Assignment 6

Assignment No: 6
“INVESTIGATE THE IMPACT OF SCIENCE

PROJECTS IN THE PROMOTION OF SCIENCE
EDUCATION AT SECONDARY LEVEL IN DISTRICT
RAHIM YAR KHAN”
Table of Contents
Chapter no:- 1......................................................................................................................................................
1.1 Introduction:..............................................................................................................................................
1.2 Statement of problem:...............................................................................................................................
1.3 Research Objectives:.................................................................................................................................
1.4 Research Questions:..................................................................................................................................
1.5 Significance:...............................................................................................................................................
1.6 Variable of study:......................................................................................................................................
Chapter No:- 2.....................................................................................................................................................
2.1 Review of the Related Literature..............................................................................................................
2.1.1 Overview of science education at the secondary level......................................................................
2.1.2 Impact of Science Project on Teacher knowledge and teachers......................................................
2.1.3 Benefits of science education and science projects for students......................................................
2.1.4 Challenges of promoting science education and science projects in Rahim Yar
Khan District................................................................................................................................................
2.1.5 Effective strategies for promoting science education and science projects in
Rahim Yar Khan District............................................................................................................................
2.1.6 Impact of lesson planning on routines and norms of professional learning:..................................
2.1.7 Barriers to promoting science education and science projects in Rahim Yar
Khan District................................................................................................................................................
2.1.8 Strategies for promoting science education and science projects in Rahim Yar
Khan District................................................................................................................................................
2.1.9 Challenges to promoting science education and science projects in Rahim Yar
Khan District................................................................................................................................................
2.1.10 Strategies to promote science education and science projects in Rahim Yar
Khan District................................................................................................................................................
2.1.11 Benefits of promoting science education and science projects in Rahim Yar
Khan District................................................................................................................................................
2.1.12 Challenges in promoting science education and science projects in Rahim
Yar Khan District........................................................................................................................................
2.1.13 Strategies for promoting science education and science projects in Rahim
Yar Khan District........................................................................................................................................
2.1.14 the role of government and policy in promoting science education and science
projects in the district:................................................................................................................................
2.1.15 The impact of cultural and social norms on the promotion of science
education and science projects in the district:...........................................................................................
2.1.16 the impact of science projects on students' attitudes and achievement in
science:..........................................................................................................................................................
2.1.17 Resources...........................................................................................................................................
2.1.18 School Size and Student Achievement:............................................................................................
2.1.19 Lack of Library, Scientific & Computer Laboratories:.................................................................
2.1.20 The impact of Project plan on instructional routines and tools:...................................................
2.1.21 Provides thinking task:.....................................................................................................................
2.1.22. Responds to students’ needs:...........................................................................................................
2..2 Conclusion:....................................................................................................................................................
Chapter No: - 3....................................................................................................................................................
3.1 Research Design.........................................................................................................................................
3.2 Research Method.......................................................................................................................................
3.3 Population..................................................................................................................................................
3.4 Sampling Technique..................................................................................................................................
3.5 Sample size.................................................................................................................................................
3.6 Instrumentation—instruments/ tools used for the data collection.........................................................
3.7 D collection Procedure...............................................................................................................................
3.8 Validity and reliability of the tools/ questionnaires:...............................................................................
3.9 Time frame:................................................................................................................................................
Chapter No:-4......................................................................................................................................................
4.1Data Collection............................................................................................................................................
4.2 Statistical Analysis.....................................................................................................................................
4.3 Descriptive Statistical for Demographic Variables...............................................................................
4.4 Descriptive Statistical for Statements.....................................................................................................
4.5 Frequency Table........................................................................................................................................
4.6 Inferential Statistics for Demographic Variables..................................................................................
T-Test................................................................................................................................................................
4.7 Inferential Statistics for Statements........................................................................................................
T-Test................................................................................................................................................................
Chapter No:-5......................................................................................................................................................
5.1 Summary....................................................................................................................................................
5.2 Findings......................................................................................................................................................
5.3 Discussion...................................................................................................................................................
5.4 Conclusion..................................................................................................................................................
5.5 Recommendation.......................................................................................................................................
Chapter no: - 1
1.1 Introduction:
In this assignment, I will investigate the impact
of science projects on the promotion of science education at the
secondary level in the district of Rahim Yar Khan, Pakistan. Science
projects have been implemented in many schools in the district to
enhance student learning and promote interest in science. However, the
effectiveness of these projects in promoting science education in the
district has not been thoroughly investigated.
To fill this knowledge gap, we will collect and
analyze data using SPSS software and appropriate statistical techniques.
We will use descriptive statistics such as means, standard deviations, and
percentages for data presentation, and inferential statistics such as t-tests
and one-way ANOVA for analyzing differences, and Pearson r
correlation for analyzing relationships.
After analyzing the data, we will present your
findings, discussion, conclusions, and recommendations in accordance
with the APA style manual 6th edition. Our research will contribute to the
understanding of the impact of science projects on science education in
the context of Rahim Yar Khan and will provide insights into effective
teaching practices and educational policies that can be implemented to
improve science education in the district and beyond.
1.2 Statement of problem:

In this investigation, it was expected to audit the science
projects practices and its belongings. We want to see the impact of
effective science projects on student performance. The main purpose of
this study is to identify the impact of effective science project student’s
achievement in school, how teachers teaching can be effective with
science project and what are the qualities of good science projects and
how it can impact or effect students learning. The study of effectiveness
of science project student’s academic achievement and also to know the
effectiveness of lecture with science projects.
General problem statement that could be used for a science project for
students:
“Through this project, we aim to investigate impact of science project in
order to better understand impact of science project. Our goal is to
conduct experiments and gather data to answer the research question
impact of science project and ultimately to contribute to the scientific
community’s understanding of this topic.”
Of course, the specific problem statement will depend on the topic of
investigation and the research question that the student has chosen to
explore. It’s important to make sure that the problem statement is clear
and specific enough to guide the student’s research and experimentation.
The teacher who follows science project show more
positive impact on students learning and in their academic results and
these students perform better in class and in school. And the science
project plays important role to make the teacher Effective and also help
the teacher to achieve land mark like strong personalities, command,
respect, confidence, positivity, enthusiasm, and friendly and genuinely
care for their students. This report shows how science project can be
effective in the achievement of students? How it will impact the students
learning and achievements? What are the qualities of science projecting?
1.3 Research Objectives:

1. To know the impact of science project student performance.
2. To know the components of good science project.
3. To study impact of science project effective teaching
4. To see the impact of science project in the class room
management.
5. To know the impact of science project in grooming of teacher and
also in the management of school
1.4 Research Questions:

1. How to know the impact of science project student
performance?
2. How to know the components of good science project?
3. What is study impact of science project effective teaching?
4. How to see the impact of science project in the class room
management?
5. How to know the impact of science project in grooming of teacher
and also in the management of school?
1.5 Significance:
The significance of investigating the impact of science projects on the
promotion of science education at the secondary level in the district of
Rahim Yar Khan lies in the fact that science education is crucial for the
development of scientific knowledge, skills, and attitudes among
students. Science projects are a popular approach to promote student
engagement and interest in science, and therefore have the potential to
contribute significantly to the improvement of science education in the
district.
The results of this research can provide insights into the effectiveness of
science projects in promoting science education and identify areas for
improvement in science education practices and policies in the district.
The findings can also inform the development of effective science
education strategies, teaching practices, and educational policies that can
improve student learning outcomes and promote interest in science.
Additionally, this research can contribute to the broader understanding of
effective science education practices in Pakistan and other parts of the
world. The knowledge and insights gained from this research can inform
the development of science education policies and practices at the
national and international levels, and contribute to the improvement of
science education globally.
1.6 Variable of study:

The variables of study for this research may include:
1. Independent variable: Science projects
 The implementation of science projects in secondary schools in
the district of Rahim Yar Khan will be the independent variable.
2. Dependent variable: Promotion of science education
 The promotion of science education among secondary school students
in the district of Rahim Yar Khan will be the dependent variable.
Other variables that may be considered include:
 Gender of students
 Age of students
 Grade level of students
 Socio-economic status of students
 Attitudes towards science
 Academic performance in science
 Teacher's qualifications and experience in teaching science
 Availability of resources and facilities for science education.
Chapter No: - 2
2.1 Review of the Related Literature
2.1.1 Overview of science education at the secondary level
Science education at the secondary level is an important component of a
student's overall education. It prepares students for future careers in
science, technology, engineering, and mathematics (STEM) fields, and
also enhances their critical thinking and problem-solving skills. Science
education at the secondary level typically includes courses in biology,
chemistry, physics, and earth sciences, and often involves laboratory
work and scientific research.
2.1.2 Impact of Science Project on Teacher knowledge and teachers
Research has shown that science education at the secondary level has
numerous benefits for students. These benefits include improved
scientific literacy, increased critical thinking and problem-solving skills,
and enhanced creativity (Liu et al., 2018). Additionally, science education
has been linked to higher academic achievement in other subject areas,
such as mathematics and language arts (Anderson & Kim, 2006).
Despite the benefits of science education, there are also challenges and
barriers to effective science education at the secondary level. One
challenge is a lack of funding for science education programs and
resources, which can limit students' access to high-quality science
education. Additionally, there is a shortage of qualified science teachers,
particularly in rural and under-resourced areas (Chakroun, 2016).
In the context of Rahim Yar Khan, science education at the secondary
level faces several challenges. According to a report by the District
Education Department, Rahim Yar Khan, there is a shortage of science
teachers and a lack of science laboratories in many schools. This has
resulted in limited opportunities for students to engage in hands-on
science activities and scientific research (District
Education Department, 2018). Furthermore, there is a lack of awareness
and interest in science among students and parents, which can contribute
to a low enrollment and retention rate in science courses (Ali & Soomro,
2017).
To address these challenges, there is a need to promote and enhance
science education at the secondary level in Rahim Yar Khan. One
effective approach to promoting science education is through the use of
science projects, which provide hands-on learning opportunities and help
students engage with scientific concepts in a meaningful way. In the next
section, we will explore the role of science projects in promoting science
education at the secondary level.
2.1.3 Benefits of science education and science projects for students
Science education and science projects offer numerous benefits to
students at the secondary level. In this section, we will explore some of
these benefits.
One of the key benefits of science education and science projects is that
they enhance students' critical thinking and problem-solving skills.
Science education provides students with the tools they need to analyze
and solve complex problems. Science projects, in particular, encourage
students to think creatively and apply their scientific knowledge to real-
world problems (Bonney et al., 2016). Research has shown that students
who engage in science projects have higher levels of critical thinking and
problem-solving skills than those who do not (Briguglio et al., 2020).
In addition to developing critical thinking and problem-solving skills,
science education and science projects also promote scientific literacy.
Scientific literacy refers to the ability to understand and apply scientific
concepts in everyday life. Students who are scientifically literate are
better able to make informed decisions about their health and the
environment, and are more likely to pursue careers in STEM fields (Liu et
al., 2018). Science education and science projects provide students with
the opportunity to learn about scientific concepts and apply them in real-
world situations, which can lead to a greater understanding of the world
around them.
Science education and science projects have also been linked to improved
academic achievement in other subject areas, such as mathematics and
language arts. This is because science education and science projects
often involve the use of math and language skills, which can help students
develop a deeper understanding of these subjects (Anderson & Kim,
2006).
Finally, science education and science projects can help to foster a love of
learning and a curiosity about the world. Students who engage in science
projects often report a greater interest in science and are more likely to
pursue science-related careers (Bonney et al., 2016).
In conclusion, science education and science projects offer numerous
benefits to students at the secondary level. These benefits include
enhanced critical thinking and problem-solving skills, improved scientific
literacy, higher academic achievement in other subject areas, and a love
of learning and curiosity about the world. In the next section, we will
explore the importance of science education in the context of Rahim Yar
Khan.
2.1.4 Challenges of promoting science education and science projects in
Rahim Yar Khan District
Although science education and science projects offer numerous benefits,
promoting them in Rahim Yar Khan District presents a range of
challenges. In this section, we will explore some of these challenges.
One of the key challenges is the lack of funding for science education and
science projects. In Rahim Yar Khan District, schools often struggle to
provide basic resources, such as textbooks and laboratory equipment, let
alone resources for science projects. As a result, many students do not
have the opportunity to participate in science projects or receive a quality
science education (Ahsan & Arshad, 2016).
Another challenge is the lack of qualified science teachers. In many
schools in Rahim Yar Khan District, teachers do not have the necessary
qualifications or training to teach science effectively. This can lead to a
lack of interest in science among students, as well as a lack of
understanding of scientific concepts (Malik et al., 2015).
Cultural factors also present a challenge to promoting science education
and science projects in Rahim Yar Khan District. In some communities,
science is not considered a priority, and students are discouraged from
pursuing careers in STEM fields. In addition, gender stereotypes can also
affect the participation of girls in science education and science projects
(Ali et al., 2018).
Another challenge is the lack of community engagement in science
education and science projects. Many schools in Rahim Yar Khan District
do not have strong ties to their local communities, which can make it
difficult to secure funding or support for science projects. In addition,
parents may not be aware of the benefits of science education and science
projects, and may not prioritize them for their children (Yasin & Zaffar,
2015).
Finally, the lack of coordination and communication between different
stakeholders can also be a challenge to promoting science education and
science projects in Rahim Yar Khan District. For example, schools may
not be aware of available resources or funding opportunities, or there may
be a lack of communication between schools and local organizations or
government agencies (Ahsan & Arshad, 2016).
In conclusion, promoting science education and
science projects in Rahim Yar Khan District presents a range of
challenges, including the lack of funding and qualified teachers, cultural
factors, lack of community engagement, and a lack of coordination and
communication between stakeholders. Addressing these challenges will
require a multi-faceted approach that involves government agencies,
schools, local organizations, and community members working together
to promote the importance of science education and science projects.
2.1.5 Effective strategies for promoting science education and science
projects in Rahim Yar Khan District
To overcome the challenges of promoting science education and science
projects in Rahim Yar Khan District, it is important to implement
effective strategies that can improve access to resources, engage
communities, and encourage students to pursue science education and
careers in STEM fields. In this section, we will explore some of the
strategies that have been shown to be effective in promoting science
education and science projects in the district.
One effective strategy is to provide targeted training and professional

development opportunities for science teachers. This can help to improve
the quality of science education in schools, and ensure that teachers have
the skills and knowledge necessary to teach science effectively (Ahsan &
Arshad, 2016). In addition, it is important to provide teachers with access
to resources and materials that can be used to support science education,
such as laboratory equipment and educational software (Malik et al.,
2015).
Another effective strategy is to increase community engagement in
science education and science projects. This can involve working with
local organizations and businesses to provide funding and resources for
science projects, as well as involving parents and community members in
science fairs and other science-related events (Yasin & Zaffar, 2015). In
addition, it is important to promote the benefits of science education and
STEM careers to parents and community members, and to address
cultural factors that may discourage students, particularly girls, from
pursuing science education and careers in STEM fields (Ali et al., 2018).
2.1.6 Impact of lesson planning on routines and norms of professional
learning:
Using innovative teaching methods and technology can also be an
effective strategy for promoting science education and science projects in
Rahim Yar Khan District. For example, using educational software and
online resources can help to engage students and provide them with
access to educational materials that may not be available in their schools
(Malik et al., 2015). In addition, incorporating hands-on, inquiry-based
learning activities into science education can help to make science more
interesting and accessible to students (Ahsan & Arshad, 2016).
Finally, it is important to promote coordination and communication
between different stakeholders involved in promoting science education
and science projects in Rahim Yar Khan District. This can involve
creating networks and partnerships between schools, local organizations,
government agencies, and community members, and working together to
identify and address the challenges and opportunities for promoting
science education in the district (Yasin & Zaffar, 2015).
In conclusion, promoting science education and science projects in Rahim
Yar Khan District requires the implementation of effective strategies that
can improve access to resources, engage communities, and encourage
students to pursue science education and careers in STEM fields.
Targeted training and professional development for science teachers,
increasing community engagement, using innovative teaching methods
and technology, and promoting coordination and communication between
stakeholders are all effective strategies that can help to overcome the
challenges of promoting science education in the district.
2.1.7 Barriers to promoting science education and science projects in
Despite the potential benefits of promoting science education and science
projects in Rahim Yar Khan District, there are several barriers that can
make it difficult to implement effective strategies for promoting science
education in the district. In this section, we will explore some of the key
barriers to promoting science education and science projects in the
district.
One of the biggest barriers to promoting science education and science
projects in Rahim Yar Khan District is the lack of resources and
infrastructure in many schools. Many schools in the district lack basic
laboratory equipment and other resources that are necessary for effective
science education (Ali et al., 2018). In addition, the lack of access to
quality science education in the early years of schooling can discourage
students from pursuing science education and careers in STEM fields
(Ahsan & Arshad, 2016).
Another barrier to promoting science education and science projects in
the district is the lack of qualified science teachers. Many science
teachers in the district are not trained in science education or lack the
necessary subject matter expertise to teach science effectively (Malik et
al., 2015). This can lead to a lack of interest and engagement among
students, and can discourage students from pursuing science education
and careers in STEM fields.
Cultural and societal factors also present a barrier to promoting science
education and science projects in Rahim Yar Khan District. For example,
gender stereotypes and cultural norms may discourage girls from
In addition, many families in the district prioritize traditional academic
subjects over science and technology, which can also discourage students
from pursuing science education (Ahsan & Arshad, 2016).
Finally, the lack of coordination and communication among stakeholders
in the district can also be a barrier to promoting science education and
science projects. Many schools, government agencies, and community
organizations may be working independently on science education
initiatives, which can lead to duplication of efforts and a lack of resources
and support for individual programs (Yasin & Zaffar, 2015).
In conclusion, there are several key barriers to promoting science
education and science projects in Rahim Yar Khan District, including a
lack of resources and infrastructure, a shortage of qualified science
teachers, cultural and societal factors, and a lack of coordination and
communication among stakeholders. Addressing these barriers will
require the implementation of effective strategies that can improve access
to resources, engage communities, and encourage students to pursue
science education and careers in STEM fields.
2.1.8 Strategies for promoting science education and science projects in
Despite the challenges and barriers to promoting science education and
science projects in Rahim Yar Khan District, there are several effective
strategies that can be implemented to improve science education and
engage students in STEM fields. In this section, we will explore some of
the key strategies for promoting science education and science projects in
the district.
One effective strategy for promoting science education and science
projects in Rahim Yar Khan District is to increase access to resources and
infrastructure. This can be done by investing in the development of
laboratories and other facilities that are necessary for effective science
education (Ali et al., 2018). In addition, increasing access to technology
and digital resources can help to engage students and provide them with
opportunities to explore science and technology in new and exciting ways
(Ahsan & Arshad, 2016).
Another effective strategy for promoting science education and science
projects in the district is to increase the number of qualified science
teachers. This can be done by providing training and professional
development opportunities for existing science teachers, as well as
recruiting and training new science teachers who have the necessary
subject matter expertise and pedagogical skills (Malik et al., 2015).
Engaging and involving the community can also be an effective strategy
for promoting science education and science projects in Rahim Yar Khan
District. This can be done by organizing community events, involving
parents and community members in science education initiatives, and
providing opportunities for students to collaborate with local businesses
and organizations (Yasin & Zaffar, 2015).
In addition, promoting gender equity in science education and STEM
fields can also be an effective strategy for engaging students in science
and technology. This can be done by providing opportunities for girls to
participate in science education initiatives and STEM activities, as well as
working to change cultural and societal norms that discourage girls from
Finally, coordination and communication among stakeholders is essential
for promoting science education and science projects in Rahim Yar Khan
District. This can be done by establishing partnerships and collaborations
among schools, government agencies, and community organizations, as
well as developing a comprehensive strategy for promoting science
education and science projects in the district (Ahsan & Arshad, 2016).
In conclusion, there are several key strategies for promoting science
education and science projects in Rahim Yar Khan District, including
increasing access to resources and infrastructure, increasing the number
of qualified science teachers, engaging and involving the community,
promoting gender equity in science education and STEM fields, and
improving coordination and communication among stakeholders.
Implementation of these strategies will require a comprehensive and
collaborative approach among schools, government agencies, and
community organizations to improve science education and engage
students in STEM fields.
2.1.9 Challenges to promoting science education and science projects in
Despite the potential benefits of promoting science education and science
projects in Rahim Yar Khan District, there are several challenges that
must be addressed in order to effectively implement these initiatives. In
this section, we will explore some of the key challenges to promoting
science education and science projects in the district.
One of the main challenges to promoting science education and science
projects in Rahim Yar Khan District is the lack of resources and
infrastructure. Many schools in the district lack basic laboratory facilities
and equipment, which can make it difficult for students to conduct hands-
on experiments and engage in scientific inquiry (Naeem, 2019). In
addition, the lack of access to technology and digital resources can limit
students' ability to explore and engage with science and technology in
new and innovative ways (Ahsan & Arshad, 2016).
Another challenge to promoting science education and science projects in
the district is the shortage of qualified science teachers. Many schools in
the district lack teachers with the necessary subject matter expertise and
pedagogical skills to effectively teach science (Malik et al., 2015). In
addition, the low salaries and lack of professional development
opportunities for teachers can make it difficult to recruit and retain
qualified science teachers in the district.
Cultural and societal norms can also pose a challenge to promoting
science education and science projects in Rahim Yar Khan District. In
many cases, there is a perception that science is difficult and not relevant
to everyday life, which can discourage students from pursuing science
education and careers in STEM fields (Ali et al., 2018). In addition,
cultural norms that prioritize traditional gender roles can limit girls'
participation in science education and STEM activities (Yasin & Zaffar,
2015).
Finally, coordination and communication among stakeholders can be a
challenge to promoting science education and science projects in Rahim
Yar Khan District. In many cases, there is a lack of collaboration and
partnership among schools, government agencies, and community
organizations, which can lead to fragmented and ineffective efforts to
promote science education and engage students in STEM fields (Ahsan &
Arshad, 2016).
In conclusion, there are several key challenges to promoting science
education and science projects in Rahim Yar Khan District, including the
lack of resources and infrastructure, the shortage of qualified science
teachers, cultural and societal norms, and coordination and
communication among stakeholders. Addressing these challenges will
require a comprehensive and collaborative approach among schools,
government agencies, and community organizations to improve science
education and engage students in STEM fields.
2.1.10 Strategies to promote science education and science projects in
Despite the challenges facing the promotion of science education and
science projects in Rahim Yar Khan District, there are several strategies
that have been proposed to address these challenges and promote STEM
education in the district. In this section, we will explore some of the key
strategies that can be used to promote science education and science
projects in Rahim Yar Khan District.
One key strategy for promoting science education and science projects in
the district is to increase investment in science education and
infrastructure. This includes providing schools with adequate laboratory
facilities and equipment, as well as access to digital resources and
technology (Naeem, 2019). Additionally, investing in teacher training and
professional development can help to ensure that science teachers have
the necessary subject matter expertise and pedagogical skills to
effectively teach science (Malik et al., 2015).
Another strategy for promoting science education and science projects in
the district is to raise awareness and change cultural attitudes towards
science and STEM fields. This can be achieved through targeted outreach
and public awareness campaigns that promote the value and relevance of
science education and careers in STEM fields (Ali et al., 2018).
Additionally, efforts to challenge gender stereotypes and promote greater
inclusivity and diversity in science education and STEM activities can
help to increase the participation and engagement of underrepresented
groups, such as girls and women (Yasin & Zaffar, 2015).
Collaboration and partnership among schools, government agencies, and
community organizations can also be an effective strategy for promoting
science education and science projects in the district. This can include
initiatives that foster networking and knowledge-sharing among
stakeholders, as well as partnerships that provide schools with access to
resources and expertise from outside organizations (Ahsan & Arshad,
2016).
Finally, the use of innovative and engaging teaching methods and
learning technologies can help to increase student engagement and
interest in science education and STEM fields. This includes approaches
such as project-based learning, inquiry-based learning, and the use of
digital and interactive resources (Malik et al., 2015).
In conclusion, there are several key strategies that can be used to promote
science education and science projects in Rahim Yar Khan District,
including increasing investment in science education and infrastructure,
raising awareness and changing cultural attitudes, collaboration and
partnership among stakeholders, and the use of innovative and engaging
teaching methods and learning technologies. Addressing the challenges
facing the promotion of science education in the district will require a
comprehensive and collaborative approach among schools, government
agencies, and community organizations to improve science education and
engage students in STEM fields.
2.1.11 Benefits of promoting science education and science projects in
Promoting science education and science projects in Rahim Yar Khan
District can have numerous benefits for students, educators, and the
community as a whole. In this section, we will discuss some of the key
benefits of promoting science education and science projects in the
district.
Firstly, promoting science education and science projects can help to
improve students' academic achievement and future career prospects.
Students who are engaged in science education and have opportunities to
participate in science projects are more likely to develop critical thinking
skills, problem-solving abilities, and an understanding of scientific
principles (Ali et al., 2018). These skills can be transferable to other
subjects and can help to prepare students for future academic and career
pursuits in STEM fields.
Secondly, promoting science education and science projects can help to
address the shortage of skilled workers in STEM fields in Pakistan.
According to a report by the Higher Education Commission of Pakistan,
the country is facing a shortage of skilled workers in science and
technology-related fields, which is hindering economic growth and
development (HEC, 2019). By promoting science education and science
projects, the district can help to address this shortage by preparing
students for future careers in STEM fields and contributing to the growth
of the local economy.
Thirdly, promoting science education and science projects can help to
foster innovation and entrepreneurship in the community. Students who
are engaged in science education and have opportunities to participate in
science projects are more likely to develop an entrepreneurial mindset
and innovative thinking skills (Malik et al., 2015). This can lead to the
development of new businesses and startups in the district, which can
create job opportunities and contribute to the growth of the local
economy.
Fourthly, promoting science education and science projects can help to
address global challenges and contribute to sustainable development. By
engaging students in science education and providing them with
opportunities to work on science projects, the district can help to foster an
understanding of global challenges such as climate change, food security,
and sustainable development (Naeem, 2019). This can lead to the
development of innovative solutions to these challenges and contribute to
the achievement of the United Nations Sustainable Development Goals.
In conclusion, promoting science education and science projects in Rahim
Yar Khan district can have numerous benefits for students, educators, and
the community as a whole, including improved academic achievement,
addressing the shortage of skilled workers in STEM fields, fostering
innovation and entrepreneurship, and contributing to sustainable
development. Addressing the challenges facing the promotion of science
education in the district and implementing effective strategies for
promoting science education and science projects will be crucial in
realizing these benefits and preparing students for future success in
STEM fields.
2.1.12 Challenges in promoting science education and science projects in
While promoting science education and science projects in Rahim Yar
Khan District can have numerous benefits, there are also several
challenges that need to be addressed to effectively promote science
education and science projects in the district. In this section, we will
discuss some of the key challenges in promoting science education and
science projects in Rahim Yar Khan District.
One of the main challenges is the lack of resources and infrastructure for
science education and science projects in the district. According to a
report by the World Bank, Pakistan has a low investment in education,
which has resulted in inadequate infrastructure and resources for schools
(World Bank, 2018). This lack of resources can limit students' access to
quality science education and opportunities to participate in science
projects, hindering their learning and development.
Another challenge is the lack of qualified and trained science teachers in
the district. According to a study by the Punjab Education Foundation, a
large number of science teachers in the district do not have the necessary
qualifications and training to teach science effectively (PEF, 2019). This
can result in ineffective teaching and a lack of understanding of scientific
principles by students, hindering their ability to participate in science
projects and achieve academic success in science.
A third challenge is the lack of awareness and interest in science
education and science projects among students and their families.
According to a study by the Aga Khan University, many students in the
district lack awareness and interest in science education and view science
as difficult and uninteresting (AKU, 2019). This can lead to low
participation in science projects and a lack of interest in pursuing careers
in STEM fields.
A fourth challenge is the lack of coordination and collaboration among
stakeholders in the district. According to a report by the United Nations
Development Programme, there is a need for increased coordination and
collaboration among stakeholders in promoting science education and
science projects (UNDP, 2016). This can include collaboration among
schools, universities, government agencies, and community organizations
to promote science education and provide opportunities for students to
participate in science projects.
In conclusion, there are several challenges that need to be addressed in
promoting science education and science projects in Rahim Yar Khan
District. These challenges include the lack of resources and infrastructure,
the lack of qualified and trained science teachers, the lack of awareness
and interest in science education among students and their families, and
the lack of coordination and collaboration among stakeholders.
Addressing these challenges and implementing effective strategies for
promoting science education and science projects will be crucial in
realizing the benefits of promoting science education in the district.
2.1.13 Strategies for promoting science education and science projects in
To promote science education and science projects in Rahim Yar Khan

District, there are several strategies that can be implemented. In this
section, we will discuss some of the key strategies for promoting science
education and science projects in the district.
One strategy is to increase investment in science education and science
projects. This can include increasing funding for schools, providing
resources for science teachers, and investing in science facilities and
equipment. According to a report by the World Bank, increasing
investment in education can lead to better infrastructure, teacher training,
and learning outcomes (World Bank, 2018). Increased investment in
science education and science projects can provide students with the
resources and opportunities they need to succeed in science.
Another strategy is to promote science education and science projects
through community engagement. This can include involving parents,
local organizations, and businesses in promoting science education and
providing opportunities for students to participate in science projects.
According to a study by the Aga Khan University, involving parents and
the community in promoting science education can lead to greater interest
and participation in science by students (AKU, 2019). Community
engagement can also lead to increased awareness of the benefits of
science education and science projects.
A third strategy is to improve teacher training and professional
development for science teachers. This can include providing workshops
and training programs for science teachers to improve their teaching skills
and knowledge of scientific principles. According to a study by the
Punjab Education Foundation, providing professional development
opportunities for science teachers can lead to improved teaching and
student learning outcomes (PEF, 2019). Improved teacher training and
professional development can also increase teacher retention and job
satisfaction.
A fourth strategy is to promote STEM careers and opportunities for
students. This can include providing internships, apprenticeships, and
other opportunities for students to gain hands-on experience in STEM
fields. According to a study by the National Science Foundation,
providing opportunities for students to gain hands-on experience in
STEM fields can lead to greater interest and participation in STEM
careers (NSF, 2015). Promoting STEM careers and opportunities can also
lead to greater awareness of the benefits of science education and science
projects.
In conclusion, there are several strategies that can be implemented to
promote science education and science projects in Rahim Yar Khan
District. These strategies include increasing investment in science
education and science projects, promoting science education through
community engagement, improving teacher training and professional
development, and promoting STEM careers and opportunities for
students. Implementing these strategies can help to overcome the
challenges in promoting science education and science projects in the
district and provide students with the resources and opportunities they
need to succeed in science.
2.1.14 the role of government and policy in promoting science education
and science projects in the district:
The role of government and policy is critical in promoting science

education and science projects in Rahim Yar Khan District. Government
policies and initiatives can help to create an enabling environment for the
promotion of science education and science projects, and can also provide
the necessary resources and support for these initiatives to succeed.
One important policy initiative in Pakistan is the National Education
Policy 2021, which emphasizes the importance of science, technology,
engineering, and mathematics (STEM) education in promoting economic
development and innovation (Government of Pakistan, 2021). The policy
also includes a number of measures to promote STEM education,
including the establishment of STEM schools, the development of STEM
teacher training programs, and the promotion of STEM research and
innovation.
At the provincial level, the government of Punjab has also introduced a
number of initiatives to promote science education and science projects in
the province, including the Punjab STEM Education Policy 2019. The
policy aims to improve the quality of STEM education in Punjab, and
includes measures such as the establishment of STEM resource centers
and the provision of STEM equipment to schools (Government of Punjab,
2019).
In Rahim Yar Khan District, the government has also taken steps to
promote science education and science projects. For example, the district
government has established a Science and Technology Park to promote
innovation and entrepreneurship in the district (Express Tribune, 2021).
The park provides facilities and resources for students and entrepreneurs
to develop and commercialize innovative products and technologies.
However, despite these initiatives, there are also challenges in the
implementation of government policies related to science education and
science projects. For example, there may be a lack of resources or
capacity to effectively implement these policies in some schools or
districts. In addition, there may be a lack of coordination and
communication between government agencies and stakeholders, which
can hamper the effectiveness of these policies.
Overall, the role of government and policy in promoting science
education and science projects in Rahim Yar Khan District is critical.
While there are challenges to the implementation of these policies,
initiatives such as the National Education Policy 2021 and the Punjab
STEM Education Policy 2019 provide a framework for promoting STEM
education and innovation in the district.
2.1.15 The impact of cultural and social norms on the promotion of science
education and science projects in the district:
Cultural and social norms can have a significant impact on the promotion
of science education and science projects in Rahim Yar Khan District. In
some cases, these norms can be barriers to the promotion of science
education, particularly for girls and women.
Research has shown that in many parts of Pakistan, cultural and social
norms discourage girls and women from pursuing science education or
careers in science (Ahmed et al., 2017). This can lead to lower
participation rates in science education and a lack of female
representation in STEM fields.
In Rahim Yar Khan District, there may be similar cultural and social
norms that discourage girls and women from pursuing science education
or science projects. For example, girls may be expected to prioritize
household responsibilities over their education, or they may face
restrictions on their mobility and ability to participate in extracurricular
activities.
However, there are also efforts to challenge and change these cultural and
social norms in Rahim Yar Khan District. For example, the NGO CARE
Pakistan has launched a program called "Promoting Girls' Education in
Southern Punjab" to address gender disparities in education in the region
(CARE Pakistan, 2018). The program provides support and resources for
girls to attend school, including science education.
In addition, there are also initiatives to promote science education and
science projects that are culturally and socially relevant to the local
community. For example, the Punjab government has launched the
"Punjab Innovation Challenge Fund" to support innovative ideas and
solutions that address local challenges in the province (Government of
Punjab, 2021). This initiative encourages the development of science
projects that are relevant to the local community and can have a positive
impact on their lives.
Overall, cultural and social norms can have a significant impact on the
promotion of science education and science projects in Rahim Yar Khan
District, particularly for girls and women. However, there are also efforts
to challenge and change these norms and to promote science education
that is relevant and accessible to the local community.
The role of teachers in promoting science education and science
projects in the district:
Teachers play a critical role in promoting science education and science
projects in Rahim Yar Khan District. They are responsible for creating
engaging and effective learning environments that inspire students to
pursue science education and to participate in science projects.
Research has shown that effective science teachers have a strong content
knowledge of science, as well as pedagogical skills to engage and
motivate their students (Abd-El-Khalick et al., 2018). In addition,
effective science teachers also have positive attitudes towards science and
an enthusiasm for teaching it.
In Rahim Yar Khan District, there may be challenges in recruiting and
retaining high-quality science teachers. According to a report by the
Punjab Education Foundation, there is a shortage of science teachers in
many schools in the district (Punjab Education Foundation, 2016). This
shortage can lead to overcrowded classrooms and a lack of individual
attention for students.
However, there are also efforts to support and train science teachers in the
district. For example, the Punjab government has launched the "Teacher
Training Program" to provide professional development opportunities for
teachers in various subjects, including science (Government of Punjab,
2021). This program aims to improve the quality of teaching and learning
in schools and to support the development of effective science teachers.
In addition, there are also initiatives to involve teachers in the design and
implementation of science projects in the district. For example, the
"National Science and Technology Fair" organized by the Ministry of
Science and Technology encourages science teachers to participate in
science projects with their students (Ministry of Science and Technology,
2021). This can help to build the capacity of science teachers and to
promote the integration of science projects in the classroom.
Overall, teachers play a critical role in promoting science education and
science projects in Rahim Yar Khan District. While there may be
challenges in recruiting and retaining high-quality science teachers, there
are also efforts to support and train science teachers and to involve them
in the design and implementation of science projects.
2.1.16 the impact of science projects on students' attitudes and achievement
in science:
Science projects have been shown to have a positive impact on students'
attitudes towards science and their achievement in science. Research has
shown that science projects can improve students' engagement,
motivation, and interest in science, as well as their understanding of
scientific concepts (Bybee, Taylor, Gardner, Van Scotter, & Powell,
2006).
One study conducted in Pakistan found that students who participated in
science projects had more positive attitudes towards science and higher
achievement in science compared to students who did not participate in
science projects (Khalid, 2018). The study also found that science
projects were particularly effective for students who were struggling in
science or had low motivation.
Science projects can also provide opportunities for students to develop
important skills, such as problem-solving, critical thinking, and
collaboration (Cakmakci, Erdem, & Sahin, 2016). These skills are
important for success in science and for success in many other fields.
However, the effectiveness of science projects depends on how they are
designed and implemented. A study conducted in the United States found
that the quality of science projects varied widely and that many projects
did not align with science education standards (Schunn, 2018). Therefore,
it is important to ensure that science projects are well-designed and
aligned with educational standards in order to maximize their impact.
In addition, it is important to ensure that all students have access to
science projects and that they are designed to be inclusive and culturally
responsive. Studies have shown that students from underrepresented
groups, such as girls and students from low-income families, may be less
likely to participate in science projects and may face barriers to their
participation (Holthuis & Katz, 2016). Therefore, it is important to ensure
that science projects are designed to be accessible and engaging for all
students.
Overall, science projects have been shown to have a positive impact on
students' attitudes and achievement in science. However, the effectiveness
of science projects depends on how they are designed and implemented,
and it is important to ensure that all students have access to high-quality,
inclusive, and culturally responsive science projects.
2.1.17 Resources
For the purposes of this study, resources comprise,
Science Project resources, audio-visual (AV) resources, textbooks, paper
supplies and photocopying, resources for teaching such as whiteboards or
art supplies, and resources to display work and beautify classrooms.
School resources have not been as extensively researched as school
facilities. Tapper (1995) studied first-year teachers in New York City
public schools, and she found that ‘teachers spent significant sums of
their own money on classroom supplies’ (p.8), with half of first year
teachers spending their own money on resources, suggesting inadequate
resourcing of schools. More recently, Kloberdanz (2010) noted that
Californian teachers used an array of strategies to procure the
instructional materials they deemed necessary, including entering
competitions and saving coupons, again suggesting that school resourcing
is inadequate from teachers’ perspectives. Though the funding structure
in the United States of America (USA) is very different to Australia, the
possibility that this practice also occurs in Australia is too compelling to
overlook. Further, these two examples are notable because they come
from two first-world, urban settings, and the possibility of teachers
spending their own funds, or time to procure the necessary resources is
something rarely addressed in the literature. Chapman, Snyder and
Blanchfield (1993) found that the supply of resources to classrooms by
the government was viewed by teachers as an act that supported them,
and their efforts. One study has found that teachers’ perceptions of their
school’s resources and teaching materials differed based upon their career
intentions, with ‘leavers’ and ‘movers’ reporting less access to, and
quality of, resources than stayers (Hirsch & et al., 2006). This pattern
could indicate a certain level of overall dissatisfaction rather than the
actual quality of the resources and facilities. This finding also further
underlines the importance of perception, whereby perceptions lead to
actions. In this situation, the actual facts are not impactful on actions in
the same way as perceptions. This pattern will be considered in the
discussion section.
Computers
Currently, 1:1 computers are a pervasive and expected part of both
students’ and teachers’ equipment in Australia, as the High Court recently
agreed (ABC Online, 2015). In Australia the ‘Digital Education
Revolution’ was introduced in 2007 (Rudd & et al., 2007), a policy
initiative which funded laptops in schools. At the individual school level,
this was interpreted in many idiosyncratic ways.
Location
Location and context may influence the quality of
classrooms and facilities. For example, there is an observable pattern that
classroom resources tend to be worse in rural and remote areas in
Australia (Sullivan & et al., 2013; Plunkett & Dyson, 2011), whilst a
great deal of research in the USA has shown that inner-city, urban schools
are poorly resourced (Corcoran & et al., 1988; Levin & Quinn, 2003;
Loeb & et al., 2005; Schneider, 2003; Buckley
Space
Overall, research suggests that limited space and high-
density conditions affect social interactions between teachers and students
(Gifford, 2007), and may increase student aggression (Moore, 1979).
Moore (2010) also noted that smaller, more high-density classroom
environments may promote more teacher-centred lessons. Further, some
research has found that as density increased, so too did pupil movement
and distraction (Lackeys, 1994), though it was noted that movement
could be influenced by teachers by modifying the classroom layout. The
impact on teacher movement and satisfaction has not yet been identified
in research. However, increased student aggression and distraction,
together with the inability to teach in a student-centered way may
potentially decrease teacher satisfaction and increase turnover and/or
wastage.
AV Resources
Audio-visual (AV) resources can include, but are not limited to: radios,
screens, records, film clips, TV broadcasts, film recorders, films,
projectors and transparencies (Bizimana & Orodho, 2014). AV resource
research has mostly been undertaken in the 1960s, in thirdworld
countries, and in language classes (Cates, 1990; Voller & Widdows,
1993). These studies were mostly focussed on learning outcomes
associated with the adoption of these technologies. This raises the
possibility that these resources and their effect on teachers’ movement
have been overlooked in research.
Medical Facility:
In Pakistan the medical condition -is very poor especially for the common
people. Our government spend very short amount on the health, which is
not enough. The government should give proper attention on this sector,
especially. According to Akram and khan (2007) “Government spends its
expenses in health sector just 0.7% per year but it’s not enough for
massive populated areas in established country like Pakistan”. In the
study area, no medical facility is available at school level. Eye and skin
problems have been identified in most of the students of the area. The
distances between schools and basic health facilities are long to be
advanced easily die to lack of transport means. Therefore students could
not access the Basic Health Unit for getting medical care and aid. Mostly
ailing students recover from their disease and ailments after protracted
periods. In the study area, medical consultancy available is the level of a
dispenser instead of a specialized physician.
2.1.18 School Size and Student Achievement:
Knowing that building age can contribute to the deterioration of facility
conditions does not, in itself, assist practitioners in the improvement of
student achievement. Many other factors of facility design have been
linked to academic success of students. As enrollment numbers climb, the
issue of school size becomes relevant to the task of improving student
performance. School size questions came to the forefront after the
Columbine disaster, where two students designed and carried out a
violent plan undetected by the adults in the school. Kennedy notes that
educators have been battling this disconnectedness that seems more
prevalent at larger schools. Smaller schools have shown a greater capacity
to develop personal connections among students and staff that tend to
prevent violent or antisocial behavior.
An issue related to school size is the ability for students and staff to
establish personal links with one another and with the physical
environment. This notion has been adopted by school designers as they
design entire campuses or as they lay out classroom plans that allow for
small-group or individualized instruction.
Why would educators, school board members and politicians continue to
promote the construction of larger schools? Much of the research
suggests that there are financial motives. American School and University
magazine reports that restricted funding and lack of available land
encourage districts to continue to trend of constructing larger school
facilities. The ability to serve more students with common facilities such
as cafeterias, libraries and other physical plant features makes the larger
school appear much more cost efficient on a cost-per-pupil basis.
However, studies based upon cost-per-graduate instead of cost-per-pupil
indicate that smaller schools are as efficient financially as their larger
counterparts. School systems promoting smaller campuses have also
found that the sharing of student-support facilities such as libraries and
gymnasiums have lowered the construction and operating costs of
decreasing school size.
Arguments other than cost efficiency exist in reluctance to build smaller
schools. Some of this resistance finds its roots in more affluent
communities, where research indicates that the link between school size
and student achievement is not as strong (Howley & Bickel, 2002).
Support for larger schools is also based upon the premise of student
choice. Proponents of large schools, especially large high schools, base
their position upon the assumption that larger schools provide a wide
range of curricular choices such as advanced classes and fine arts. The
size and variety of course offerings also afford larger schools the luxury
of employing more specialized and diverse staff members. Similar
arguments for larger schools espouse the ability of large schools to
support extracurricular programs such as athletic teams, theatrical
productions student clubs and competitions.
The small-school movement is an issue that is not solely addressed by
building more schools in attempts to keep campus enrollment down. The
high school setting in particular has provided a number of alternative
design methods that aid is establishing smaller learning communities.
One such method is the schools-within-schools, where larger campuses
are broken up into smaller groups of student and teachers assigned to
interdisciplinary teams (Raywid, 2002). Modern schools are being
designed by architects in attempts to accommodate small groups such as
“houses,” “families,” “clusters” and other small learning communities
(Cook, 2002). Some high schools are allowing students to attend schools-
within-schools arranged to fit a particular curriculum theme (Geertz,
2001). Geertz (2001) reports that these smaller themed learning
communities utilize the original campus layout with renovations allowing
for specialized laboratories in each smaller sub-school.
2.1.19 Lack of Library, Scientific & Computer Laboratories:
In study are not a single school has any library
facility, audio-video support and Computer Laboratories. While these
facilities are considered very necessary instruments of the education,
which play a great role in the student’s training. Actually, teaching aids
help and build student’s concepts. Due to weak theoretical base students
lose their interest in studies.
Approaches to lesson planning:
The main way to deal with exercise arranging was the Tyler’s (1949)
system, which elucidates a straight arrangement of occasions from
explanation of focuses on an exercise, through determination and
association of learning exercises, to assessment of its conveyance and
results. Tyler’s direct model comprises of an arrangement of four stages:
“(a) indicate targets, (b) select learning exercises, (c) coordinate learning
exercises, and (d) determine assessment methodology”
The subsequent methodology, which is established in basic instructional
method, sees exercise arranging as “a method of rocking the boat and
enabling students”. This methodology underlines understudies’
contribution in dynamic cycles (Baeriswyl, 2001). Defenders of this
gathering guarantee that “the direct movement of exercise intends to be
an obstacle to the expert advancement of instructors” announced that
advocates of this gathering censure instructor coordinated arrangement of
occasions within the sight of a different gathering of students and
dynamic homeroom circumstances.
Research based lesson planning:
Physics Education Research established a research-
based professional development model for high-school physics instructors
in planning lessons in an attempt to develop teacher knowledge of
products. Experienced high-school physics teachers took part in a
protracted workshop programmed to improve their teaching skills (Kibret,
2016).
Several lessons using the model in groups. The authors
chose and presented acceptable themes to the participating instructors that
were relevant to their current practices and identified as problematic in
the physics education research literature. Their model is made up of ten
steps that are divided into three parts (Bagno’s, 2006). These processes
and stages are outlined below.
 Initial definition of goal
 Review of the literature
 Diagnosis
 Redefinition of goals and conference
 Innovative learning strategies
 Initial planning
 Design of a lessons
 Design and implementation of a study
 Summary of research Step10 publishing the result
The third methodology is arbitrators which lie between the two limits.
Conservatives contended that “exercise arranging is one method of
finding out about what was generally anticipated to occur in the class”.
Defenders of this methodology see arranging as a significant piece of
showing where “the arranging educator pre-effectively settles on
arrangement of exercises through finding of individual understudies
adapting requirements to give significant learning experience to all
understudies (Dudley1, 2019)
Cognitive activation:
Quite possibly the main viewpoints that characterize the
nature of exercise plan is the secret altogether exercises or errands are
sequenced to connect all understudies in a significant level psychological
reasoning. The presence of profound Learning assignments that draw in
understudies in the cycle of profound learning characterizes the nature of
arranged exercises. Profound learning errands empower understudies in
making information through the coordination of their earlier information
with the new material and apply the new information in genuine settings
obviously accentuated the intellectual actuation of understudies in their
meanings of exercise arranging (Iqba, 2018).
Stander (2020) contended that one of the properties of a top-notch
exercise is that how the instructor mental strategy (script) centers the
intellectual enactment of understudies. The instructor should design
exercises with the goal that s/he prevails in intellectually enacting the
understudies. For this reason, the proposed guidance ought to animate a
speculation interaction inside the understudies. Psychologically initiating
guidance animates canny learning (Kibret, 2020), citing different
specialists, summed up three parts of guidance that are critical to start and
support keen learning measures: psychologically testing and all-around
organized learning openings; learning support through checking of the
learning cycle, singular input, and versatile guidance; and proficient
homeroom and using time effectively.
Study:
Develop research theme connecting long term goals to daily teaching
Study Other research or curriculum that develops knowledge new insights
Study
Plan:
Learn subject knowledge as you solve task consider colleagues and
students’ ideas make tacit ideas explicit, confront different ideas, and
negotiate with colleagues
Take risks you would not take on your own.
Teach:
See impact of class routines and lesson elements discover un‐realized
capacities of students experience the lesson from student viewpoint
Reflect:
Encounter new views from expert commentator and colleagues
experience changes in one’s relationships with one’s colleagues reflect on
one’s own practice and beliefs
This exploration upholds the idea of exercise arranging as a type
of educator proficient improvement that can achieve changes in instructor
learning (Lang3, 2019). Be that as it may, while what is by and large
announced about instructor learning experienced during exercise plan is
predominantly sure, the selection of its cycles as “schedules and
standards” of school conduct is more blended. For instance, the
presentation of Research Lesson Study into the England’s National
Strategies in was seen decidedly by the instructors in question whose
schools saw the increment in understudy accomplishment of non‐lesson
plan upheld school twofold. Nonetheless, most didn’t proceed with
exercise arranging following the mediation (Lewis, 2016). While
utilization of exercise plan in the UK, Europe and universally is rising
consistently (nations addressed in the World Association of Lesson
Studies enrollment have developed from 10 of every 2006 to more than
70 out of 2017) view of its significant expenses and authoritative
intricacy endure We will hence look to exhibit through our case‐exemplar
how an adjusted, multi‐level approach can assist with conquering such
snags and accordingly we will contend that change planned at all three
levels is essential if exercise arranging is to be maintained and is to help
self‐improvement. Supportability has in certain regards been less of an
impediment for exercise arranging in settings of starting instructor
training (Xu, 2019). Appropriation in Europe of its highlights in ITE
utilized in Japan has demonstrated more reasonable over the long runs in
certain settings than has been the situation for exercise arranging in
standard tutoring portrayed previously. This is by all accounts mostly on
the grounds that primary changes that schools are obliged to make to
synchronize school-based exercise plan with the requests of licensed
college courses tie its cycles into the schools’ systems fashioning useful
organizations. We will see through the case model how organizing
school‐based exercise plan rehearses with the activities of other
framework accomplices assists with supporting exercise arranging across
schools.
2.1.20 The impact of Project plan on instructional routines and tools:
Bountiful models exist in the writing of exercise plan
creating, carrying out and adjusting informative materials and educational
methodologies. In Japan, before the Internet, this writing of neighborhood
exercise plan sold in nearby bookshops has existed for quite a long time.
For instance, depicted experiencing informative methodologies being
used in Japanese schools that had started in the US. For this situation,
exercise arranging had been utilized as a knowledge‐transfer vehicle for
catching and later reproducing in Japan the US academic methodologies
and the philosophical comprehension of their advantages (Perry, 2017). In
their new records of an arithmetic shows the progressions that this
exercise arranging incited in guidance and in materials in the treatment
schools. Thinking past informative schedules to the educational program
itself, depicts the pretended by exercise arranging across Japan in giving
proof that advises the five‐year cycle regarding public educational
program survey. This additionally includes multi‐level organizations
between schools, neighborhood government prefectures and colleges and
was especially powerful in the choice to utilize exercise arranging as a
vehicle for educational program improvement in the case‐exemplar
underneath (Dudley1, 2019).
Asks thinking questions:
The teacher asks questions throughout the lesson to promote
high level thinking For example: The teacher reads a story to the class
and asks a student, “What do you think happens next?” In a math class,
the teacher asks, “How do you know -2 is greater than -6?” After the
student responds, the teacher follows up by asking, “What would happen
if the numbers were positive?” Later in the lesson, the teacher asks, “How
do you use the number line to determine if –8 or –4 is greater?”
2.1.21 Provides thinking task:
The teacher provides high level thinking tasks. High level thinking
tasks are tasks such as making predictions, identifying patterns,
explaining thinking, making connections, interpreting information,
applying learning in new situations
2.1.22. Responds to students’ needs:
The teacher promptly responds to students’ needs in a way that
specifically addresses the problem at hand. His/her spare pencil box. If a
student cannot see the blackboard, she suggests a new place for them to
sit, asks other students to make space and makes sure that after the move,
everyone can see the board.
2.1.23 Conclusion:
In conclusion, science project has a significant impact on student
performance at the elementary level. Properly planned lessons help to
create a structured and organized learning environment, which supports
student engagement and learning outcomes. A well-planned lesson
provides a clear understanding of the learning objectives, and how they
will be achieved, allowing teachers to effectively guide their students
towards meeting their goals. Effective science project also supports
differentiation and accommodation, ensuring that the needs of all students
are met. This is particularly important at the elementary level, where
students have varying learning styles, abilities, and needs. When teachers
use a variety of teaching methods and materials, they can help students
develop a love for learning and a desire to explore new ideas.
In addition, effective science project also helps to save time and minimize
confusion. By having a clear plan in place, teachers are able to focus on
delivering quality instruction, rather than scrambling to figure out what to
do next.
Therefore, it can be said that science project is an essential aspect of
effective teaching and can significantly impact student performance at the
secondary level.
References
1. Winkler, R. L. (2021).Investigating the impact of interactive whiteboard
professional development on science project and student math
achievement.
2. Pranckutė, R. Web of Science (WoS) and Scopus: The Titans of
Bibliographic Information in Today’s Academic World. Publications
2021, 9, 12
3. Savilaakso, S.; Stewart, G.B. Eight Problems with Literature Reviews
and How to Fix Them. Nat. Ecol. Evol. 2020, 4, 1582–1589.
4. JamaliNesari, A., &Heidari, M. (2019).The important role of science
project on educational achievement of Iranian EFL teachers'
attitudes. International Journal of Foreign Language Teaching and
Research, 2(5), 27-34.
5. Dennis, M., Mead, G., Forbes, J., Graham, C., Hackett, M., Hankey, G.
J., & Stephen, C. (2019). Effects of fluoxetine on functional outcomes
after acute stroke (FOCUS): a pragmatic, double-blind, randomized,
and controlled trial. The Lancet, 393(10168), 265-274.
6. Lortie-Forgues, H., &Inglis, M. (2019). Rigorous large-scale
educational RCTs are often uninformative: Should we be
concerned? Educational Researcher, 48(3), 158-166.
7. Farrell, T. S. (2002). Science projecting. Methodology in language
teaching: An anthology of current practice, 30-39.
8. Baylor, A., Kitsantas, A., & Chung, H. (2019). The instructional
planning self-reflective tool: A method for promoting effective science
projecting. Educational Technology, 41(2), 56-59.
9. Zhang, C.; Li, Y.; Shuai, D.; Shen, Y.; Wang, D. Progress and
Challenges in Photocatalytic Disinfection of Waterborne Viruses: A
Review to Fill Current Knowledge Gaps. Chem. Eng. J. 2019, 355,
399–415.
10. Caputo, A.; Kargina, M. A User-Friendly Method to Merge Scopus and
Web of Science Data during Bibliometric Analysis. J. Mark. Anal.
2022, 10, 82–88
• V. Babu and G. Vidya, “Impact of Virtual Science Project-Based
Learning on Students’ Academic Achievement during COVID-19
Pandemic,” Journal of Education and Practice, vol. 12, no. 9, pp. 132-
142, 2021.
• N. M. P. Ambani and M. K. Shah, “Impact of Virtual Science Project-
Based Learning on Students’ Motivation during COVID-19 Pandemic,”
Journal of Education and Practice, vol. 12, no. 9, pp. 68-76, 2021.
• J. R. Foggia and J. B. Johnson, “The Impact of Remote Learning on
Students’ Attitudes and Performance in a High School Science Research
Project during COVID-19,” Journal of Chemical Education, vol. 98, no.
2, pp. 424-433, 2021.
• R. Mukherjee, “Impact of E-learning on Students’ Attitude towards
Science and Technology Education during COVID-19 Pandemic,”
Journal of Education and Practice, vol. 12, no. 11, pp. 77-87, 2021.
• A. Y. Adebisi and A. O. Onasanya, “Impact of E-learning on Students’
Performance and Attitude towards Science Education during COVID-19
Pandemic,” International Journal of Emerging Technologies in Learning,
vol. 16, no. 9, pp. 65-74, 2021.
• A. Zayed and S. Alsaqer, “The Impact of a Science Virtual Field Trip
on Students’ Attitudes toward Science during COVID-19 Pandemic,”
Journal of Educational Technology & Society, vol. 24, no. 2, pp. 129-
139, 2021.
• A. Abdullah and A. Abidin, “The Impact of STEM Project-Based
Learning on Students’ Critical Thinking Skills during COVID-19
Pandemic,” International Journal of Instruction, vol. 14, no. 2, pp. 541-
554, 2021.
• N. K. Idris and N. A. Yaacob, “The Impact of Virtual Science Inquiry-
Based Learning on Students’ Critical Thinking Skills during COVID-19
Pandemic,” Journal of Physics: Conference Series, vol. 1712, no. 1, 2021.
• L. Song and S. Liu, “The Impact of a Science Inquiry Project on
Students’ Motivation and Self-Efficacy during COVID-19 Pandemic,”
Education Sciences, vol. 11, no. 2, pp. 82-93, 2021.
• L. Qiu and C. Liu, “The Impact of a Project-Based Learning Approach
on Students’ Creativity in Science Education during COVID-19
Pandemic,” Sustainability, vol. 13, no. 4, pp. 2084-2095, 2021.
Chapter No: - 3
3.1 Research Design
The study will be designed to determine the delivery of
instructions in different schools by employing a multivariate correlational
research design, the paper empirically investigated whether the quality of
provided facility conditions affects the delivery of instruction. A growing issue
in school finance competence relates to the condition of school facilities that
the condition of those facilities plays in the delivery of instruction and student
performance. However, a complete investigation of the literature on whether or
not there is a relationship between conditions of facilities and teaching and
learning.
3.2 Research Method

Qualitative research method was utilized to explore the
impact of good and well-structured environment on delivery of instruction and
its impact on student academic achievement. For collection of data simple
random sampling technique was utilized and data was collected from teachers
of 20 High schools run by government and private sector to understand the
relation between the school facilities and delivery of instruction in the schools.
3.3 Population
The population for this study consisted teachers of 20
secondary secondary schools in Rahim Yar Khan District of Punjab. Total 80
teachers were selected from 20 schools randomly in Tehsil Rahim Yar Khan.
3.4 Sampling Technique

I used simple random sampling to select the sample for
the study as three teachers from secondary level of each school. This sampling
technique was useful for data collection when we select a sample which
represents larger population.
3.5 Sample size

Total number of teachers which I have selected for
study is 80. They were selected randomly from 20 different schools of Rahim
Yar Khan Teachers from secondary section of the same grade level in each
school comparison can be developed during analysis.
3.6 Instrumentation—instruments/ tools used for the data collection

A questionnaire was the main data gathering
instruments. The questionnaire demanded descriptive answers so that
qualitative information can be gathered so that a thorough understanding can be
developed about relationship between facilities and delivery of instructions.
3.7 D collection Procedure

The questionnaire was designed as a short interview
paper; the data was collected using the grade level as a constant target source
keeping the class teacher population random and variable. Permission was
taken from school principal for this interview. I was conducting the interview
in person to get maximum output.
3.8 Validity and reliability of the tools/ questionnaires:

The question was targeted for the specific answers
therefore they should be perfectly valid and reliable. Since I was conducting
the interview by myself, I ensured the right answers are given.
3.9 Time frame:

Data was collected in 10 days on availability of
teachers.
QUESTIONNAIRE
Dear Students,
I am a student of B.Ed. (Secondary) in Virtual University of Pakistan and
working on this research topic titled: “Investigate the impact of science projects
in the promotion of science education at secondary level in district Rahim yar
khan”. Your opinions will only be used for research purpose.
Part 1: Demographic Information
Name of the Respondent: ______ ______ ______.
Information (A) (B)
Age 13-14 14-16
Gender Male Female
Grade 9 10
Subjects Medium English Urdu
Send-Up Test Marks 50-70% 75-100%
Do you have a Yes No
computer at home
Part 2: Questionnaire Statements for Study
Pleases tick in the most appropriate column that suits with your opinion as following:
(5) (4) (3) (2) (1)

Statement Strongly Agree Neutral Disagree Strongly
Agree Disagree
1. Science (5) (4) (3) (2) (1)
project Improve teaching and
learning practices for better learning
outcomes.
2.Science Project training to (5) (4) (3) (2) (1)
education professionals
2. Make (5) (4) (3) (2) (1)
available quality textbooks, and
other teaching and learning materials
for students
3. Make (5) (4) (3) (2) (1)
science project for better
performance of students in learning.
4. Teachers (5) (4) (3) (2) (1)
should adopt science project for
academic performance of students
5. The use (5) (4) (3) (2) (1)
of science project increased the
academic performance of student in
learning.
6. Promote (5) (4) (3) (2) (1)
extra- and co-curricular activities to
study development of student.
7. Introduc (5) (4) (3) (2) (1)
e a qualification equivalence
mechanism for students
8. Establish (5) (4) (3) (2) (1)
an enabling environment for
children with special needs in
mainstream schools and institutions
9. There is (5) (4) (3) (2) (1)
no improvement in my grades since
I became engaged into science
projecting.
10. Science (5) (4) (3) (2) (1)
project makes you to be perfected in
learning achievement.
11. The (5) (4) (3) (2) (1)
usage of science project for study
has helped improve my grades
12. Science (5) (4) (3) (2) (1)
project has effect on democracy
skills of the students.
13. Student (5) (4) (3) (2) (1)
feel motivation when a teacher uses
science project gadgets in the
classroom.
14. Science (5) (4) (3) (2) (1)
project has allowed me to better
understand my studies.
15. Science (5) (4) (3) (2) (1)
project provide you to be motivated
in an academic performance of
learning.
16. With the (5) (4) (3) (2) (1)
help of science project, I have
learned how to work with others
effectively.
17. Students (5) (4) (3) (2) (1)
have a positive attitude toward the
use of science project for academic
purposes.
Chapter No:-4
4.1 Data Collection
Data collection was done using a spreadsheet linked to the online Google
form questionnaire.
4.2 Statistical Analysis

Data were exported and analyzed using SPSS. Descriptive statistics were
presented as counts and percentages to summarize the collected data.
Frequencies Distributions, Means, Standard Deviations (S.D) and
Percentage were determined for the Sample. SPSS Statics V-25 was used
for Data Analysis which gave me Results and Analysis.
4.3 Descriptive Statistical for Demographic Variables
To gather Demographic Variables of respondents I collected the data on

the basis of age,gender, grade, send-up test marks, personal
computer/laptop the results are given below:
Statistics
Age of Gender of Class of Subject Send-Up Test Do You Have Perso
Respondent Respondent Respondent Discipline Marks Computer/Laptop
N Valid 80 80 80 80 80 80
Missing 0 0 0 0 0 0
Mean 1.4 1.3 1.4 1.6 1.3 1.4
Std. Deviation .56 .55 .56 .59 .56 .54
Cumulative Cumulative
Frequency Percent Valid Percent frequency Percent
Valid 13-14 Years 36 45 45 36 45

15-16 Years 44 55 100 80 100
Total 80 100
This table shows mean and standard deviation (S.D) of all demographic
variables of the
study.
Age of Respondent
This table shows that there were 45% respondent’s age 13-14 Years and
55% respondent’s age 15-16 Years. The majority of the students selected
for the study have 15 to 16 years age.
Gender of Respondent
Valid Male 51 63.7 63.7 51 63.75

Female 29 33.3 33.3 80 100
Total 80 100 100
This table shows that there were 63.7% male and 33.3 % female
respondents of the study. The majority of the students selected for the
study are male.
Class of Respondent
Valid Class 9th 39 48.75 48.75 39 48.75

Class 10th 41 51.25 51.25 80 100
Total 80 100 100
Valid 50-70 % 40 50 50 40 50
70-100 % 40 50 50 80 100
Total 80 100 100
This table shows that there were 48.75% students of 9th class and 51.25%
students of 10th class of the study. The majority of the students selected for the
study are class 10
Send-Up Test Marks
This table shows that there were 50% students who got 50-70% marks in
their send up test and 50 % students who got 70-100% marks in their send
up test of the study. The majority of the students selected for the study are
students who got 70-100% marks in their send up test.
Do You Have Personal Computer/Laptop

Frequency Percent Valid Percent Frequency P ercent
Valid Yes 53 63.7 63.7 53 66.25

No 27 36.3 36.3 80 100
Total 80 100 100
This table shows that there were 63.7% students who has their personal
laptop/computer and 36.3 % students who has not their personal
laptop/computer of the study. The majority of the students selected for the
study who has their personal laptop/computer.
4.4 Descriptive Statistical for Statements
To gather statements of respondents I collected the data on the basis of
different 18 statements on the basis of their opinion as strongly agree,
agree, neutral, disagree and strongly disagree. So, the results are given
below:
Statistics
Statement Valid Missing Mean Std. Deviation

Science project Improve teaching and learning practices for 0 4.5 .55
better learning outcomes. 80
0 4.3 .54
Science Project training is important for education
professionals. 80
0 4.5 .53
Make science project are for better performance of students in
learning. 80
Teachers should adopt science project for better academic 0 4.4 .53
performance of students. 80
The use of science project increased the academic performance 0 4.3 .53
of student in learning. 80
Establish an enabling project environment for children with 0 4.5 .53
special needs in mainstream schools and institutions 80
The usage of science project for study improve the student’s 0 4.6 .53
grade. 80
Science project has effect on democracy skills of the students. 0 4.5 .53
80
Student feel motivation when a teacher uses science project 0 4.9 .54
gadgets in the classroom. 80
With the help of science project, students have learned how to 0 4.4 .52
work with others effectively. 80
Science project has allowed me to better understand my studies. 0 4.6 .53
80
Science Project training is important for students learning 0 4.5 .54
80
0 4.5 .56
Science project makes you to be perfected in learning
achievement. 80
0 4.3 .55
Project take important things to explore the mind of students 80
Promote Project exhibition to study development of students. 0 4.4 .56
80
Introduce a Science Project mechanism for students 0 .4.6 .53
80
0 4.3 .59
Make available quality project tools and learning materials for
students 80
This table shows mean and standard deviation (S.D) of all statements
problems of the study.
4.5 Frequency Table
Science project Improve teaching and learning practices for better
learning outcomes.
Cumulative Cumulati
Valid Strongly Agree 51 63.75 63.75 51

Agree 19 23.75 23.75 70
Neutral 5 6.25 6.25 75
Disagree 4 5 5 79
Strongly Disagree 1 1.25 1.25 80
Total 80 100 100
This table shows that 63.75% respondents are strongly agreed to the statement
and 19 % are agreed about SCIENCE PROJECT in classrooms by their teachers
while 5% are undecided and 1 % disagreed to the statement.
Science Project training is important for education professionals.

Cumulative Cumulati

Agree 49 61.25 61.25 62
Neutral 12 15 15 74
Disagree 4 5 5 78
Total 80 100 100
This table shows that 16.25% respondents are strongly agreed to the statement and
61.25% are agreed about SCIENCE PROJECT is understandable and its material
much more easily for study while 15% are undecided 5% disagreed and 2.5%
strongly disagreed to the statement.
Make science project are for better performance of students

in learning.
Cumulative Cumulati

Agree 47 58.75 58.75 64
Neutral 8 10 10 72
Disagree 5 6.25 6.25 77
Total 80 100 100
This table shows that 21.25% respondents are strongly agreed to the statement and 58.75% are
agreed about SCIENCE PROJECT is much more easily for study in library while 10% are
undecided to the statement. 6.25 % are disagree and 3.75% are strongly disagree.
Teachers should adopt science project for better academic
performance of students.
Cumulative Cumulati

Agree 42 52.5 52.5 59
Neutral 12 15 15 71
Disagree 7 8.75 8.75 78
Total 80 100 100
and 52.5% are agreed about Teachers should adopt science project for better
academic performance of students while 15% are undecided and 8.75% disagreed
to the statement and 2.5 % are strongly disagree.
The use of science project increased the academic performance of
student in learning.
Cumulative
Frequency Percent Valid Percent frequency

Agree 42 52.5 52.5 59364
Neutral 8 10 10 71772
Disagree 5 6.25 6.25 808077
and52.5 % are agreed about Teachers give us guidance on how to use
SCIENCE PROJECT tools for learning tasks to be completed at home while
10% are undecided and 6.25% disagreed to the state
Establish an enabling project environment for children with special needs in
mainstream schools and institutions.
Cumulative Cumulati

Agree 51 63.75 63.75 65
Neutral 7 8.75 8.75 72
Disagree 6 7.5 7.5 78
Total 80 100 100
and63.75% are agreed about through SCIENCE PROJECT they can remember
and learnt better while study while 8.75% are undecided and 7.5% disagreed to
the statement.
The usage of science project for study improve the student’s

grade.
Cumulative Cumulati

Agree 51 63.75 63.75 65
Neutral 7 8.75 8.75 72
Disagree 5 6.25 6.25 77
Total 80 100 100
63.75% are agreed about through SCIENCE PROJECT save time while study
while 8.75% are undecided and 6.25% disagreed to the statement.
Valid Strongly Agree 20 25 25 20 25

Agree 34 42.5 42.5 54 67.5
Neutral 10 12.5 12.5 64 80
Disagree 8 10 10 72 90
Strongly Disagree 8 10 10 80 100
Total 80 100 100
Science project has effect on democracy skills of the student
This table shows that 25% respondents are strongly agreed to the statement and 42.5 %
are agreed about through SCIENCE PROJECT they can remember and learnt with
interest during study while 12.5% are undecided and 10% disagreed to the statement.
Student feel motivation when a teacher uses science project gadgets in
the classroom.
Cumulative Cumulati

Agree 43 53.75 53.75 62
Neutral 8 10 10 70
Disagree 5 6.25 6.25 75
Total 80 100 100
and 53.75 % are agreed about role of SCIENCE PROJECT is very important
in learning process while 10% are undecided and 6.25% disagreed to the
statement.
With the help of science project, students have learned how to work with others
effectively.
Cumulative Cumulati

Agree 56 70 70 66
Neutral 10 12.5 12.5 76
Disagree 2 2.5 2.5 78
Total 80 100 100
This table shows that 12.5% respondents are strongly agreed to the statement and 70%
are agreed about they cannot learn netter without SCIENCE PROJECT in study
while 12.5% are undecided 2.5% disagreed and 2.5% strongly disagreed to the
statement.
Science project has allowed me to better understand my
studies.
Cumulative Cumulati

Agree 45.04 56.3 56.3 55.04
Neutral 20 25 25 75.04
Disagree 2.48 3.1 3.1 77.52
Strongly Disagree 2.48 3.1 3.1 80
Total 80 100 100
and 56.3 % are agreed about through SCIENCE PROJECT they can study faster
while 25% are undecided to the statement.
Science Project training is important for students
learning.
Cumulative Cumulati
Valid Strongly Agree 7.04 8.8 8.8 7.04

Agree 53.04 66.3 66.3 60.08
Neutral 14 17.5 17.5 74.08
Disagree 4 5 5 78.08
Strongly Disagree 1.92 2.4 2.4 80
Total 80 100 100
66.3 % are agreed about through SCIENCE PROJECT can improve their
exams grades while 17.5 % are undecided 5% disagreed and 2.4% strongly
disagreed to the statement.
Science project makes you to be perfected in learning achievement.
Cumulative Cumulati

Agree 41 51.25 51.25 52
Neutral 15 18.75 18.75 67
Disagree 6 7.5 7.5 73
Total 80 100 100
and 51.25% are agreed about through SCIENCE PROJECT can they feel
happiness in study while 18.75% are undecided 7.5% disagreed and 8.75% strongly
disagreed to the statement.
Project take important things to explore the mind of students.
Cumulative Cumulati

Agree 60 75 75 67
Neutral 10 12.5 12.5 77
Disagree 2 2.5 2.5 79
Total 80 100 100
75 % are agreed about the incorporate the use of SCIENCE PROJECT tools into
their teaching while 12.5% are undecided and 2.5% disagreed to the statement.
Promote Project exhibition to study development of students.

Cumulative Cumulati

Agree 63 78.75 78.75 73
Neutral 7 8.75 8.75 80
Disagree 0 0 0 80
Strongly Disagree 0 0 0 80
Total 80 100 100
and 78.75 % are agreed about through SCIENCE PROJECT they feel fear in
study while 8.75% are undecided 0 % disagreed and 0% strongly disagreed to
the statement.
Make available quality project tools and learning

materials for students.
Cumulative Cumulati
Valid Strongly Agree 12 15 12.5 12

Agree 61 76.25 56.3 73
Neutral 6 7.5 25 79
Disagree 1 1.25 3.1 80
Strongly Disagree 0 0 3.1 80
Total 80 100 100
This table shows that 15% respondents are strongly agreed to the statement and
76.25 % are agreed about through SCIENCE PROJECT they waste their time in
study while 7.5% are undecided 1.25% disagreed and 0% strongly disagreed to
the statement.
4.6 Inferential Statistics for Demographic Variables
T-Test
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Age of Respondent 80 1.67 .470 .032
Gender of Respondent 80 1.35 .478 .032
Class of Respondent 80 1.71 .455 .031
Subject Discipline 80 1.22 .417 .028
Send-Up Test Marks 80 1.75 .434 .029
Do You Have Personal 80 1.30 .461 .031
Computer/Laptop
One-Sample Test
95% Confidence Interval of the
Difference
t df Sig. (2-tailed) Mean Difference Lower Upper
Age of Respondent 52.756 219 .000 1.673 1.61 1.74
1.650 1.54
Gender of Respondent 41.886 219 .000 1.41
1.5685 1.48
Class of Respondent 55.687 219 .000 1.77
1.503 1.40
Subject Discipline 43.489 219 .000 1.28
1.442 1.34
Send-Up Test Marks 59.808 219 .000 1.81
Do You Have Personal 41.949 219 .000 1.305 1.24 1.37
Computer/Laptop
Test Value
4.7 Inferential Statistics for Statements
T-Test
One-Sample Statistics
N Mean Std. Deviation Std. Error Mean

Science project Improve teaching and learning practices for better 80 1.91 1.115 .075
learning outcomes..
Science Project training is important for education professionals. 80 1.64 .778 .052
Make science project are for better performance of students in 80 1.57 .702 .047
learning.
1.85 .985 .065
Teachers should adopt science project for better academic performance 80
of students.
1.80 .759 .754
The use of science project increased the academic performance of 80
student in learning.
1.75 .7854 .542
Establish an enabling project environment for children with special 80
needs in mainstream schools and institutions.
1.65 1.845 .658
The usage of science project for study improve the student’s grade. 80
1.58 1.456 .987
Science project has effect on democracy skills of the students. 80
Student feel motivation when a teacher uses science project gadgets in 80 1.50 .637 .043
the classroom.
With the help of science project, students have learned how to work 80 2.12 1.160 .078
with others effectively.
Science project has allowed me to better understand my studies. 80 1.58 .688 .046
Science Project training is important for students learning. 80 1.71 .857 .058
Science project makes you to be perfected in learning achievement. 80 1.63 .853 .057
Project take important things to explore the mind of students. 80 1.60 .791 .053
Promote Project exhibition to study development of students. 80 3.21 1.377 .093

Introduce a Science Project mechanism for students. 80 1.88 .914 .062
Because of technical issues SCIENCE PROJECT is often of waste of 80 2.86 1.287 .087
time.
Using SCIENCE PROJECT helps me think about the concept under 80 1.71 .895 .060
study more deeply.
95% Confidence Interval of the

Mean Difference
t df Sig. (2-tailed) Difference Lower Upper
Science project Improve 25.400 219 .000 1.909 1.76 2.06
teaching and learning practices
for better learning outcomes.
1.856 1.754 2.65
I can understand the material 31.275 219 .000
much more easily, if I use
SCIENCE PROJECT
Tools.
1.754 1.541 2.63
Information is much more easily 33.126 219 .000
Available by using SCIENCE
PROJECT tools than by visiting the
library.
1.547 1.854 1.84
Teachers should adopt science 32.413 219 .000
project for better academic
performance of students.
1.654 1.845 1.74
The use of science project 29.166 219 .000
increased the academic
performance of student in learning..
Establish an enabling project 1.854 1.654 1.75
31.528 219 .000
environment for children with
special needs in mainstream
schools and institutions.
The usage of science project for 1.875 1.874 1.95
34.775 219 .000
study improve the student’s
grade.
Science project has effect on 1.754 1.845 1.85
28.165 219 .000
democracy skills of the students.
Student feel motivation when a 35.007 219 .000 1.505 1.42 1.59
teacher uses science project
gadgets in the classroom.
Test value = 0
With the help of science project, 27.073 219 .000 2.118 1.96 2
students have learned how to work
with others effectively.
Science project has allowed me 34.000 219 .000 1.577 1.49 1
to better understand my studies.
Science Project training is important 29.648 219 .000 1.714 1.60 1
for students learning.
Science project makes you to .000 1.654 1.46
28.390 219 1
be perfected in learning
achievement.
.000 1.785 1.85
Teachers should incorporate the use 29.920 219 1
of SCIENCE PROJECT tools into
their
Teaching.
.000 1.542 1.74
Promote Project exhibition to study 34.628 219 3
development of students.
Introduce a Science Project .000 1.965 1.65
30.540 219 2
mechanism for students.
Because of technical issues .000 1.452 1.74
32.956 219 3
SCIENCE PROJECT is often of
waste of time.
Using SCIENCE PROJECT helps 28.327 219 .000 1.709 1.59 1

me think about the concept under
study more
Deeply.
Chapter No:-5
Summary, Findings, Discussion, Conclusion and

Recommendation
5.1 Summary
This study was conducted in Virtual university of Pakistan in Rahim Yar Khan
campus, total of 80 respondents were selected to collect data from the school
from three different public schools of distrscience project Rahim Yar Khan
randomly from class 9 and 10.The main research of the study was on the role
of SCIENCE PROJECT in education, the researcher used a 5 points grading
questionnaire via a Google form survey in which 1: Strongly Agree, 2: Agree,
3: Neutral, 4: Disagree and 5: Strongly Disagree were used in order to know
the relationship between the variables.
My methodology of study survey was done on students to know what they

think of the role of SCIENCE PROJECT in their studies, in this way I got to
know about students learning, their interest and their opinions about
SCIENCE PROJECT in education.
The main objectives of my research were:

1. How to know the impact of science project student performance?
4. How to see the impact of science project in the class room management?
5. How to know the impact of science project in grooming of teacher and also in
the management of school?
The main problem was conducted to determine the factors and the role of
SCIENCE PROJECT in education
This research main aim was to find the appropriate answer to the following
questions:
1. How to know the impact of science project student performance?

4. How to see the impact of science project in the class room management?
5. How to know the impact of science project in grooming of teacher and also
in the management of school?
In this study we got a clear concept that SCIENCE PROJECT in education
improves engagement and knowledge retention: When SCIENCE PROJECT
is integrated into lessons, students become more engaged in their work. This is
because technology provides different opportunities to make it more fun and
enjoyable in terms of teaching the same things in different ways.
5.2 Findings
We found majority of respondent were well aware of what is the role of
SCIENCE PROJECT in education, in my study survey data was collected
from 80 respondents from 3 different public schools, Above table shows that
there were 45% respondent’s age 13-14 Years and 55% respondent’s age 15-
16 Years. The majority of the students selected for the study have 15 to 16
years age. Above table shows that there were 63.7% male and 33.3 % female
respondents of the study. The majority of the students selected for the study
are male. Above table shows that there were 48.75% students of 9th class and
51.25% students of 10th class of the study. The majority of the students
selected for the study are class 10th. Above table shows that there were 50%
students who got 50-70% marks in their send up test and 50 % students who
got 70-100% marks in their send up test of the study. The majority of the
students selected for the study are students who got 70-100% marks in their
send up test. Above table shows that there were 63.7% students who has their
personal laptop/computer and 36.3 % students who has not their personal
laptop/computer of the study. The majority of the students selected for the
study who has their personal laptop/computer.
After analysis of data we further got to know that:
Above table shows that 63.75% respondents are strongly agreed to the
statement and 19 % are agreed about SCIENCE PROJECT in classrooms by
their teachers while 5% are undecided and 1 % disagreed to the statement.
“Science project Improve teaching and learning practices for better learning
outcomes.”
statement and 61.25% are agreed about SCIENCE PROJECT is
understandable and its material much more easily for study while 15% are
undecided 5% disagreed and 2.5% strongly disagreed to the statement.
“Science Project training is important for education professionals.”
statement and 58.75% are agreed about SCIENCE PROJECT is much more
easily for study in library while 10% are undecided to the statement. 6.25 %
are disagree and 3.75% are strongly disagree. “Make science project are for
better performance of students in learning.”
statement and 52.5% are agreed about Teachers should adopt science project
for better academic performance of students while 15% are undecided and
8.75% disagreed to the statement and 2.5 % are strongly disagree. “Teachers
should adopt science project for better academic performance of students.”
statement and52.5 % are agreed about Teachers give us guidance on how to
use SCIENCE PROJECT tools for learning tasks to be completed at home
while 10% are undecided and 6.25% disagreed to the statement. “The use of
science project increased the academic performance of student in learning.”
statement and63.75% are agreed about through SCIENCE PROJECT they can
remember and learnt better while study while 8.75% are undecided and 7.5%
disagreed to the statement. “Establish an enabling project environment for
children with special needs in mainstream schools and institutions.”
statement and 63.75% are agreed about through SCIENCE PROJECT save
time while study while 8.75% are undecided and 6.25% disagreed to the
statement. “The usage of science project for study improve the student’s
grade.”
Above table shows that 25% respondents are strongly agreed to the statement
and 42.5 % are agreed about through SCIENCE PROJECT they can remember
and learnt with interest during study while 12.5% are undecided and 10%
disagreed to the statement. “Science project has effect on democracy skills of
the students.”
statement and 53.75 % are agreed about role of SCIENCE PROJECT is very
important in learning process while 10% are undecided and 6.25% disagreed
to the statement. “Student feel motivation when a teacher uses science project
gadgets in the classroom.”
statement and 70% are agreed about they cannot learn netter without
SCIENCE PROJECT in study while 12.5% are undecided 2.5% disagreed and
2.5% strongly disagreed to the statement. “With the help of science project,
students have learned how to work with others effectively.”
statement and 56.3 % are agreed about through SCIENCE PROJECT they can
study faster while 25% are undecided to the statement. “Science project has
allowed me to better understand my studies.”
Above table shows that 8.8% respondents are strongly agreed to the statement
and 66.3 % are agreed about through SCIENCE PROJECT can improve their
exams grades while 17.5 % are un decided 5% disagreed and 2.4% strongly
disagreed to the statement. “Science Project training is important for students
learning.”
statement and 51.25 % are agreed about through SCIENCE PROJECT can
they feel happiness in study while 18.75% are undecided 7.5% disagreed and
8.75% strongly disagreed to the statement. “Science project makes you to be
perfected in learning achievement.”
statement and 75 % are agreed about the incorporate the use of SCIENCE
PROJECT tools into their teaching while 12.5% are undecided and 2.5%
disagreed to the statement. “Project take important things to explore the mind
of students.”
statement and 78.75
% are agreed about through SCIENCE PROJECT they feel fear in study while
8.75% are undecided 0 % disagreed and 0% strongly disagreed to the
statement “Promote Project exhibition to study development of students.”
statement and 77.5 % are agreed about they can more do attention by
SCIENCE PROJECT in their study while 3.75% are undecided and 0%
disagreed to the statement. “Introduce a Science Project mechanism for
students.”
Above table shows that 15% respondents are strongly agreed to the statement
and 76.25 % are agreed about through SCIENCE PROJECT they waste their
time in study while 7.5% are undecided 1.25% disagreed and 0% strongly
disagreed to the statement. “Make available quality project tools and learning
materials for students.”
We further find out the mean of demographic variables and got result all the
means were above 1.2, the highest mean is 1.75 for send up test marks and
lowest mean was 1.22 for subject discipline. Also mean of statements showed
result all the means were above 1.5 and highest mean was 3.21 about
statement “I feel fear while using SCIENCE PROJECT” and lowest mean was
1.50 about statement “SCIENCE PROJECT tools play an important role in my
learning process.” I further calculate Standard Deviations for both
demographic variables and statements. I further calculate the t-test at both
demographic variables and statements.
5.3 Discussion
Science projects can have a significant impact on students, both in terms of
their academic development and personal growth. By conducting a science
project, students have the opportunity to explore topics that interest them and
develop skills such as research, experimentation, and critical thinking.
One of the most significant impacts of science projects is that they encourage
students to be curious about the world around them. When students are given
the freedom to explore topics that interest them, they become more engaged in
their learning and develop a passion for science. This can lead to a greater
appreciation of the scientific method and a desire to pursue careers in science-
related fields.
Science projects also help students to develop important skills such as
problem-solving, data analysis, and communication. These skills are valuable
not only in the academic world but also in many careers, including medicine,
engineering, and technology.
Another important impact of science projects is that they can have real-world
applications. For example, a student project investigating the effectiveness of
different hand sanitizers could have practical implications for preventing the
spread of disease. Similarly, a project exploring the impact of climate change
on biodiversity could help to raise awareness of environmental issues and
inspire action.
Science projects can also have a positive impact on students’ confidence and
self-esteem. When students successfully complete a project, they gain a sense
of accomplishment and pride in their work. This can encourage them to take
on new challenges and pursue their goals with greater confidence.
Overall, science projects can have a significant impact on students’ academic
development, personal growth, and future career prospects. By encouraging
curiosity, developing important skills, and promoting real-world applications,
science projects can help to inspire the next generation of scientists and
innovators.
There are many advantages to participating in a science project, including:
Developing critical thinking skills: Science projects require students to think
critically about a problem, design experiments to test hypotheses, and analyze
data. These skills are essential for success in science and other fields.
Enhancing creativity: Science projects provide an opportunity for students to
explore their creativity by developing unique solutions to problems or
designing innovative experiments.
Learning practical skills: Science projects involve hands-on activities such as
conducting experiments, collecting data, and building prototypes. These
activities teach practical skills such as laboratory techniques, data analysis,
and engineering design.
Improving communication skills: Science projects often involve presenting
findings to others, which improves communication skills and builds
confidence in public speaking.
Encouraging teamwork: Many science projects require collaboration with
others, which promotes teamwork and teaches students how to work
effectively with others.
Providing a deeper understanding of scientific concepts: Science projects
provide a hands-on approach to learning, which helps students gain a deeper
understanding of scientific concepts and theories.
Preparing for future careers: Participating in science projects can help students
prepare for future careers in science, technology, engineering, and math
(STEM) fields.
Overall, science projects offer many advantages to students, including the
development of critical thinking skills, creativity, practical skills,
communication skills, teamwork, a deeper understanding of scientific
concepts, and preparation for future careers
5.4 Conclusion
The purpose of this study was to identify the role of SCIENCE PROJECT in
education. The study was conducted using secondary data. The data was
collected from randomly selected 80 respondents which include both male and
female students of grade 9 and 10 from three different public schools of
distrscience project Rahim Yar Khan. The demographic variables that have
been identified are age, gender, grade and subject discipline also send up
marks etc. of respondents. It is also identified that majority of respondents
were have personal computer and majority were male and most of the
respondents grade percentage was above 70% , which means, Students are
now more regularly engaged in the meaningful use of science project.
(Chollampatt & Ng, 2018). They build new knowledge through accessing,
selecting, organizing, and interpreting information and data. Based on learning
through SCIENCE PROJECT, students are more capable of using information
and data from numerous sources, and critically assessing the quality of the
learning materials and this study result tells us that the role of SCIENCE
PROJECT in education is very important in 21st century.
5.5 Recommendation
Engaging in science projects can have a significant impact on students. Here
are some recommendations on the potential impact of science projects:
Develop critical thinking skills: Science projects often require students to
think critically, ask questions, and solve problems. This process can help
students develop critical thinking skills that can be useful in many areas of
their lives.
Promote creativity: Science projects also encourage creativity and innovation.
Students have the opportunity to think outside the box and come up with
unique solutions to problems.
Build confidence: Successfully completing a science project can help students
build confidence in their abilities. This confidence can spill over into other
areas of their lives and encourage them to take on new challenges.
Encourage teamwork: Science projects often require students to work in
teams, which can help them develop important teamwork and collaboration
skills.
Foster a love for science: Science projects can help students develop a love for
science by making the subject more engaging and interesting. This can
encourage students to pursue further studies or even a career in science.
Increase knowledge: Science projects can also increase students’ knowledge
and understanding of scientific concepts. This knowledge can be useful both in
and out of the classroom.
Overall, science projects can have a positive impact on students by promoting
critical thinking, creativity, confidence, teamwork, a love for science, and
increasing knowledge.

Assignment 6

Uploaded by

Document Information

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

Assignment 6

Uploaded by

Copyright:

Available Formats

Assignment No: 6

“INVESTIGATE THE IMPACT OF SCIENCE

1.2 Statement of problem:

1.3 Research Objectives:

1.4 Research Questions:

1.6 Variable of study:

One effective strategy is to provide targeted training and professional

To promote science education and science projects in Rahim Yar Khan

The role of government and policy is critical in promoting science

3.2 Research Method

3.4 Sampling Technique

3.5 Sample size

3.6 Instrumentation—instruments/ tools used for the data collection

3.7 D collection Procedure

3.8 Validity and reliability of the tools/ questionnaires:

3.9 Time frame:

Part 2: Questionnaire Statements for Study

(5) (4) (3) (2) (1)

4.2 Statistical Analysis

4.3 Descriptive Statistical for Demographic Variables

To gather Demographic Variables of respondents I collected the data on

Valid 13-14 Years 36 45 45 36 45

Valid Male 51 63.7 63.7 51 63.75

Valid Class 9th 39 48.75 48.75 39 48.75

Do You Have Personal Computer/Laptop

Valid Yes 53 63.7 63.7 53 66.25

Statement Valid Missing Mean Std. Deviation

Valid Strongly Agree 51 63.75 63.75 51

Science Project training is important for education professionals.

Valid Strongly Agree 13 16.25 16.25 13

Make science project are for better performance of students

Valid Strongly Agree 17 21.25 21.25 17

Valid Strongly Agree 17 21.25 21.25 17

Valid Strongly Agree 22 27.5 27.5 17177

Valid Strongly Agree 14 17.5 17.5 14

The usage of science project for study improve the student’s

Valid Strongly Agree 14 17.5 17.5 14

Valid Strongly Agree 20 25 25 20 25

Science project has effect on democracy skills of the student

Valid Strongly Agree 19 23.75 23.75 19

Valid Strongly Agree 10 12.5 12.5 10

Valid Strongly Agree 10 12.5 12.5 10

Valid Strongly Agree 7.04 8.8 8.8 7.04

Valid Strongly Agree 11 13.75 13.75 11

Valid Strongly Agree 7 8.75 8.75 7

Promote Project exhibition to study development of students.

Valid Strongly Agree 10 12.5 12.5 10

Make available quality project tools and learning

Valid Strongly Agree 12 15 12.5 12

N Mean Std. Deviation Std. Error Mean

Promote Project exhibition to study development of students. 80 3.21 1.377 .093

95% Confidence Interval of the

Using SCIENCE PROJECT helps 28.327 219 .000 1.709 1.59 1

Summary, Findings, Discussion, Conclusion and

My methodology of study survey was done on students to know what they

The main objectives of my research were:

1. How to know the impact of science project student performance?

You might also like