
represents the association between independent and dependent variables. This model
presents the idea that portfolio was associated with student’s performance.
6
1.9 Operational definition of variables

(a) Portfolio items:
A student portfolio is a compilation of academic work and other forms of
educational evidence assembled for the purpose of
(a) Evaluating coursework quality, learning progress, and academic achievement.
(b) Determining whether students have met learning standards or other academic
requirements for courses, grade-level.
(b) Student’s performance
Academic achievement or academic performance is the extent to which a student,
teacher or institution has achieved their short or long-term educational goals.

7
CHAPTER 2
REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION
This chapter reviews the literacy aspects of the study. This literature review is
effectiveness of student’s portfolio. The review also focused on various aspects of
utilizing student’s portfolio. Literature review shows the significance of portfolio in terms
of teaching tool and assessment. Different researches were conducted on student’s
portfolio. Some of them were presented here.
Throughout the years, there have been varying definitions of a "student portfolio," but
authors Leon Paulson, Pearl Paulson, and Carol Meyer (1991) provide us with a succinct
definition: A portfolio is a purposeful collection of student work that exhibits the
student‘s efforts, progress, and achievements in one or more areas. The collection must
include student participation in selecting contents, the criteria for selection, the criteria
for judging merit, and evidence of student reflection (p. 60).
According to Simon and Forgette-Giroux (1994), a portfolio is defined as a cumulative
and continuous collection of entries selected and reflected on by students in order to
assess their competency development. Barrett (2001) defines portfolio as a purposeful
collection of students’ works exhibiting students’ effort, progress, and achievement in
one or more areas. Paulson, Paulson, and Meyer (1991) provided an extensive definition
of portfolio. They define a portfolio as a purposeful collection of students’ work, not only
8
displaying students’ effort, progress, and achievement, but also demonstrating students’
participation in selecting contents and selecting the criteria.
How portfolio assessment or use effect students’ learning is a significant question to be
answered. Biggs (1999) indicated that portfolios, as a form of assessment, are capable of
increasing students’ learning. It has been emphasized that what students learn and how
they learn is very much depends on what they think they will be assessed on (Biggs,
1999; Tiwari & Tang, 2003). If students think that they will be assessed on low order
cognitive skills then they learn those skills, if they think they will be assessed on higher
order cognitive skills then they learn those skills and they feel that they need to have
better understanding of the subjects. In seeking effects of portfolios on students’ learning,
Tiwari and Tang (2003) found that process of preparing portfolios lead students to
positive academic and effective outcomes for nursing students. The students reported that
they gained much better understanding, they learned deeply and meaningfully,
conceptualized high cognitive level, and could apply what they learn to their professional
practice or assessment.
2.1.1 Portfolio
Very simply put, a portfolio is a collection of evidence that is gathered together to show a
person’s learning journey over time and to demonstrate their abilities. Portfolios can be
specific to a particular discipline, or very broadly encompass a person’s lifelong learning.
Many different kinds of evidence can be used in a portfolio: samples of writing, both
finished and unfinished; photographs; videos; research projects; observations and

9
evaluations of supervisors, mentors and peers; and reflective thinking about all of these.
In fact, it is the reflections on the pieces of evidence, the reasons they were chosen and
what the portfolio creator learned from them that are the key aspect to a portfolio
(Abrami & Barrett, 2005; Klenowski, Askew, & Carnell, 2006; Loughran & Corrigan,
1995; Smith & Tillema, 2003; Wade & Yarbrough, 1996). In that way, those compiling
portfolios are active participants in their own learning (Wade, Abrami, & Sclater, 2005).
Kimball (2005, p. 451) goes further, arguing that “neither collection nor selection [of
pieces to be incorporated into a portfolio] are worthwhile learning tasks without a basis in
reflection. Reflection undergirds the entire pedagogy of portfolios”. Two other key
elements to portfolios are that they measure learning and development over time (Barrett,
2000; Challis, 2005), and that it is the process of constructing a portfolio, rather than the
end product, that is where the learning takes place (Smith & Tillema, 2003)
2.1.2 Portfolio Types
There is no an absolute description and content for portfolios. The types of portfolios are
varied according to their purpose and collected items in it. Therefore, many researchers
define different types of portfolio.
(a) Personal portfolio:

A personal portfolio is an evidentiary document designed to provide qualitative and
quantitative information
(b) Working portfolio:
A working portfolio is so named because it is a project “in the works,”
containing work in progress as well as finished samples of work. It serves as a holding

10
tank for work that may be selected later for a more permanent assessment or
display portfolio.
(c) Assessment portfolio:

The assessment portfolio primarily documents what students have learned, showing their
ability to master the curriculum objectives. It‘s important to match the selection of items
for the portfolio with the outcomes.
(d) Group portfolio:
Each member of a combined learning group contributes individual items along with
group items (e.g., samples, pictures, community project) to explain the effectiveness of
the entire group.
(f) Integrated portfolio:
It would include, selected items, either required or optional, or could be drawn from
several or all subjects. To view the whole student, works from all subjects showing
relationship between or among subjects example, this portfolio can be prepared in math
and science courses.
(h) Electronic portfolio:
An eportfolios (electronic portfolio) is a digital collection of work that documents and
showcases knowledge, skills, and abilities, and their growth over time. An
eportfolios may include such things as: Writing samples (research papers, essays, fiction,
reflections, journals.
11
2.1.3 Advantages of Using Portfolio
If used to their full potential, portfolios have a number of benefits for students. Portfolios
help to focus student thinking (Wade & Yarbrough, 1996), provide a means to translate
theory into practice (Hauge, 2006), and, most importantly, document a learner’s progress
over time (Abrami & Barrett, 2005; Challis, 2005; Smith & Tillema, 2003). They can
enhance students’ communication and organizational skills, are a way of identifying and
recognizing prior learning, and lead to new learning outcomes (Brown, 2002). Through
the process of portfolio construction, students gain a broader sense of what they are
teaching (Young, 2002). They can see their learning unfolding (Darling, 2001), acquire
an awareness of their accomplishments and come to understand how their learning takes
place (Brown, 2002). Darling (2001) highlights one important point however: that while
students view portfolios as the creation process, evaluators see portfolios as the end
product.
2.1.4 Problems and Disadvantage of Using Portfolio
A variety of problems and issues arise with the use of portfolios as an assessment
exercise in academic settings, some of which are mitigated by the shift to an electronic
environment, and some of which are exacerbated. A lack of well-defined guidelines and a
clear structure (Smith & Tillema, 2003) and a lack of examples of past portfolios
(Darling, 2001), can lead to student confusion and anxiety about the scope, nature and
value of the task (Darling, 2001; Wade & Yarbrough, 1996). Finding a balance between
student-driven construction that can lead to superficial reflections and limited evidence,
12
and over-prescribed guidelines that can lead to students lacking ownership and therefore
resenting their portfolios, is difficult (Zeichner & Wray, 2001). Students need a lot of
guidance and support throughout the portfolio process (Smith & Tillema, 2003), which
involves a lot of time on the part of tutors or supervisors (Wade & Yarbrough, 1996). As
Darling (2001) points out, students often have little academic experience with writing
reflective pieces, so that again needs to be nurtured by their supervisors. The ways in
which such feedback is given, and how that (sometimes critical) feedback becomes
acceptable to students, are also problematic (Smith & Tillema, 2003).
There is an inherent conflict between the goals of students and the goals of their
supervisors in constructing portfolios. Students “are understandably most concerned
about the uses of their portfolios as aids in gaining employment while…educators are
most concerned about using portfolios to promote professional development and to make
assessments” (Zeichner & Wray, 2001, p. 618). Zeichner and Wray’s solution is that
different portfolios be used for each different purpose.
2.2 Theoretical framework of the study

2.2.1 Portfolio as Assessment tool
The history of portfolio assessments is inseparable from the history of assessment, in
general. The history of assessment in U.S. education dates back to the middle of the 19th
century, when assessment emerged in K-12 education (Buzzetto-More, 2007). At that
time, Horace Mann, a pioneer of assessment, used the first written examinations to
measure learners’ progress in Massachusetts (Buzzetto-More, 2007). By the 1920s, a
broad scientific movement emerged, leading to the development and implementation of

13
large-scale testing which, by the middle of the 1960s, transformed into the National
Assessment of Education Progress (Buzzetto-More, 2007). In higher education, the
movement to develop accreditation mechanisms for higher education institutions
coincided with and drove the first models of measuring educational outcomes (Buzzetto-
More, 2007).
According to J.O. Brown (2001), portfolios were first used in higher education 25 years
ago and, since then, tens of thousands of adult learners have developed their own learning
portfolios to get college credits and successfully complete their degrees. The term
“portfolio” originates from the graphic arts, where portfolios were used to collect
evidence to confirm that the act of learning has taken place (Snadden & Thomas, 1998).
Today, portfolios are being extensively used in almost all disciplines, to document the
learning progress (Snadden & Thomas, 1998).
Portfolios may include records of experiences and events, critical reviews of articles,
descriptions of teaching sessions attended by adult learners, projects in which adult
learners participated, etc. (Snadden & Thomas, 1998). Portfolios enable adult learners to
identify and reflect on the weakest and strongest sides of their learning progress, describe
what they have learned and what they still need to learn, as well as possible ways to deal
with new learning (Snadden & Thomas, 1998). However, Snadden and Thomas (1998)
note that portfolio assessments work best when they are implemented and operate
through continuous interactions between learners and instructors. Interactivity is the main
prerequisite for turning portfolio assessments into a driver of continuous learning
(Snadden & Thomas, 1998)

14
The history of portfolio use in American education is integrally linked to the name of
John Dewey, who is often considered to be one of the first proponents of 44 reflective
thinking in education (Snadden & Thomas, 1998). Dewey’s contribution to
popularization of portfolio assessments can hardly be overstated. Portfolio assessments
were developed specifically to enhance, motivate and encourage reflection in education
(Snadden & Thomas, 1998). Today, portfolios can be defined as “a purposeful collection
of student work that exhibits the student’s efforts, progress and achievements in one or
more areas” (Snadden & Thomas, 1998, p.193). However, like everything else in
education, portfolios are susceptible to the effects of technological advancement.
2.2.3 Self-Efficacy and Portfolios
Many educators are struggling with the problem of defining the most suitable theoretical
framework, to promote learning and enhance students’ progress toward the desired
learning objective. Theories of Dewey, Mezirow, Piaget, Bandura and Vygotsky have
been extensively used to motivate new, alternative ways of thinking in adult students.
Researchers have made considerable contributions to understanding the concept of self-
efficacy and its relation to the use of portfolio assessments. The most important findings
in the field of self-efficacy and portfolio assessments have been described in the earlier
section of this review. However, there is no practice without theory, and there is no
theory without practice.
The use of portfolios as an instrument of assessment and its implications for self-efficacy
and comprehension requires a more profound theoretical analysis, and the learning
theories of Bandura, Dewey, Mezirow, Piaget and Vygotsky can help to explain the
15
mechanism of portfolio implementation and its effects on students’ conceptions of
learning. Although learning theories of Bandura, Dewey, Mezirow, Piaget and Vygotsky
are extremely popular in education research; their use in the analysis of self-efficacy-
portfolio relationships is rather scarce. However, all these theories have the potential to
inform curriculum and instructional design decisions regarding the use of portfolio
assessments in distance education.
Albert Bandura is rightly considered as the main source of knowledge about self efficacy
in education and learning. Bandura views individuals as independent, self organizing,
self-reflecting and proactive (Pajares, 2007), and learning is considered as a complex
product of individuals’ interactions with the environment. In this sense, and based on
Bandura’s theory, self-efficacy has nothing to do with learners’ actual 53 capabilities but
refers to what learners think about their capabilities and achievements (Milstein, 2005).
This is exactly what portfolio assessments are intended to achieve: to expose what
learners think of the strongest and weakest sides of their learning progress. It should be
remembered, that self-efficacy is contextual by nature and cannot be universal; self-
efficacious learners may feel confident about solving their learning problems in one
situation and unconfident about solving the same problem in an entirely different context
(Wahab, 2007).
Theories of Dewey, Piaget, Mezirow and Vygotsky continue this line of discussion.
Yukawa (2005) used Mezirow’s theory of transformative learning to explore the effects
of online narrative analysis on learners’ self-efficacy, which means that portfolio
assessments hold the promise to transform learners’ experiences, making learning more
16
inclusive, open and discriminating. Of great importance is the use of Dewey’s theory in
the analysis of portfolios and self-efficacy, since Dewey was among the first to
emphasize that reflection was the essential part of the learning process (Neumann &
Oberhuemer 2007). This is actually why Neumann and Oberhuemer (2007) used
Dewey’s theory as the basis for analyzing learner empowerment through eportfolios.
According to Neumann and Oberheumer (2007), portfolios place students in the role of
being their learning and education architects, which also leads them to gain greater self-
efficacy in learning.
2.2.4 Role of portfolio in teacher education
Specific to a teacher education setting, portfolios have a variety of purposes: to teach
prospective teachers how to be reflective, to assess their readiness to graduate, as part of
the process of registering beginning teachers, and as part of teacher education
programmed accreditation (Zeichner & Wray, 2001). Portfolios can serve to measure
achievement for practicum work and to foster reflection on teaching (Smith & Tillman,
2003). As McNair and Galanouli (2002) argue, a reflective portfolio is a way of
embedding theoretical principles, skills and knowledge in classroom practice, of making
meaningful connections between university based learning and the classroom context,
and of helping to improve performance and develop competence.
Portfolios “encourage student teachers and teachers to think more deeply about their
teaching and about subject matter content, to become more conscious of the theories and
assumptions that guide their practices, and to develop a greater desire to engage in
collaborative dialogues about teaching” (Zeichner & Wray, 2001, p. 614) with a goal to
17
developing confident and capable teachers. Portfolios document the shift “from seeing
oneself as student to recognizing oneself as teacher” (Darling, 2001, p. 107), and allow
students of teacher education to develop their teaching philosophy and dispositions (Ma
& Rada, 2005). In order to facilitate the more specific focus of portfolios in teacher
education, additional pieces of evidence that might be included are: “narrative statements
of teaching goals and philosophies, lesson and unit plans, pupil work samples…excerpts
from student teaching journals, communications with parents…video taped teaching
samples, action research projects, and sample pupil assessments” (Zeichner & Wray,
2001, p. 617).
It is by reflecting on the evidence collected in their portfolios that student teachers are
able to uncover their strengths and weaknesses, develop an awareness of their teaching
and learning achievements, assume responsibility for their own learning, and begin to
anticipate their learning needs (Orland-Barak, 2005). One research study, on the use of
portfolios in teacher education in Israel, is primarily concerned with “moving beyond the
obvious conclusion that portfolios promote greater reflection, towards providing teacher
educators with a clearer sense of the specific quality of reflection associated with
portfolio use” (Orland-Barak, 2005, p. 25). Orland-Barak concludes that documenting
reflection is problematic; merely constructing a portfolio does not mean reflection is
occurring. In order to be successful, reflection must move beyond simple description.
In teacher education, the use of portfolios and electronic portfolios in particular, has
gained momentum in the United States recently, due in part to standards-based reforms of
education. Teachers are being required to demonstrate that they meet certain standards,
18
before they can gain a teaching license (Delandshere & Arens, 2003; Ma & Rada, 2005).
Many institutions offering preservice teacher education are using these nationally
mandated standards as part of the graduating requirements of their students (Kimball,
2005; Strudler & Wetzel, 2005). Portfolios are seen as a way of assessing the learning
and abilities of student teachers and beginning teachers, to see whether they meet these
teaching standards. Parallels can easily be drawn to the New Zealand context, where the
New Zealand Teachers Council’s Satisfactory Teacher Dimensions are being used as
indicators of readiness for registration. As they emphasize on their website, “learning
centers may use these dimensions in a variety of ways to help them reflect the special
character of their centre and the standards they desire from teachers” (NZTC, n.d.). Many
teacher education providers are indeed adopting the dimensions as part of their graduate
profiles (Kane et al., 2005).

19
CHAPTER 3
RESEARCH METHODOLOGY
INTRODUCTION
Research methodology is a way to systematically solve the research problem. It may be
understood as a science of studying how research is done scientifically. In it we study the
various steps that are generally adopted by a researcher in studying his research problem
along with the logic behind them. It is necessary for the researcher to know not only the
research methods/techniques but also the methodology. In this study research
methodology indicates the nature of research design, research population, sampling
method, development of research tools, data collection and data analysis techniques. It
deals with the methodology and procedure used to accomplish the study.
3.1 Research Design
This study was action research in nature. Action research refers to a wide variety of
evaluative, investigative, and analytical research methods designed to diagnose problems
or weaknesses whether organizational, academic, or instructional and help educators
develop practical solutions to address them quickly and efficiently. The quantitative
method was used to collect views from respondents with the help of questionnaire. The
unit of population for this study was the male and female teachers of Government
primary schools of district Mianwali.
3.2 Conceptual Frame Work of the Study
The study was based on questionnaire. In questionnaire two parts were developed:
demographic information and Portfolio items. After the development of questionnaire,

20
sampling was completed. Single questionnaire was used for primary schools. Data was
collected. The collected data was analyzed. Conclusions and recommendations were
made on the basis of results obtained.
Demographic
Information
Questionnaire Data
Sampling
Analysis
Portfolio Items
Conclusions &
Recommendations
Figure 3.1 Conceptual Framework of Study

3.3 Population
Polit and Hungler (1999:37) refer to the population as an aggregate or totality of all the
objects, subjects or members that conform to a set of specifications. In this research the
population of the study was all the male and female teachers of Govt. Primary Schools of
district Mianwali.
3.4 Sample and Sampling Technique
In research terms a sample is a group of people, objects, or items that are taken from a
larger population for measurement. The sample should be representative of the
population to ensure that we can generalize the findings from the research sample to the
population as a whole. In this research the sample of the study was the 200 male and
female teachers form Government primary Schools of district Mianwali.

21
Random sampling technique was used to select the teachers from Government primary
school. Keeping in mind 100% population was taken as sample of the studies. Among
these participant 50% male & 50% females were included in this study.
22
3.5 Sample Size
Large sample gives more accurate results as compared to smaller sample because they are
likely to be less representative of population. In this research, there is random sample of
100 male and 100 female teachers of Govt.primary school of district Mianwali and city
Mianwali was taken.
3.6 Development of research Instrument
The researcher use questionnaire tool. A five-point likert scale questionnaire was used
which mainly includes all the possible items that covers student’s portfolio at ground
level. A five option of questionnaire were strongly agree, agree, uncertain, disagree and
strongly disagree. Questionnaire was filled from teachers of Government primary school.
This questionnaire was developed on the basis of need of the study and supervisor’s
direction.
3.7 Validity and Reliability research of instrument
Validity is defined as a measure of truth or falsity of the data obtained through using the
research instrument. In this study validity refers to the measure of truth or falsity of the
role of portfolio on students’ academic performance. Reliability is the degree of
consistency with which the instrument measures an attribute. It further refers to the extent
to which independent administration of the same instrument yields the same results under
comparable conditions. The less variation the instrument produces in repeated
measurements of an attribute the higher the reliability. There is also a relationship

23
between reliability and validity. An instrument which is not valid cannot possibly be
reliable. Validity and reliability of instrument was finalized under following steps;
24
3.7.1 Expert Opinion
The questionnaires were distributed among experts, M.Phil, PhD scholars, lecturer and
expert opinion was taken.
3.7.2 Field Testing
The instrument was send to the colleges to check items language and proof reading,
instrument also send to language expert for translation in Urdu language. Questionnaires
were distributed among teachers and head teachers of different school to check item,
language and proof reading. Little changes were took place in questionnaire after filed
testing.
3.7.3 Pilot Testing
The next key step was to test the validity and reliability of the questionnaire. In the light
of feedback and guidance of supervisor the questionnaire was finalized. The reliability of
questionnaire, by applying Cronbach’s alpha was 0.83% which was very good.
3.7.4 Finalization of instruments
An instrument was finalized after little changes under instruction of expert opinion, filed
testing, instruction and final approval of supervisor.

25
3.8 Data Collection
Data is defined as information obtained in a course of a study. In this study data was
collected by using questionnaires. A questionnaire was used in order to capture data
relevant to the study’s objectives and research questions. Questionnaire was sent to the
selective teachers of Govt. primary Schools of district Mianwali and data was collected.
3.9 Data Analysis
After collecting data from teachers of govt. primary schools of district Mianwali. Data
was organized, tabulated and analyzed through percentage and mean score.
CHAPTER 4
DATA ANALYSIS AND INTERPRETATION
Analysis and interpretation of data are the most explanation steps in research. Devoid of
these steps generalization and prediction cannot be achieved. This chapter presents data
examination and explanation. The aim was to explore the role of portfolio on student’s
academic performance at primary level.
A five point likert scale questionnaire was used to obtain data. The data obtain was
tabulated in requisites of frequency. The frequencies were transformed into scores by
handing over the following scales values of each of the five responses (using likert scale)
26
SA=strongly agree05points, A=agree04points, U=Uncertain03 points=Disagree 04
points, SDA=strongly disagree01 point.
Data was tabulated and analyzed by frequencies and mean scores. The data is presented
by the tables below:
Table No 4.1
Record of students’ admission test is maintained in their file.

Responses Frequency (f) Percentage (%) fx Means Score
SA(5) 90 45% 450

A(4) 80 40% 320
U(3) 10 5% 30 4.16
DA(2) 12 6% 24
SDA(1) 8 4% 8
Total 200 100 832
Table 4.1 shows that 45% of respondents were strongly agree, 40% agree, 5% uncertain,
6% disagree, 4%strongly disagreed with the statement that “Record of students’
admission test is maintained in their file” mean score 4.16% confirm it.
Table No 4.2
3-Monthly Assessment Test Record of students is maintained.

SA(5) 70 35% 350

A(4) 80 40% 320
U(3) 15 7.5% 45 3.81
DA(2) 13 6.5% 26
SDA(1) 22 11% 22
Total 200 100 763
27
Table 4.2 shows that 35% of respondents were strongly agree, 40% agree, 7.5%
uncertain, 6.5% disagree, 11%strongly disagreed with the statement that “3-Monthly
Assessment Test Record of students is maintained” mean score 3.8 confirm it.
Table No 4.3
Record of Mid-Term Exams in Students’ Files is maintained.

SA(5) 70 35% 350

A(4) 90 45% 360
U(3) 13 6.5% 39
DA(2) 15 7.5% 30 3.95
SDA(1) 12 6% 12
Total 200 100 791
uncertain, 7.5% disagree, 6%strongly disagreed with the statement that “Record of Mid-
Term Exams in Students’ Files is maintained.” Mean score 3.95 confirm it.
28
Table No 4.4
Record of December Tests are maintained in students files.

SA(5) 65 32.5% 325

A(4) 67 33.5% 268
U(3) 15 7.5% 45
DA(2) 40 20% 80 3.65
SDA(1) 13 6.5% 13
Total 200 100 731
Table 4.4 shows that 32. disagreed with the statement that “Record of December Tests
are maintained in students files.” Mean score 3.65 confirm it.5% of respondents were
strongly agree, 33.5% agree, 7.5% uncertain, 20% disagree, 6.5%strongly disagree.mean
score 3.65 confirm it.
Table No 4.5
Record of Final Exams is maintained in students’ files.

SA(5) 94 47% 470

A(4) 84 42% 336
U(3) 6 3% 18 4.2
DA(2) 13 6.5% 26
SDA(1) 3 1.5% 3
Total 200 100 853
6.5% disagree, 1.5%strongly disagreed with the statement that “Record of Final Exams is
maintained in students’ files.” mean score 4.2 confirm it.

29
Table No 4.6
Record of Student’s Class Participation is maintained.

SA(5) 56 28% 280

A(4) 46 23% 184
U(3) 18 9% 54
DA(2) 66 33% 132 3.32
SDA(1) 14 7% 14
Total 200 100 664
33% disagree, 7%strongly disagreed with the statement that “Record of Student’s Class
Participation is maintained.” %age and mean score 3.32 indicate that majority of
respondents responds in favor of the statement.
Table No 4.7
Record of students’ sports activity is maintained in their files.

SA(5) 45 22.5% 225

A(4) 55 27.5% 220
U(3) 24 12% 72
DA(2) 56 28% 112 3.2
SDA(1) 20 10% 20
Total 200 100 649
Table 4.7 shows that 22.5% of respondents were strongly agree, 27.5% agree, 12%
uncertain, 28% disagree, 10%strongly disagreed with the statement that “Record of
students’ sports activity is maintained in their files.” %age and mean score 3.2 indicate
that majority of respondents responds in favor of the statement.

30
31
Table No 4.8
Head teachers regularly monitor the students’ record.

SA(5) 57 28.5% 285

A(4) 64 32% 256
U(3) 15 7.5% 45
DA(2) 45 22.5% 90 3.4
SDA(1) 19 9.5% 19
Total 200 100 695
Table 4.8 shows that 28.5% of respondents were strongly agree, 32% agree, 7.5%
uncertain, 22.5% disagree, 9.5%strongly disagreed with the statement that “Head teachers
regularly monitor the students’ record.” %age and mean score 3.4 indicate that majority
of respondents responds in favor of the statement.
Table No 4.9
Students’ portfolio is a feedback for teacher to improve their own work.

SA(5) 83 41.5% 415

A(4) 75 37.5% 300
U(3) 8 4% 24
DA(2) 15 7.5% 30 3.9
SDA(1) 19 9.5% 19
Total 200 100 788
Table 4.9 shows that 41.5% of respondents were strongly agree, 37% agree, 4%
uncertain, 7.5% disagree, 9.5%strongly disagreed with the statement that “Students’
32
portfolio is a feedback for teacher to improve their own work.” %age and mean score 3.9
indicates that majority of respondents responds in favor of the statement.

33
Table No 4.10
Portfolio completely reflects your hard work.

SA(5) 53 26.5% 265

A(4) 48 24% 192
U(3) 8 4% 24
DA(2) 45 22.5% 90 3.09
SDA(1) 46 23% 46
Total 200 100 617
22.5% disagree, 23%strongly disagreed with the statement that “Portfolio completely
reflects your hard work.” %age and mean score 3.09 indicates that majority of
Table No 4.11
Portfolio gives hands-on information to the teacher on the spot.

SA(5) 45 22.5% 225

A(4) 51 25.5% 204
U(3) 15 7.5% 45
DA(2) 57 28.5% 114 3.1
SDA(1) 32 16% 32
Total 200 100 620
Table 4.11 shows that 22.5% of respondents were strongly agree, 25.5% agree, 7.5%
uncertain, 28.5% disagree, 16%strongly disagreed with the statement that Portfolio gives
hands-on information to the teacher on the spot. %age and mean score 3.1 indicates that
majority of respondents responds in favor of the statement.

34
35
Table No 4.12
I recommend this process for all teachers.

SA(5) 55 27.5% 275

A(4) 41 20.5% 164
U(3) 17 8.5% 51
DA(2) 56 28% 112 3.1
SDA(1) 31 15.5% 31
Total 200 100 633
uncertain, 28% disagree, 15.5%strongly disagreed with the statement that “I recommend
this process for all teachers.” %age and mean score 3.1 indicates that majority of
Table No 4.13
Portfolio helps us in finding weak students.

SA(5) 65 32.5% 325

A(4) 90 45% 360
U(3) 3 1.5% 9
DA(2) 24 12% 48 3.8
SDA(1) 18 9% 18
Total 200 100 760
uncertain, 12% disagree, 9%strongly disagreed with the statement that “Portfolio helps us
in finding weak students.” %age and mean score 3.8 indicates that majority of

36
37
Table No 4.14
Portfolios help teachers to determine whether students can apply what they have
learned to new problems.
SA(5) 38 19% 190

A(4) 46 23% 184
U(3) 12 6% 48
DA(2) 54 27% 108 2.9
SDA(1) 50 25% 50
Total 200 100 580
27% disagree, 25%strongly disagreed with the statement that “Portfolios help teachers to
determine whether students can apply what they have learned to new problems.” %age
and mean score 2.9 indicates that majority of respondents responds in favor of the
statement.
Table No 4.15
Portfolio give constructed feedback to the peers.

SA(5) 49 24.5% 245

A(4) 63 31.5% 252
U(3) 14 7% 42 3.3
DA(2) 56 28% 112
SDA(1) 18 9% 18
Total 200 100 669
Table 4.15 shows that 24.5% of respondents were strongly agree, 31.5% agree, 7%
uncertain, 28% disagree, 9%strongly disagreed with the statement that “Portfolio give
38
constructed feedback to the peers.” %age and mean score 3.3 indicates that majority of
Table No 4.16
Portfolios can improve communication between teachers and parents.

SA(5) 92 46% 460

A(4) 96 48% 384
U(3) 4 2% 12 4.3
DA(2) 6 3% 12
SDA(1) 2 1% 2
Total 200 100 870
3% disagree, 1%strongly disagreed with the statement that “Portfolios can improve
communication between teachers and parents.” %age and mean score 4.3 indicates that
Table No 4.17
Portfolio is design with student self-assessment as a goal.

SA(5) 35 17.5% 175

A(4) 56 28% 224
U(3) 15 7.5% 45
DA(2) 65 32.5% 130 3.02
SDA(1) 29 14.5% 29
Total 200 100 603
39
uncertain, 32.5% disagree, 14.5%strongly disagreed with the statement that Portfolio is
design with student self-assessment as a goal. %age and mean score 3.02 indicates that

40
Table No 4.18
Portfolio represents a wide range of student work in a Subject area.

SA(5) 58 29% 290

A(4) 71 35.5% 284
U(3) 13 6.5% 39
DA(2) 38 19% 76 3.4
SDA(1) 20 10% 20
Total 200 100 689
Table 4.18 shows that 29% of respondents were strongly agree, 35.5% agree, 6.5%
uncertain, 19% disagree, 10%strongly disagreed with the statement that Portfolio
represents a wide range of student work in a Subject area. %age and mean score 3.4
Table No 4.19
Portfolio integrates assessment with the learning process.

SA(5) 56 28% 280

A(4) 93 46.5% 372
U(3) 8 4% 32
DA(2) 27 13.5% 54 3.7
SDA(1) 16 8% 16
Total 200 100 754
Table 4.19 shows that 28% of respondents were strongly agree, 46.5% agree, 4%
uncertain, 13.5% disagree, 8%strongly disagreed with the statement that Portfolio
integrates assessment with the learning process. . %age and mean score 3.7 indicates that

41
42
Table No 4.20
In any class portfolio are used for students to showcase their work.
SA(5) 78 39% 390

A(4) 91 45.5% 364
U(3) 13 6.5% 39
DA(2) 16 8% 32 4.1
SDA(1) 0 0% 0
Total 200 100% 825
uncertain, 8% disagree, 0%strongly disagreed with the statement that “In any class
portfolio are used for students to showcase their work.” %age and mean score 4.1
Table No 4.21
Portfolio is used to document progress of students.

SA(5) 66 33% 330

A(4) 87 43.5% 348
U(3) 10 5% 30 3.8
DA(2) 30 15% 60
SDA(1) 7 3.5% 7
Total 200 100 775
Table 4.21 shows that 33% of respondents were strongly agree, 43.5% agree, 5%
uncertain, 15% disagree, 3.5%strongly disagreed with the statement that Portfolio is used
to document progress of students. %age and mean score 3.8 indicates that majority of

43
44
Table No 4.22
Portfolio indentifies areas needing improvement.

SA(5) 81 40.5% 405

A(4) 91 45.5% 455
U(3) 3 1.5% 9
DA(2) 13 6.5% 26 4.5
SDA(1) 12 6% 12
Total 200 100 907
uncertain, 6.5% disagree, 6%strongly disagreed with the statement that Portfolio
indentifies areas needing improvement. Mean score 4.5 shows positive response about
the statement.
Table No 4.23
Portfolio helps students to set their own process goal.

SA(5) 36 18% 180

A(4) 66 33% 264
U(3) 18 9% 54 3.17
DA(2) 56 28% 112
SDA(1) 24 12% 24
Total 200 100 634
28% disagree, 12%strongly disagreed with the statement that “Portfolio helps students to
set their own process goal.”%age and mean score 3.17 confirm that majority of
respondents are in favor of this statement.

45
46
Table No 4.24
Portfolios document strategies for achieving students’ goal.

SA(5) 56 28% 280

A(4) 66 33% 264
U(3) 13 6.5% 39 3.4
DA(2) 47 23.5% 94
SDA(1) 18 9% 18
Total 200 100 695
uncertain, 23.5% disagree, 9%strongly disagreed with the statement that “Portfolio
document strategies for achieving students’ goal. Mean score 3.4 confirm that majority of
respondents respond that they agree with the statement.
Table No 4.25
By portfolio use students are motivated to learn.

SA(5) 85 42.5% 425

A(4) 94 47% 376
U(3) 5 2.5% 15
DA(2) 16 8% 32 4.2
SDA(1) 0 0% 0
Total 200 100 848
uncertain, 8% disagree, 0%strongly disagreed with the statement that “By portfolio use
students are motivated to learn”. %age and mean score 4.2 indicates that majority of

47
48
Table No 4.26
Portfolio helps students to adjust their actions on their own to achieve goals.
SA(5) 45 22.5% 225

A(4) 56 28% 224
U(3) 16 8% 48
DA(2) 57 28.5% 114 3.1
SDA(1) 26 13% 26
Total 200 100 637
uncertain, 28.5% disagree, 13%strongly disagreed with the statement that “Portfolio
helps students to adjust their actions on their own to achieve goals.” %age and mean
score 3.1 indicates that majority of respondents responds in favor of the statement.
Table No 4.27
Students Portfolio documents the process they use when working on task.
SA(5) 45 22.5% 225

A(4) 45 22.5% 180
U(3) 11 5.5% 33
DA(2) 74 37% 148 3.05
SDA(1) 25 12.5% 25
Total 200 100% 611
uncertain, 37% disagree, 12.5%strongly disagreed with the statement that “Students
Portfolio documents the process they use when working on task.” %age and mean score
3.05 indicates that majority of respondents responds in favor of the statement.

49
50
Table No 4.28
Portfolios demonstrate student’s strength.

SA(5) 88 44% 440

A(4) 96 48% 384
U(3) 4 2% 12 4.3
DA(2) 12 6% 24
SDA(1) 0 0% 0
Total 200 100 860
6% disagree, 0%strongly disagreed with the statement that “Portfolios demonstrate
student’s strength.” Mean score 4.3 confirm that majority of respondents respond in favor
of this statement.
Table No 4.29
Portfolio help student to modify or adopt strategies that are successful.

SA(5) 45 22.5% 225

A(4) 56 28% 224
U(3) 16 8% 48
DA(2) 61 30.5% 122 3.2
SDA(1) 22 11% 22
Total 200 100 641
uncertain, 30.5% disagree, 11%strongly disagreed with the statement that “Portfolio help
student to modify or adopt strategies that are successful. Mean score 3.2 confirm that
majority of respondents respond in favor of this statement.

51
52
Table No 4.30
Portfolio helps students to increase their self efficacy.

SA(5) 68 34% 340

A(4) 88 44% 352
U(3) 6 3% 18 3.9
DA(2) 36 18% 72
SDA(1) 2 1% 2
Total 200 100 784
18% disagree, 1%strongly disagreed with the statement that “Portfolio helps students to
increase their self efficacy.” Mean score 3.9 confirm that majority of respondents respond
in favor of this statement.
Table No 4.31
Portfolio monitors the student’s progress towards achieving goal.

SA(5) 56 28% 280

A(4) 89 44.5% 356
U(3) 13 6.5% 39
DA(2) 37 18.5% 74 3.7
SDA(1) 5 2.5% 5
Total 200 100 754
uncertain, 18.5% disagree, 2.5%strongly disagreed with the statement that “Portfolio
monitors the student’s progress towards achieving goal.” Mean score 3.7 confirm that
majority of respondents respond in favor of this statement.

53
54
Table No 4.32
Portfolios attribute student’s success to their efforts.

SA(5) 57 28.5% 285

A(4) 79 39.5% 316
U(3) 13 6.5% 39 3.6
DA(2) 26 13% 52
SDA(1) 25 12.5% 25
Total 200 100 717
uncertain, 13% disagree, 12.5%strongly disagreed with the statement that “Portfolios
attribute student’s success to their efforts.” Mean score 3.6 confirm that majority of
respondents respond in favor of this statement.

55
Table 4.33
SUMMARY OF RESPONSE STATEMENTS
Objective: 1 To identify the portfolio trends in Govt. primary schools
Sr. Statement Mean Rank

No score
1 Record of students’ admission test is maintained in 4.16 2
their files.
2 3-Monthly Assessment Test Record of students is 3.81 4
maintained.
3 Record of Mid-Term Exams in Students’ Files is 3.95 3
maintained.
4 Record of December Tests are maintained in students 3.65 5
files.
5 Record of Final Exams is maintained in students’ files. 4.2 1
6 Record of Student’s Class Participation is maintained. 3.32 7
7 Record of students’ sports activity is maintained in 3.2 8
their files.
8 Head teachers regularly monitor the students’ record. 3.4 6
Average **
Expressio
n is faulty
**
Average mean score of portfolio trends in Govt.
Primary Schools is 3.71.
Item No. 1 to Item No. 8
Criterion mean=3
Table 4.33 shows the summary of portfolio trend in Govt.primary school. Mean score
3.71 shows that majority of respondents of our sample were in favor of this statement.
Table 4.34

56
Objective: 2. To analyze teacher’s perception about significance of student’s portfolio.
Sr.No Statement Mean Rank

score
9 Students’ portfolio is a feedback for teacher to 3.9 2
improve their own work.
10 Portfolio completely reflects your hard work. 3.09 6
11 Portfolio gives hands-on information to the teacher 3.1 5
on the spot.
12 I recommend this process for all teachers. 3.1 5
13 Portfolio helps us in finding weak students. 3.8 3
14 Portfolios help teachers to determine whether 2.9 7
students can apply what they have learned to new
problems.
15 Portfolio give constructed feedback to the peers. 3.3 4
16 Portfolios can improve communication between 4.3 1
teachers and parents.
Average **
Expressio
n is faulty
**
Average Mean score of teacher’s perception about
significance of student’s portfolio is 3.44
Item No. 9 To Item No. 16
Criterion mean=3
Table 4.34 shows the summary of teacher’s perception about significance of student’s
portfolio. Mean score 3.44 shows that majority of respondents of our sample were in
favor of this statement.
Table 4.35
Objective: 3. To examine the effect of portfolio on Student’s academic performance.

57
Sr.N Statement Mean Rank

o score
17 Portfolio is design with student self-assessment as a 3.02 6
goal.
18 Portfolio represents a wide range of student work in 3.4 5
a Subject area.
19 Portfolio integrates assessment with the learning 3.7 4
process.
20 In any class portfolio are used for students to 4.1 2
showcase their work.
21 Portfolio is used to document progress of students. 3.8 3
22 Portfolio indentifies areas needing improvement. 4.5 1
23 Portfolio helps students to set their own process goal. 3.17
24 Portfolio document strategies for achieving students’ 3.4 5
goal.
Average **
Expressio
n is faulty
**
Average mean score of the effect of portfolio on
Student’s academic performance is 3.64
Criterion mean=3
Table 4.35 shows the summary of the effect of portfolio on Student’s academic
performance. Mean score 3.64 shows that majority of respondents of our sample were in
favor of this statement. This result shows that portfolio has great positive effect on
student’s academic performance.
Table 4.36
Objective: 4. To examine the effect of portfolio on student’s self efficacy.

58
Sr.No Statement Mean Rank

score
25 By portfolio use students are motivated to learn. 4.2 2
26 Portfolio helps students to adjust their actions on 3.1 7
their own to achieve goals.
27 Students Portfolio documents the process they use 3.05 8
when working on task.
28 Portfolios demonstrate student’s strength. 4.3 1
29 Portfolio help student to modify or adopt strategies 3.2 6
that are successful.
30 3.9 3
Portfolio helps students to increase their self

efficacy.
31 Portfolio monitors the student’s progress towards 3.7 4
achieving goal.
32 Portfolio Attribute student’s success to their efforts. 3.6 5
Average **
Expressio
n is faulty
**
Average means score of the effect of portfolio on
student’s self efficacy is 3.63.
Criterion mean=3
Table 4.36 shows the Summary of the effect of portfolio on student’s self- efficacy. Mean
score 3.63 indicates that Majority of the respondents of our sample selected from district
Mianwali respond that role of portfolio have positive effect on students self-efficacy.
59
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
The purposes of chapter 5 are to reflect upon the findings of this research study and to
present summary, findings, conclusion and recommendations.
5.1 Summary
The purpose of this study was to determine the role of portfolio on student’s academic
performance at primary level.
The main objectives of the study were (a) .To explores the portfolio trends in Govt.
primary schools. (b) To analyze teacher’s perception about significance of student’s
portfolio. (c) To examine the effect of portfolio on student’s self efficacy. (d) To examine
the effect of portfolio on Student’s academic performance. The study was conducted at
primary schools in district Mianwali. The population of the proposed research was all the
teachers of Govt. primary schools of district Mianwali. Due to shortage of time resources
60
and research constraints, the present study was delimited to Govt. primary schools of
Mianwali City only.
Purposive sampling technique was applied to select sample of the study. The research
instrument was questionnaire. Questionnaire was consisted of 32 closed ended items. All
items of the questionnaire were based upon five-point rating scale. To check validity of
questionnaire expert’s opinions were considered. 100% questionnaire was received by the
researcher. After collecting data, the statistical techniques like Frequency, Percentage and
Mean were applied and the results were obtained. The results reflected that portfolio
trends were being followed in Govt. primary schools and their teachers were well aware
of the significant of maintaining student’s portfolio.
5.2 Findings
1. Table 4.1 shows that 45% of respondents were strongly agree, 40% agree, 5%
uncertain, 6% disagree, 4%strongly disagreed with the statement that “Record
of students’ admission test is maintained in their file” mean score 4.16% confirm
that majority of respondents were in favor of this statement.
2. Table 4.2 shows that 35% of respondents were strongly agree, 40% agree, 7.5%
uncertain, 6.5% disagree, 11%strongly disagreed with the statement that “3-
Monthly Assessment Test Record of students is maintained” mean score 3.8
confirm it.
uncertain, 7.5% disagree, 6%strongly disagreed with the statement that “Record
61
of Mid-Term Exams in Students’ Files is maintained.” Mean score 3.95 confirm
it.
4. Table 4.4 shows that 32.5% of respondents were strongly agree, 33.5% agree,
7.5% uncertain, 20% disagree, 6.5%strongly disagreed with the statement that
“Record of December Tests are maintained in students files.” Mean score 3.65
confirm it.
uncertain, 6.5% disagree, 1.5%strongly disagreed with the statement that
“Record of Final Exams is maintained in students’ files.” mean score 4.2 confirm
it.
uncertain, 33% disagree, 7%strongly disagreed with the statement that “Record
of Student’s Class Participation is maintained.” %age and mean score 3.32
indicate that majority of respondents responds in favor of the statement.
12% uncertain, 28% disagree, 10%strongly disagreed with the statement that
“Record of students’ sports activity is maintained in their files.” %age and mean
score 3.2 indicate that majority of respondents responds in favor of the statement.
8. Table 4.8 shows that 28.5% of respondents were strongly agree, 32% agree, 7.5%
“Head teachers regularly monitor the students’ record.” %age and mean score
3.4 indicate that majority of respondents responds in favor of the statement.

62
9. Table 4.9 shows that 41.5% of respondents were strongly agree, 37% agree, 4%
“Students’ portfolio is a feedback for teacher to improve their own work.” %age
and mean score 3.9 indicates that majority of respondents responds in favor of the
statement.
uncertain, 22.5% disagree, 23%strongly disagreed with the statement that
“Portfolio completely reflects your hard work.” %age and mean score 3.09
7.5% uncertain, 28.5% disagree, 16%strongly disagreed with the statement that
Portfolio gives hands-on information to the teacher on the spot. %age and mean
“I recommend this process for all teachers.” %age and mean score 3.1 indicates
13. Table 4.13 shows that 32.5% of respondents were strongly agree, 45% agree,
1.5% uncertain, 12% disagree, 9%strongly disagreed with the statement that
“Portfolio helps us in finding weak students.” %age and mean score 3.8 indicates
uncertain, 27% disagree, 25%strongly disagreed with the statement that

63
“Portfolios help teachers to determine whether students can apply what they have
learned to new problems.” %age and mean score 2.9 indicates that majority of
7% uncertain, 28% disagree, 9%strongly disagreed with the statement that
“Portfolio give constructed feedback to the peers.” %age and mean score 3.3
“Portfolios can improve communication between teachers and parents.” %age and
mean score 4.3 indicates that majority of respondents responds in favor of the
statement.
7.5% uncertain, 32.5% disagree, 14.5%strongly disagreed with the statement
that Portfolio is design with student self-assessment as a goal. %age and mean
score 3.02 indicates that majority of respondents responds in favor of the
statement.
18. Table 4.18 shows that 29% of respondents were strongly agree, 35.5% agree,
6.5% uncertain, 19% disagree, 10%strongly disagreed with the statement that
Portfolio represents a wide range of student work in a Subject area. %age and
mean score 3.4 indicates that majority of respondents responds in favor of the
statement.
64
19. Table 4.19 shows that 28% of respondents were strongly agree, 46.5% agree, 4%
Portfolio integrates assessment with the learning process. . %age and mean score
3.7 indicates that majority of respondents responds in favor of the statement.
6.5% uncertain, 8% disagree, 0%strongly disagreed with the statement that “In
any class portfolio are used for students to showcase their work.” %age and mean
21. Table 4.21 shows that 33% of respondents were strongly agree, 43.5% agree, 5%
uncertain, 15% disagree, 3.5%strongly disagreed with the statement that
Portfolio is used to document progress of students. %age and mean score 3.8
1.5% uncertain, 6.5% disagree, 6%strongly disagreed with the statement that
Portfolio indentifies areas needing improvement. Mean score 4.5 shows positive
response about the statement.
“Portfolio helps students to set their own process goal.”%age and mean score 3.17
confirm that majority of respondents are in favor of this statement.

65
“Portfolio document strategies for achieving students’ goal. Mean score 3.4
confirm that majority of respondents respond that they agree with the statement.
25. Table 4.1 shows that 42.5% of respondents were strongly agree, 47% agree, 2.5%
uncertain, 8% disagree, 0%strongly disagreed with the statement that “By
portfolio use students are motivated to learn”. %age and mean score 4.2 indicates
“Portfolio helps students to adjust their actions on their own to achieve goals.”
%age and mean score 3.1 indicates that majority of respondents responds in favor
of the statement.
“Students Portfolio documents the process they use when working on task.” %age
and mean score 3.05 indicates that majority of respondents responds in favor of
the statement.
“Portfolios demonstrate student’s strength.” Mean score 4.3 confirm that majority
of respondents respond in favor of this statement.

66
“Portfolio help student to modify or adopt strategies that are successful. Mean
score 3.2 confirm that majority of respondents respond in favor of this statement.
“Portfolio helps students to increase their self efficacy.” Mean score 3.9 confirm
that majority of respondents respond in favor of this statement. Mean score 3.9
shows that respondent’s views are more positive and fall in the agreement level.
6.5% uncertain, 18.5% disagree, 2.5%strongly disagreed with the statement that
“Portfolio monitors the student’s progress towards achieving goal.” Mean score
3.7 confirm that majority of respondents respond in favor of this statement. Mean
score 3.7 shows that respondent’s views are more positive and fall in the
agreement level.
“Portfolios attribute student’s success to their efforts.” Mean score 3.6 confirm
that majority of respondents respond in favor of this statement. Mean score 3.6
shows that respondent’s views are more positive and fall in the agreement level.
5.3 Discussion
Portfolios are used in assessment of students’ performance. The main objective of the
present study was to identify the trend of maintaining student portfolio in Govt. primary
school, their effect on student academic performance and self-efficacy. Literature review
also focus on various aspects of utilizing students’ portfolio. It also shows the
67
significance of portfolio in terms of teaching tool and assessment, there have been
varying definitions of a "student portfolio," but authors Leon Paulson, Pearl Paulson, and
Carol Meyer (1991) provide us with a succinct definition: A portfolio is a purposeful
collection of student work that exhibits the student‘s efforts, progress, and achievements
in one or more areas. The collection must include student participation in selecting
contents, the criteria for selection, the criteria for judging merit, and evidence of student
reflection (p. 60).
The findings of the study also show that portfolio has great effect on student’s
performance as they are motivated to learn. Portfolios are also helpful for teachers to
improve their own work and also to find out the weak students. It is also found from
responses of respondents that portfolio is used to increase student’s self-efficacy and
hence their academic performance becomes better.
5.4 Conclusions
After the study it is concluded that majority of the teachers of primary school of city
Mianwali voted that use of portfolio has great effect on students learning.
The findings also suggest that portfolio use as a teaching technique helps students to
improve their learning. Portfolio is a feedback for teachers to improve their own work
and it also helps teacher to find out the weak students and the areas where students need
improvement. Portfolio is also a great tool to communication between teacher and parents
so regularly report of students are given to their parents. Portfolio has great impact on
student’s performance as by this use they are motivated to learn. Portfolios Integrate
68
assessment with the learning processes, used to document progress of students, document
strategies for achieving students’ goal. It also increase student strength in the given
subject area. It gives clear predictions about student’s progress towards achieving goal
and increase students self-efficacy. No doubt use of portfolio had great positive effect on
students academic performance at primary level.
5.6 Recommendations
With a view of significance of maintaining student’s portfolio, following
recommendations were made based on conclusions given above.
1. Trends of maintaining Student’s Portfolio might be adopted in all Govt. primary
Schools.
2. Govt. primary Schools may also maximize Items of Portfolio in Student’s Files.
3. Head Teacher of Govt. primary Schools may regularly monitor the progress of
Students via Portfolio.
4. Portfolio might be used for students to adapt strategies that are successful.
5. Teachers might use portfolio to improve their own work.
6. From this study and its results it has been suggested that students portfolio is used
to demonstrate students strength so it might be recommended for teachers to
maintain students portfolio to achieve educational goal.

69
References
Abrami, P. C., & Barrett, H. (2005). Directions for research and development on
electronic portfolios. Canadian Journal of Learning and Technology, 31(3), online
version.
Asturias, H. (1994). Using Student’s Portfolios to Assessment Mathematical

Understanding. The Mathematics Teachers, 87 (9), 698-701.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall.
Barrett, H. (2000). Electronic teaching portfolios: Mulitmedia skills + portfolio

development = powerful professional development. Retrieved 1 August, 2006,
from http://www.electronicportfolios.com/portfolios/site2000.html
Biggs, J. B. (1999). Teaching for quality learning at university. Buckingham: Society for
Research into Higher Education & Open university Press.
Birgin, O. (2003). Investigation of the Application Level of a Computer Based Portfolios.

Unpublished Master’s Thesis, Karadeniz Technical University, Trabzon
Birgin, O. (2007). Matematik Öğretmeni Adaylarının Portfolyo Değerlendirme

Uygulamasına İlişkin Görüşleri, XVI.Ulusal Eğitim Bilimleri Kongresi Bildiriler
CD’si, Gaziosmanpaşa Üniversitesi, Tokat
Brown, J. O. (2002). Know thyself: The impact of portfolio development on adult

learning. Adult Education Quarterly, 52(3), 228-245.
Brown, J.O. (2001). The portfolio: A reflective bridge connecting the learner, higher
education, and the workplace. The Journal of Continuing Higher Education,
49(2), 1-12.
Buzzetto-More, N.A. (2007). Advanced principles of effective e-learning. Informing

Science.
Challis, D. (2005). Towards the mature ePortfolio: Some implications for higher
education. Canadian Journal of Learning and Technology, 31(3), online version.
70
Cicmanec, K.M. & Viecknicki, K.J. (1994). Assessing Mathematics Skills through
Portfolios: Validating the Claims from Existing Literature. Educational
Assessment, 2(2), 167-178.
Darling, L. F. (2001). Portfolio as practice: The narratives of emerging teachers.

Teaching and Teacher Education, 17(1), 107-121.
De Fina, A. (1992). Portfolio Assessment: Getting Started. New York: Scholastic

Professional Books.
Delandshere, G., & Arens, S. A. (2003). Examining the quality of the evidence in
preservice teacher portfolios. Journal of Teacher Education, 54(1), 57-73.
Glasgow, A.N. (1997). New curriculum for new times: A guide to student-centered,
problembased learning. CA: Corwin Press.
Hauge, T. E. (2006). Portfolios and ICT as means of professional learning in teacher

education. Studies in Educational Evaluation, 32(1), 23-36.
Kane .et al. (2005). Initial teacher education policy and practice: Final report.
Wellington: Ministry of Education.
Kimball, M. (2005). Database e-portfolio systems: A critical appraisal. Computers and

Composition, 22(4), 434-458
Klenowski, V., Askew, S., & Carnell, E. (2006). Portfolios for learning, assessment and
professional development in higher education. Assessment and Evaluation in
Higher Education, 31(3), 267-286.
Korkmaz H. & Kaptan, F. (2005). An Investigation On Using Electronic Portfolio For

Assessing Students’ Development In Science Education. The Turkısh Onlıne
Journal of Educatıonal Technology (TOJET), 4 (1), 101-106.
http://www.tojet.net/v4il.pdf
Lankes, A.M.D. (1995). Electronic Portfolios: A New Idea in Assessment. Eric Digest,
ED390377.
Lustig, K. (1996). Portfolio Assessment: A Handbook for Middle Level Teachers.

Columbus: National Middle School Association.
Ma, X., & Rada, R. (2005). Building a web-based accountability system in a teacher
education program. Interactive Learning Environments, 13(1-2), 93-119.
71
McNair, V., & Galanouli, D. (2002). Information and communications technology in

teacher education: Can a reflective portfolio enhance reflective practice? Journal
of Information Technology for Teacher Education, 11(2), 181-196.
Melograno, V.J. (2000). Designing a Portfolio System for K-12 Physical Education: A
Step-By-Step Process. Measurement in Physical Education & Exercise Science,
4(2), 97-116.
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education,
32(1), 3-24.
Milstein, T. (2007). Transformation abroad: Sojourning and the perceived enhancement

of self-efficacy. International Journal of Intercultural Relations, 29, 217-238.
Neumann, S. & Oberhuemer, P. (2007). Early empowerment by means of eportfolios.

European Institute for E-Learning.
Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains

‘untold ‘Educational Research, 47(1), 25-44.
Piaget, J. (1967). Biology and knowledge. Chicago: Chicago University Press.
Simon, M. & Forgette-Giroux, R. (2000). Impact of a Content Selection Framework on

Portfolio Assessment at the Classroom Level. Assessment in Education, 7(1), 84-
101
Slater, T.F. (1996). Portfolio Assessment Strategies for Grading First-year University
Physics Student in the USA. Physics Education, 31, 82-86.
Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment
and Evaluation in Higher Education, 28(6), 625-648.
Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment
and Evaluation in Higher Education, 28(6), 625-648.
Snadden, D. & Thomas, M. (1998). The use of portfolio learning in medical education.
Medical Teacher, 20(3), 192-199.
Strudler, N., & Wetzel, K. (2005). The diffusion of electronic portfolios in teacher
education: Issues of initiation and implementation. Journal of Research on
Technology in Education, 37(4), 411-433.
Vygotsky, L. (1978). Interaction between learning and development. In L. Vygotsky,

Mind and society, Cambridge: Harvard University Press, 79-91.
72
Wade, A., Abrami, P. C., & Sclater, J. (2005). An electronic portfolio to support learning.
Canadian Journal of Learning and Technology, 31(3), online version.
Wahab, M.B. (2007). Study on the impact of motivation, self-efficacy and learning
strategies of faculty of education undergraduates studying ICT courses. The
Journal of Behavioral Science, 2(1), 151-184.
Young, J. R. (2002). 'E-portfolios' could give students a new sense of their

accomplishments. Chronicle of Higher Education, 48(26), A31-A32.
Yukawa, J. (2005). Story-lines: A case study of online learning using narrative analysis.
145 In T. Koschmann, D. Suthers and T.W. Chan (eds), Computer supported
collaborative learning: The next 10 years, NJ: Lawrence Erlbaum Associates,
732-736.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education
programs: What we know and what we need to know. Teaching and Teacher
Education, 17(5), 613-621.
73
APPENDEX
Questionnaire for Teachers

‫ت‬ ‫ئ‬
‫سوال ن امہ براے اسا ذہ‬
Respected Sir/Madam
I am pursuing my B.ed (1.5 Years) study in the discipline of Education under the
kind supervision of Sir Muhammad Abdullah Khan. The topic of my research is:
“AN EXPOLRATION THE ROLE OF PORTFOLIO ON STUDENT’S

ACADEMIC PERFORMANCE AT PRIMARY LEVEL SCHOOLS”
Kindly go through each item and respond to it appropriately. Your unbiased responses
will help us to investigate the trends of student’s portfolio. We solemnly say that your
information will be kept confidential, and will only use for the research purpose.
Yours Truly
Salma Munir
B.ed (1.5 Years) Scholar
Roll No. BP-617525
AIOU Sub-Campus Mianwali

74
PART – I
DEMOGRAPHIC INFORMATION
Name Name of
: School:
Gender
Male Female
:
Academic
Matric Inter Bachelor Master Any Other
Qualification
Experience (Years) 1–5 6–10 11–15 16–20 Over 20
Kindly fill the demographical information in part I, and give your opinion truly by
ticking () in the appropriate box in front of each statements given in Part II by five
rating scale. Abbreviation of each scale is:
75
5. Strongly agree (‫( )انتہائیمتفق‬SA) 4. Agree (‫( )متفق‬A) 3. Uncertain (‫)غیر یقینی‬
(U)
2. Disagree (‫( )غیر متفق‬DA) 1. Strongly disagree (‫( )انتہائیغیر متفق‬SD)

76
PART –I I
Topic: An Exploration The Role Of Portfolio on Student’s Academic Performance

At Primary Level.
Sr. SA A U D SD
No Statements
. 5 4 3 2 1
Record of students’ admission test is maintained

1 in their files. ‫ان کی فائل میں طالب علموں کے‬
‫داخلہ ٹیسٹ کا ریکارڈ رکھا جاتا ہے‬
3-Monthly Assessment Test ‫ خ‬Record ‫تش‬ of students
‫ع‬
2 is maintained. ‫ ماہ ان ہ ی ص کا ریکارڈ رکھا گ ی ا‬3 ‫طالب لموں کی‬
‫ے‬ ‫ہ‬.
Record of Mid-Term Exams in Students’ Files is
3 maintained. ‫طلباء کی فائلوں میں مڈ ٹرم‬
‫ رکھا گیا ہے‬:‫امتحان کا ریکارڈ برقرار‬.
Record of December‫ ٹ‬Tests are maintained ‫فئ‬ in
‫ع‬
4 students
‫ت‬ files.
‫ق‬ ‫ا‬‫ک‬ ‫سٹ‬ ‫ی‬ ‫کے‬ ‫ر‬ ‫ب‬‫دسم‬ ‫ں‬ ‫ی‬ ‫م‬ ‫لوں‬ ‫ا‬ ‫کی‬ ‫موں‬ ‫ل‬ ‫طالب‬
‫ے‬ ‫ک‬
‫ریکارڈ ب ر رار ر ھا ج ا ا ہ‬.
Record of Final Exams is maintained in
5 students’ files. ‫طالب علموں کی فائلوں میں‬
‫حتمی امتحان کا ریکارڈ رکھا گیا ہے‬.
Record of Student’s Class Participation is
6 maintained. ‫طالب علم کی کالس کی شرکت کا‬
‫ریکارڈ برقرار رکھا گیا ہے‬.
Record of students’ sports activity is maintained ‫پن ف ئ‬
‫کھ‬ ‫ع‬
7 in their
‫ ت‬files. ‫ا ی ا لوں می ں طالب لموں کی یلوں کی ق‬
‫ے‬ ‫سرگرمی وں کا ریکارڈ ب ر رار رکھا ج ا ا ہ‬.
Head teachers regularly monitor the students’
8 record. ‫ہیڈ اساتذہ باقاعدگی سے طالب علموں‬
‫کے ریکارڈ کی نگرانی کرتے ہیں‬.
9
Students’ portfolio is a feedback for teacher to

improve their own work. ‫اساتذہ کے پورٹ فولیو‬
‫اساتذہ کے لئے اپنی رائے کو بہتر بنانے کے لئے‬
‫ایک تاثرات ہے‬.
77
10
Portfolio completely reflects your hard work.
‫پورٹ فولیو مکمل طور پر آپ کی محنت کی‬

‫عکاس کرتا ہے‬.
11 Portfolio gives hands-on information ‫ق‬ to the ‫ف‬
teacher on the spot. ‫پورٹ ولی و است اد کو مو ع پر معلومات دی ت ا‬
‫ے‬ ‫ہ‬.
12
I recommend this process for all teachers. ‫میں‬

‫اس عمل کو تمام اساتذہ کے لئے سفارش کرتا‬
‫ہوں‬.
13
Portfolio helps us in finding weak students.

:‫کمزور طالب علموں کو تالش کرنے میں ہمیں‬
‫پورٹ فولیو میں مدد ملتی ہے‬.
14 Portfolios help teachers to determine whether
students can apply what they have learned to new
problems. ‫ نے اساتذہ کو اس بات کا‬:‫محکموں‬
‫تعین کرنے میں مدد دی ہے کہ آیا طالب علموں‬
‫کو وہ نئی درخواستوں سے کیا سیکھا ہے جو‬
‫درخواست دے سکتے ہیں‬.
15 Portfolio give constructed feedback to the peers.
‫ بنانے کی‬:‫پورٹ فولیو اساتذہ کو کارکاردگی بہتر‬

‫راے دیتا ہے‬
Portfolios can improve communication between
teachers and parents. ‫پورٹ فولیوز اساتذہ اور‬
16
‫والدین کے درمیان مواصالت کو بہتر بنا سکتے‬
‫ہیں‬.
Portfolio is design ‫خ‬ with student self-assessment
‫ق‬ ‫ف‬
17 as a goal. ‫ود‬ ‫کے‬ ‫لم‬ ‫خ‬ ‫پورٹ ولی و ای ک م صد کے طور پر ط ت ش‬
‫الب ع‬
‫ئ‬ ‫ت‬
‫ے‬ ‫ ی ص کے سا ھ ڈیزا ن ہ‬.
Portfolio represents a wide ‫ ق‬range ‫ض‬of student‫ ف‬work
18 in a Subject
‫ت‬ area.
‫ن‬ ‫ں‬ ‫ی‬ ‫م‬ ‫ے‬ ‫پورٹ ولی و ای ک مو وع کے عال‬
‫ے‬ ‫ا‬ ‫کر‬ ‫دگی‬ ‫طالب علم کے کام کی ا ک وسی ع یر ج کی ن مائ ن‬.
‫ہ‬ ‫ی‬
Portfolio integrates assessment with the learning
19 process. ‫پورٹ فولیو سیکھنے کے عمل سے‬
‫تشخیص کرتا ہے‬.
20 In any class portfolio are used for students to
showcase their work.
‫‪78‬‬
‫کسی بھی کالس پورٹ فولیو میں طالب علموں‬

‫کو اپنے کام کو ظاہر کرنے کے لئے استعمال کیا‬
‫‪.‬جاتا ہے‬
‫‪Portfolio is used to document progress of‬‬
‫‪students.‬‬
‫‪21‬‬
‫طالب علموں کی ترقی کی دستاویز کے لئے‬
‫‪.‬پورٹ فولیو استعمال کیا جاتا ہے‬
‫‪Portfolio indentifies areas needing improvement.‬‬
‫‪22‬‬
‫‪.‬پورٹ فولیو ضروری عالقوں کو اہمیت دیتا ہے‬
‫‪Portfolio helps students to set their own process‬‬
‫پورٹ فولیو کو طالب علموں کو ان کے ‪goal.‬‬
‫‪23‬‬
‫اپنے عمل کا مقصد مقرر کرنے میں مدد ملتی‬
‫‪.‬ہے‬
‫‪Portfolio document strategies for achieving‬‬
‫’‪students‬‬
‫ت‬ ‫طلبا کے مقصد کو حاصل کرنے ‪goal.‬‬
‫‪24‬‬
‫کے لئے پورٹ فولیو دستاویز کی حکمت عملی کر ا‬
‫ے‬ ‫‪.‬ہ‬
‫‪By portfolio use students are motivated to learn.‬‬
‫‪25‬‬ ‫پورٹ فولیو استعمال کرتے ہوئے طلباء کو‬
‫‪.‬سیکھنے کے لئے حوصلہ افزائی کی جاتی ہے‬
‫‪Portfolio helps students to adjust their actions on‬‬
‫پورٹ فولیو میں ‪their own to achieve goals.‬‬
‫‪26‬‬ ‫طالب علموں کو اپنے مقاصد کو حاصل کرنے‬
‫کے لۓ اپنے اعمال کو ایڈجسٹ کرنے میں مدد‬
‫‪.‬ملتی ہے‬
‫‪Students Portfolio documents the process they‬‬
‫‪27‬‬ ‫طلبا پورٹ فولیو ‪use when working on task.‬‬
‫‪.‬دستاویزات جو کام کرتے ہیں وہ کام کرتے ہیں‬
‫‪Portfolios demonstrate student’s strength.‬‬
‫‪28‬‬ ‫ت‬ ‫ف‬
‫ظ‬ ‫ع ق‬
‫ے‬ ‫پورٹ ولی و طالب لم کی اب لی ت کو اہ ر کر ا ہ‬
‫‪Portfolio help student to modify or adopt‬‬
‫پورٹ فولیو طالب ‪strategies that are successful.‬‬
‫‪29‬‬
‫علم کو کامیاب حکمت عملی اپنانےمیں مدد کرتا‬
‫ھے‬
‫‪Portfolio helps students to increase their self‬‬

‫‪efficacy.‬‬
‫‪30‬‬
‫پورٹ فولیو میں طالب علموں کو ان کی خود‬

‫‪.‬کی افادیت بڑھانے میں مدد ملتی ہے‬
‫‪31‬‬ ‫‪Portfolio monitors the student’s progress towards‬‬
‫‪79‬‬
‫پورٹ فولیو کی نگرانی کرنے ‪achieving goal.‬‬

‫والے طالب علموں کی جانب سے مقصد حاصل‬
‫‪.‬کرنے کی پیش رفت ہے‬
‫‪Portfolio Attribute student’s success to their‬‬
‫‪32‬‬ ‫‪efforts..‬‬
‫ت‬ ‫پورٹ فولیو طالب علموں کی کوششوں‬
‫ے‬ ‫ہ‬ ‫ا‬ ‫کر‬ ‫کامیاب‬ ‫کو‬

Final Thesis B.ed

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Thesis B.ed

Uploaded by

Copyright:

Available Formats

AN EXPLORATION THE ROLE OF PORTFOLIO ON

STUDENT’S ACADEMIC PERFORMANCE AT PRIMARY

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

Allama Iqbal Open University, Islamabad

PORTFOLIO ON STUDENT’S ACADEMIC PERFORMANCE AT PRIMARY

technology and evaluation) is hereby accepted.

Supervisor Sign: __________________________________

Name of Supervisor: __________________________

Evaluator Sign: __________________________________

Name of the Evaluator: _______________________

I _____________________________ Daughter of ____________________________

Roll No# _________________________Registration No. _____________________

EXPLORATION THE ROLE OF PORTFOLIO ON STUDENT’S ACADEMIC

PERFORMANCE AT PRIMARY LEVEL” submitted by me in partial fulfillment of

Date: may-2019 Signature of Candidate

Research Project Entitled “AN EXPLORATION THE ROLE OF PORTFOLIO ON

STUDENT’S ACADEMIC PERFORMANCE AT PRIMARY LEVEL” Submitted by

SALMA MUNIR Roll No# BP617525 Registration No. 17-PMI-05334 A Student of

be satisfactory regarding its quality, content, language. Format, citations, bibliography,

ready for submission to Allama Iqbal Open University for evaluation.

Muhammad Abdullah khan

Date: May-2019 ________________________

Dedicated this research work to

Last prophet Hazrat Muhammad (S.A.W)

My parents, my teachers and all those who enthusiastically participated in my study to

transitory world. I also express my gratitude to him for giving me an opportunity to do

this work successfully under my B.ed program.

want to express my gratitude to respected sir Muhammad Abdullah Khan, my thesis

express the deepest sense of regard and special gratitude.

me by providing their valuable assistant and time during this program.

is necessary to obtain 100% results. Nowadays, one of the alternative assessment

techniques used in various disciplines such as in teacher education so forth is portfolio.

selected the district Mianwali for collection of data through questionnaire. A

female teachers of primary school of district Mianwali. Simple random sampling

on students’ academic performance and helps in increasing students’ self-efficacy and

Keywords: Alternative Assessment, Academic Performance, Portfolio.

Table No. Titles Page No.

4.14 Portfolios help teachers to determine whether students can 28

Figure No. Titles Page No.

Socio-cultural, economic, and technological changes, new developments and inventions

for the benefit of individuals by pressuring on the traditional education.

the portfolio assessment. Portfolio assessment is started to be used commonly in the

both teaching material and as a means of assessment. Portfolios include collecting

role of a student in constructive learning and the role of a teacher in increase of

can be a record of the activities completed during a certain time.

to be used both as a teaching approach and as a means of assessment in education and

Grenchik, O’Connor, and Postelli (1999) emphasized that arranging learning

learning environment for students.

1.1Background of the Study

the use of appropriate teaching methods (Erbil, Demirezen et al., 2004).

traditional teaching methods don’t increase achievement of student according to different

achievements of students and removal of academic failure causes in our education

individual or group performance is portfolio. portfolio is emphasized by many researches

weaknesses and it also helps teachers planning & teaching progress.

1.2 Statement of the Problem

and attitudes in primary schools.

1.3 Significance of the Study

1.4 Objectives of the Study

The objectives of study were:

1. To explore the portfolio trends in Govt. primary schools.

2. To analyze teacher’s perception about significance of student’s portfolio.

3. To examine the effect of portfolio on Student’s academic performance.

4. To examine the effect of portfolio on student’s self efficacy.

I _ Daughter of

Roll No# _____Registration No. _