THE EFFECT OF MONITORING AND EVALUATION ASSISTANT (MEA) BEHAVIOR ON TEACHER PERFORMANCE AT THE PRIMARY LEVEL IN DISTRICT VEHARI WG Virtual University By Zeeshan Saeed BC210402122 Supervisor Dr. Sabeen Qamar VIRTUAL UNIVERSITY OF PAKISTAN 14-08-2023THE EFFECT OF MONITORING AND EVALUATION ASSISTANT (MEA) BEHAVIOR ON TEACHER PERFORMANCE AT THE PRIMARY LEVEL IN DISTRICT VEHARI ‘Thesis is submitted in partial fulfillment of degree requirement of B. Ed (Hons) Virtual University of PakistanDECLARATION hereby declare that work done in this thesis are creation of my own research and no part has been copied from any published source (except the references, standard mathematical or geometrical modelslequations/formulae/protocols ete.) I further declare that this work has not been submitted for award of any other diplomaldegree. Signature: hor ‘Zeeshan SaeedAe x Sv a DEDICATION > "staid yt, Aa and my ale supervisor Dr. Sabeen mer compat is thesis, \? Co o os Saeed, my brother and si be ha tho helped me and guided me in e Vv gp 4ACKNOWLEDGEMENT Foremost, all praises to Almighty Allah for blessing me with strength and enabling me to successfully complete this work. ‘There have been a lot of people that have helped me along the way and to get to this point and 1 would like to take this opportunity to personally thank them. First and foremost, I want to thank my supervisor Dr. Sabeen Qamar, who helped me from very first day in my work; he has been an amazing mentor and advisor throughout this experience. I would also like to thank primary schoo! teachers for their endless support and work in collecting data for my research and making it easy for me in my work, and my sister Sumaira Saeed and Shaila Saced for always helping and guiding me in my work | want to thank my parents for all they've done for me over the years and for always being there for me to challenge and motivating me, Both have been tremendously supportive with my decisions and my work I would also like to thank rest of my family members and friend Moazzam Awan for hhis help and support in this work and he always helped me and stood by me ‘Zeeshan SaeedTable of Contents Chapter 1 INTRODUCTION Overview Problem statement Research Objectives. Research Questions Chapter 2 REVIEW OF THE RELATED LITERATURE 241 22 23 24 25 26 27 28 29 Monitoring Evaluation, Monitoring and Evaluation Monitoring and Evaluation in Education System 24.1 Compliance Monitoring — (Input) 242. Diagnostic Monitoring - (Process) 243 Performance Monitoring - (Output) Steps for Monitoring ‘Need for Monitoring Framework in Education System 2.6.1 Promoting Regularity in Teachers. 2.62. Promoting Professional Growth in Teachers 2.63 Promoting Professional Development in Teachers 2.64 Promoting Student Growth and Achievements. Basic Qualification of a Person Who Monitor the School Present monitoring system in Primary Schools of Punjab 28.1. Program Monitoring and Implementation Unit (PMIU) 282. District Monitoring officer (DMO) MEA 2.9.1 Duties of Head-Teachers in Monitoring Program 4 16 18 20 21 2 22 23 24292 Duties of MEA 2.10 How world is working on monitoring and evaluation 2.11 Gaps and its fulfilment regarding monitoring and evaluation. 2.12 Conelusion. Chapter3_ RESEARCH METHODOLOGY 3.1 Introduction 32 Methodology 33. Research Design 3.4 — Research method 35 Population 3.6 Sampling technique 37 Sample size 3.8 Research Instrument 39 Validity and Reliability 3.10. Time frame 3.11 Data analysis Chapter 4 DATA ANALYSIS 4.1 Data Collection, 42 Statistical Analysis 43° Descriptive Statistical for Demographic Variables. 43.1 Demographic variables 44 Results 4.4.1 Independent sample t-test in term of gender: 442. Results in term of age 443° Results in term of statement 45 Descriptive Statistical for Statements 25 27 28 30 31 31 31 31 32 32 32 32 33 33 3 34 34 34 ery 34Chapter 5 SUMMARY, FINDINGS, Ct RECOMMENDATIONS. 51 Summary 52 Findings 53 Discussion 54 — Conclusion 5.5 Suggestions and Recommendations APPENDIX REFERENCES (CLUSIONS, SUGGESTIONS AND 51List of Tables Table 4.1: Gender base Analysis and Independent sample t-test. Table 4.2: Age base Analysis Table 4.3: Results of Statement 1 Table 4.4: Results of Statement 2 Table 4.5: Results of Statement 3 Table 4.6: Results of Statement 4 Table 4.7: Results of statement 5 Table 4.8: Results of Statement 6 Table 4.9: Results of Statement 7 Table 4.10; Results of Statement 8 ‘Table 4.11: Results of Statement 9 Table 4.12: Results of Statement 10 Table 4.13: Results of Statement 11 Table 4.14: Results of Statement 12 Table 4.15: Results of Statement 13 Table 4.16: Results of Statement 14 Table 4.17; Results of Statement 15 Table 4.18: Descriptive Statistical for All Statements 36 37 38. 38 40 41 42 43 43 44 46 47 47 48Chapter 1 INTRODUCTION 1.1 Overview A teacher evaluation system is a structured process used to assess and measure a teacher's performance in the classroom. It involves the use of specific criteria and evaluation tools to gather information about a teacher's instructional practices, classroom management, professional growth, and overall effectiveness in promoting student learning (Smith et al., 2018), The system typically includes regular classroom observations, feedback sessions, self-assessment, and the collection of evidence such as lesson plans, student work samples, and assessment results It is dramatically changing as a result of the No Child Left Behind Act and the Race to the Top initiative State and federal governments are demanding distriets prove an increase in student achievement with the use of highly effective teachers. Distriets are designing new teacher performance assessments to assure that the best possible teachers are educating student's. Supervision and evaluation are linked through identifying, planning, and providing professional development to increase teacher effectiveness and student achievement. Within this evaluation system, Monitoring and Evaluation Assistant (MEA) plays a crucial role. MEA are professionals assigned to support the evaluation process by conducting classroom observations, providing feedback to teachers, and collecting data on instructional practices (Johnson et al., 2020). They act as liaisons between teachers and evaluators, helping to ensure the effective implementation of the evaluation process,MEA are responsible for observing and assessing various aspects of a teacher's performance, including their instructional strategies, classroom management techniques, use of assessment tools, and overall effectiveness in fostering student engagement and learning. They provide valuable insights and feedback to teachers, helping them identify areas of strength and areas for improvement. Furthermore, MEA contribute to the collection and analysis of data related to teacher performance, which forms a critical component of the evaluation process. They assist in the documentation of evidence such as lesson plans, student work samples, and assessment outcomes, which are used to gauge a teacher's efeetiveness in promoting student growth and achievement By incorporating MEA into the teacher evaluation system, educational institutions aim to enhance the accuracy and fairness of the evaluation process, as well as provide targeted support and professional development opportunities for teachers Understanding the impact of MEA behavior on teacher performance is essential for improving the overall effectiveness of the evaluation process and, ultimately, the quality of education provided at the primary level in District Vehari 1.2 Problem statement In District Vehari, the performance of primary level teachers may be impacted by the behavior of MEA (Smith et al., 2020). However, there is a lack of comprehensive research on the specific behaviors exhibited by MEA and their impact on teacher performance. Therefore, there is a need to investigate the relationship between the behavior of MEA and teacher performance and explore how addressing this issue can lead to improved educational outcomes in District Vehari‘The chosen problem addresses the gap in understanding the impact of MEA behavior on teacher performance at the primary level in District Vehari By conducting research on this topic, we aim to shed light on the specific behaviors exhibited by MEA that affect teacher performance and subsequently impact the quality of education provided to primary-level student's, 1.3 Research Objectives 1. To study the effects of MEA behavior on the primary school teachers’ performance in public schools of Vehari 2. To identify the perceptions of teachers towards effectiveness of MEA visits in primary schools of Vehari. 1.4 Research Questions 1. What is the effect of MEA behavior during his visit in primary schools of Vehari? 2. What are the perceptions of primary school teachers about the effect of MEA visits on the performance of primary school teachers?Chapter 2 REVIEW OF THE RELATED LITERATURE 2.1. Monitoring Monitoring has a wide range of effects and has resulted in a wide range of job titles and responsibilities in a wide range of contexts. Monitoring is the practice of acquiring information regarding long-term educational initiatives at regular periods in order to offer feedback (Kamran & Shah, 2014). Monitoring is an organized and ongoing, method of gathering and analyzing data that provides oversight of a constant interference with initial indications of success ot inadequacy in the attainment of results, Muriuning (2015) stated that “monitoring is a continuous process of collecting information, providing check and balance and presenting factual position of assigned work” The relevant information is gathered through monitoring process. “It is a type of evaluation that collects conerete information utilized for program reformation (Harrower, 2019)” 2.2, Evaluation ‘The act of assessing or determining something's value is referred to as “evaluation” in this context. These techniques are so commonly applied in the realm of education to evaluate the effectiveness of teaching and learning procedures. Thorndike and Hagan claim that the relationship between extent and assessment is unbreakable. It is founded onan in-depth, casual, and impromptu evaluation of the student's progress. Comparing something's features allows us to assess how adequately or suitably something has been portrayed, This process of evaluation is known as comparisonEvaluations should help to draw conclusions about five main aspects of the intervention: Relevance * effectiveness © efficiency © impact © sustainabil Information gathered in relation to these aspects during the monitoring process provides the basis for the evaluative analysis 2.3. Monitor g and Evaluation Monitoring and evaluation are twofold equal conditions because these two terms are frequently used interchangeably. As it is acknowledged, there is a lone post for checking and valuation official in the greater part of the organization. In defining monitoring and evaluation, we should peep into the two ideas Monitoring is an action that includes frequent and accurate investigation and observing of a system or an undertaking, The Evaluation or Assessments mean is judging, checking on, or categorizing the value, the worth, and magnificence of a program. It includes contrasting the current circumstance and the past to discover the degree to which the set down goals have been accomplished (Javed et al, 2021), 2, In the teaching section, monitoring and assessment are done to tour the projects, such as the nature of training Two exercises take place during training: showing completed by the instructors and learning by the understudies. Educators who teach in auxiliary schools are usually degree or confirmation holders who are still in training. Throughout the preparation process, the teachers gain experience witheducational systems and are consequently educated with excellent instructing skills. The principal is in charge of observing and evaluating at the school level to ensure that effective teaching and leaming are maintained (Becker Reshef et al., 2010). Monitoring is an assessment of how well a school is doing, covering strengths and ‘weaknesses and what may be done to make improvements. In this context monitoring is useful but should not be deemed special experience (Corona et al., 2011). Monitoring and evaluation are not a means to an end in and of themselves. I's a tool for promoting good governance, modern management techniques, innovation and reform, and increased responsibility When this too! is used correctly, this system can generate information that is reliable, transparent, and timely. By providing continuous feedback on results, monitoring and evaluation systems can assist policymakers in tracking and improving outcomes and organizations in making more well-informed decisions and policies. In education, monitoring and evaluation (M&cE) is hampered in most poor countries by a lack of financial and performance capabilities. The requirement for review may not even be fully accepted among local governments and schools. Evaluation can be viewed asa threat to local development rather than a source of support. Quantitative data can be unreliable, while qualitative data can be skewed. As a result, data is frequently out of date and/or unreliable. Ndungu et al., (2015) explained how monitoring and evaluation are used in the education sector to keep track on programs such as educational quality. Teaching. by teachers and learning by students are two activities that take place in education Secondary school teachers typically have a bachelor's degree or a diploma in teaching, Teachers go over teaching approaches during training and are thus well-versed inappropriate teaching procedures. Monitoring and evaluation are carried out at the school level to guarantee that effective teaching and learning are taking place (Mwangu & lravo, 2015), 2.4 Monitoring and Evaluation in Education System Komar et al. (2019) distinguished three types of educational monitoring and assessment systems, These three types are following 1, Compliance Monitoring - (Input) 2. Diagnostic Monitoring - (Process) 3. Performance Monitoring — (Output) 2.4.1, Compliance Monitoring - (Input) It emphasizes the importance of educational inputs, especially teacher and financial resources. It makes an effort to guarantee that particular educational requirements are satisfied. Average class size, child teacher ratio, instructional material costs, library size, teacher quality, number of support personnel, or the proportion of students getting special education might all be factors. Schools that do not achieve certain requirements are usually subjected to some sort of punishment. ‘A school may, for example, be compelled to submit a corrective plan or, in the worst- case scenario, be closed. Compliance is based on the notion that if schools fulfill stated requirements on multiple input metries, appropriate levels of performance would always follow. 2.4.2 Diagnostic Monitoring - (Process) It stresses the input-output model's output side, especially academic outcomes. Their objectives are to evaluate if the majority of students are mastering particularcomponents of the curriculum. Diagnostic monitoring systems aim to uncover certain abilities and ideas that require extra focus in certain institutions, much like instructors utilize classroom examinations to indicate areas where some students require additional teaching and remedial exercises. 2.4.3. Performance Monitoring ~ (Output) It takes into account both the inputs and results of education. Typically, the primary outcomes are standards achievement assessments, which cover a larger range of abilities than curriculum-specific examinations. PM aims to compare and contrast the outcomes of schools and school districts. The implied goal of these programs is to use market forces to hold schools responsible to the public. It is believed that comparing schools or districts will increase competition and drive instructors to deliver better education, Another kind that has been discovered via study is progress monitoring, which is a research-based strategy that allows for the frequent and consistent assessment of a learner's academic and/or social-emotional growth. Its major goal is to determine how well kids are learning what is being instructed and how effective the instructions are. Progress monitoring, in particular, assesses both achievement levels as well as the pace of development or progress in order to provide students with more effective instruction. Individual students' development as well as the progress of the entire classroom may be assessed via progress monitoring (Hoover, 2011) 2.5. Steps for Monitoring ‘The following steps for monitoring are mentioned by Hoover (2011) ‘© Determine the talent to be watched‘© To quickly evaluate skills, choose or create reliable assessment tools © Fix a monitoring schedule © Conduct assessment adhering to the set schedule ‘© Graph or chart for the results of each assessment ‘© Assess the performance level and progress made © Modify instructions in accordance with progress-tracking data © Maintain continuing charts, results, and- directions, making necessary adjustments According to the philosophy of monitoring, teachers and the educational system should be held accountable for raising student success, and external observers should evaluate instructors! performance according to specific criteria, More informal monitoring is when you keep an eye on how things are progressing. However, itis an important part of the middle manager’s role in checking standards in the department. It involves and provides information which then leads to correetive action on an ongoing basis 2.6 Need for Monitoring Framework in Education System ‘The necessity to provide timely feedback to higher education authorities on the efficacy of educational curriculums in accomplishing their objectives, as well as their cost- effectiveness and sustainability, has led to the development of education sector performance and programmer monitoring. Monitoring should include both formative and summ: elements, It should be a regular occurrence that is incorporated and used as decision-making aids to improve educational management and delivery (Mishra, 2013)10 Mishra, (2013) described that a monitoring system does more than just collect information. It also provides data in easily accessible formats to decision-makers and other stakeholders, allowing performance to be tracked and sector management to be improved. It is critical that the data collected be used; otherwise, the many stakeholders will have little interest in the monitoring system, leading to a vicious eycle of low reliability and value. The effectiveness of the monitoring system is determined by how the data and information gathered are used. For better management, data generated by monitoring systems should be used at all levels of the education sectors and sub-sectors. A thorough examination of the educational system is essential for developing policies that promote the optimal development of human capital around the world (Greaney & Kellaghn, 2010), Monitoring and assessment are critical components of a learning and, eventually, long-term educational project (Marriott & Goyder, 2011). Although monitoring reaches far and wide into a school's operations and the functions of its staff, particularly instructors and supervisors, it rarely serves to dictate how you really teach individual classes. In most situations, they alsa dont try to influence how the national curriculum is taught ‘The outcomes of'a successfull monitoring and evaluation of teachers in education sector can be used for following purposes |. For promoting regularity in teachers 2. Promoting professional growth in teachers, 3. Promoting professional development in teachers 4. Promoting student growth and achievement 10a 2.6.1, Promoting Regularity in Teachers Effective evaluation and monitoring of teachers can be used to foster teacher effectiveness and consistency. Absenteeism among teachers is a global issue Bangladesh had 16 percent, Ecuador had 14 percent, India had 25 percent, Indonesia had 19 percent, Peru had 11 percent, Papua New Guinea had 15 percent, Uganda had 27 percent, and Zambia had 17 percent (Mahmood et al., 2012). Teachers’ absenteeism is a major issue in Pakistan and Punjab, as it is in other areas of the world. It can take several forms, including complete absence, leave, late arrival, and early departure, as ‘well as being present in school but not in the classroom (Haroona & Sabir, 2010) Absenteeism among teachers can be due to a variety of factors. Teachers’ absenteeism in Punjab is caused by @ variety of factors including poor health, insecurity among female teachers, a vast distance between duty station and residence, a lack of dedication, a low wage, a lack of transportation, a lack of inspiration from seniors, and political engagement (Haroona & Sabir, 2010). According to a World Bank study, teacher absenteeism is higher in rural areas than in urban areas, in schools near the road than in schools away from the road, in teachers who have received recent training versus those who have not received training within the last five years, in low poverty areas versus high poverty areas, and in schools with good infrastructure versus schools with poor infrastructure, and so on (Mahmood et al., 2012) ‘Mahmood et al., (2012) studied that absenteeism rate of teachers in Pakistan is very high According to his study following are key causes of teacher absenteeism in Pakistan. 1. In Punjab, poor monitoring and supervision, as well as a lack of accountabil the leading causes of teacher absenteeism a2 2. Political participation in the education sector, such as transfers and postings, is the second leading cause of teacher absenteeism. 3. The Civil Servant Act, which protects employees when they are dismissed from their jobs, is another reason for teacher absenteeism in Pakistan. It reassures the employee that no one above them can do anything but transfer them. 4. Pakistan is plagued by diseases such as tuberculosis, cholera, typhoid, cancer, and a variety of seasonal illnesses. Because ill teaching stafY are unable to attend the school, they are absent from classes ‘Teacher absence is often caused by household chores. Pakistan's rural population accounts for 67 percent of the country’s total population. Teachers are required to labor in the fields during harvest seasons (which occur twice a year), so most teachers were frequently absent from school in May and November. Despite the fact that female teachers ate fostered in Pakistan, women still account for barely 35% of the profession. Female teachers have a lot of everyday tasks to complete ‘Asa result, they are missing throughout the first period of the school day 6. Teachers are required to work part-time to supplement their income due to low pay Asa result, especially in metropolitan areas, they left school before the school day ended. They are not checked by anyone 7. Teachers’ absenteeism is often caused by the distance between their homes and their duty stations. Some teachers are assigned to areas other than their home or to duty stations that are far away from their homes. As a result of the long commute from home to school on a daily or weekly basis, they are absent. They are also hampered by transportation issues, which lead to poor performance in their jobs 8. Absenteeism among teachers is also caused by a lack of incentive from higher authorities. Unfortunately, whether a teacher's performance is 100 percent or zero 2B percent, they are treated identically. There is no premise of rewards and punishments in profession 9, Inadequate teacher training is another cause of teacher absenteeism. Teachers in Pakistan are only trained for one year, during which time they are taught pedagogical skills as well as knowledge of teaching, education, and school administration. They are not sufficiently driven to carry out their responsibilities 10, In Pakistan, education is a neglected industry. As a result of just spending 2% of GDP on education, teachers’ salaries are poor and there are few resources accessible to them, It contributes to teacher absences. Teachers, for example, spend much of their time living hand to mouth due to low pay. To meet the demands, most teachers ‘must work part-time. Teachers are unable to travel since the education authorities have not supplied them with transportation ‘As a result, higher education authorities develop a robust monitoring and assessment system in order to significantly reduce teacher absenteeism and increase regularity. This is proved in a study conducted by (Taj, 2019). The purpose of that study was to determine the impact of monitoring and evaluation on teacher absenteeism in Pakistani schools. 14 districts were chosen at random from a total of 156 districts. As a sample, all secondary/higher secondary school principals and district education officers (DEO) from these districts were chosen. Data was gathered by a questionnaire administered by the researcher during a personal meeting to the respondents. 17 Education Managers from Pakistan's selected districts and regions took part in the 13th one-month National ‘Training Workshop on Educational Management and Institutional Management, which ‘was conducted in AEPAM, Islamabad, from April 16 to May 11, 2018. Monitoring and evaluation have been shown to be useful in reducing teacher absenteeism. The 3B14 responders proposed restructuring the monitoring and assessment mechanism by creating new positions and hiring suitable personnel 2.6.2. Promoting Professional Growth in Teachers Proper monitoring and evaluations of teachers are used to assess teacher performance for a variety of reasons, including > To find qualified teachers > To establish professional growth plan ‘Teachers’ professional lives may be affected by data-driven evaluation schemes in education. The recorded data is an excellent resource for identifying instructional strengths and weaknesses, as well as for improving any areas that require development. All agree that one of the most effective ways for teachers to improve classroom instruction is to use assessment data, Incorporating subjective and quantitative evaluations of student data can help improve teacher quality (Rockoff & Speroni, 2010) Accepting teacher feedback when determining what attributes make up a successful teacher can help to justify evaluations. One study aimed to gain insight into what quality teachers consider to be the qualities of good teachers (Watsonet al, 2010). The participants were from 22 middle schools in a south-eastern United States district with an 81-school system. Principals were requested to pick a representative group of students from each of their schools to form focus groups. The focus group meetings were led by two people to ensure consistency and a non-threatening setting. Holding interviews in groups allowed for a more thorough examination of the responses sought in response to the interview questions. 1415 ‘This study used Strong’s Teacher Skills Assessment Checklist to categorize the responses, Quantitative data was collected and relationships in the data were explained ‘with quantitative data. The data was collected annually over a three-year period from 2006-2009 using 66 focus groups, made up of 812 teachers in each group. The interview consisted of nine questions followed by one question in regards to teacher quality Responses were examined to identify common themes, key words, and pattems for Strong's five domains: teacher as a person, classroom management and organization, planning and organizing for instruction, implementing instruction, and monitoring student progress and potential. Evaluations can identify effective teachers as those who are organized, have positive personal relationships and promote student responsibility (Grant et al, 2011) ‘The responses were categorized using Strong’s Teacher Skills Assessment Checklist Quantitative data was gathered, and quantitative data was used to explain data correlations. The data was acquired utilizing 66 focus groups, each consisting of 8-12 instructors, over a three-year period from 2006 to 2009. The interview consisted of nine questions followed by a single question about the quality of the teachers. For Strong’s five domains: teacher as a person, classrooms administration and organization, planning and organizing for teaching, implementing instruction, and assessing student progress and potential, responses were analyzed to find similar themes, key words, and pattems. Effective teachers are those who are structured, have positive personal relationships, and foster student responsibility, according to evaluations (Grant et al., 2011) Characteristics like caring, dedication, interactions, and enthusiasm in teacher's personality is an essential element in teacher effectiveness. Along with the four 1516 previously deseribed traits, a fifth quality, subject knowledge, accounted for more than half of the most identified attributes. The words "caring" and "dedication" were cited in 25% of the total responses. ‘Teachers who are happy, like kids, have good communication skills, and are flexible accounted for 15% of the responses. While the majority of responses fit into Strong’s five categories, there were a few that didn't. Researchers believe that if these responses are real and reflective of instructors’ opinions, they should be regarded valid, implying that teaching settings change and, as a result, teacher effectiveness indicators should alter as well. While many administrators believe that teacher improvement plans are an effective tool to change teachers’ habits, some believe that the plan will only succeed if the teacher owns it (Rangeet al., 2011). Principals should give teachers with adequate professional development depending on what they believe they need as a consequence of their evaluations, according to (Marzano et al., 2015), Professional development should be tailored to each teacher's specific area of responsibility and developed to meet their professional needs (Green, 2010) 2.6.3, Promoting Professional Development in Teachers ‘Su and Wang (2022) stated that Teacher Evaluations Promoting Professional Development A key role in achieving excellence in the schools today is attracting, developing and retaining effective teachers. One of the primary goals of teacher evaluations is to identify areas where professional development is needed. Chile is at the forefront of teacher evaluation systems, with their National Teacher Evaluation System (NTES) guiding reform in underperforming instructors, assisting in the 167 selection of new teachers, and facilitating a dismissal plan for unsatisfactory teachers. ‘A qualitative study was conducted in order to develop program theories for the NTES ‘The participants in this study were fourteen people representing four different stakeholder groups involved in the NTES, Three to four members each from the Chilean Education Ministry, Chile's Teacher Union, the Association of Local Authorities, and the Measurement Centre made up the groups. Interviewing current and former leaders provided insight into the program theories for each of the groups. The basic philosophy of the program was examined in legal and policy texts. The study then used personal interviews to examine the various perspectives of each stakeholder's organization. Each member of the four groups was given a diagram of the NTES theory and asked to discuss the expected outcomes and how change will be brought about ‘Two interviewers and one representative performed the interviews, which lasted around an hour. Each representative was given a diagram of the NTES underlying theory and asked to give examples of the NTES's key characteristics, the consequences and mechanisms used in the evaluation process, the NTES's expected long-term effects, and potential changes that will be made at the individual teacher level. The responses were not to be the interviewee's viewpoint, but rather what was actually happening, Individual matrices were created using the obtained data to reflect the study's goals and questions. After that, each matrix was summarized in a diagram that represented each of the four groups who were interviewed. The groups’ similarities and differences were then put into summary tables. The NTES theories were identified as providing quality education and student achievement through better teacher performance and competency, according to the findings, 718 Another approach proposes the use of diagnostic data to identify teacher strengths and ‘weaknesses in order to aid in better professional development and educational planning ‘Teachers might benefit from a range of teacher assessment strategies when it comes to professional development. Portfolios can be used as evaluation tools to identify areas that need to be improved and give data for administrators to plan professional development, (Aitinello, Lare, & Waters, 2016) Formative evaluations, according to (Stefan, 2011) Mare University’s Faculty of Science of Education assist teachers discover their own strengths and flaws and are used to help them grow through professional development. When it comes to inereasing student achievement and teacher effectiveness, a study of Cincinnati teachers using the Cincinnati Public Schools’ Teacher Evaluation System suggests that schools provide professional development in classroom management skills first, then instructional issues, followed by thought provoking questions and engaging students in discussions (Kane et al., 2011). (Moore, 2016) proposes that co-workers communicate best practices and experiences in order to promote professional development. When a teacher's evaluation identifies a need for professional growth, and the professional development is tailored to improve classroom content, procedure, and context, it has the potential to improve teacher effectiveness and student accomplishment (DiPaola & Hoy, 2018) 2.6.4 Promoting Student Growth and Achievements Rivkin et al., (2015), Effective monitoring and evaluation of teachers help in fostering student growth and achievements. Two factors can influence the impact teachers have on student accomplishment ‘* The vast range of teacher effectiveness is one of these truths a819 ‘Work experience that isn't always tied to certification requirements or pay’ Gawlik, Keamey, Addonizio, and LaPlante-Sosnowsky believe that properly credentialed teachers and graduates from competitive colleges have a good relationship With student success. Successful students are likewise linked to teachers with master’s degrees and higher pay Incorporating and analyzing subjective and objective evaluations can also help students attain better results (Rockoff & Speroni, 2010). According to a study by (Rockoff and Speroni, 2010), teachers are more effective at boosting student results during the year they are assessed. Even higher student scores persisted following the assessment year, despite the fact that the analysis revealed that student scores were lower the year before the examination. Teachers who improved the most on teacher evaluations from the beginning to the end of the year also improved the most on student test results, according to the study ‘The additional critical feedback provided during the evaluation process is clearly useful to the instructor receiving the review (Taylor & Tyler, 2012; Zimmerman & Deckert-Pelton, 2003) Grant et al, (2011) studied the impact of instructors on student learning in three districts in the southeast United States: one large urban and suburban district, and two rural districts. The quantitative study combined data from 307 fifth-grade instructors for two years of reading and math exam scores for kids into a single data set. More than 4,600 pupils and 307 teachers’ records were included in the database. The methodology used hierarchical linear modeling and was based on regression (HEM). To measure student progress and anticipate each student's expected accomplishment level, hierarchical linear modeling (HEM) was utilized. Variables at the student level were employed as predictors of student achievement 1920 ‘The study's teacher participants included 17 teachers who taught students with the highest levels of accomplishment and 15 teachers who taught kids with the lowest levels, ofachievement advances. To determine their ideas about instructional practices, student engagement, and classroom management, teachers completed a Teacher Sense of Efficacy Scale. The efficacy scale responses were similar for both groups of teachers, ‘The study's observers also took five-minute samples of student disengagement in the classrooms of the teachers Observers discovered three times as many disruptions in classrooms from teachers who were achieving the lowest levels of student accomplishment Organization, strong personal interactions, and student duties were all found to be significant differences in favor of the effective teacher group. The study's findings demonstrated that student accomplishment can be used as a metric for determining whether or not a teacher is effective Unfortunately, the study does not account for the fact that a teacher may have a group of pupils who are more demanding or challenging during the study Finally, the study considers the teacher to be the common denominator in. school improvement and student achievement (Grant, Stronge, & Ward, 2011). Valid teacher evaluations have been proved to have a positive impact on teacher effectiveness and student achievement in the past 2.7. Basic Qualification of a Person Who Monitor the School Many countries have used school inspectorates to monitor and assess school performance (Holmes, 2017), In educ: in, an insufficiently qualified: monitoring person has an impact on student learning. It is a major factor contributing to ineffective teaching and learning in primary schools. He established the following fundamental qualifications for a person who monitor schools, 20a 1. Monitors are suitably qualified and trained to monitor the school 2. They have no ties to the school that would jeopardize their credibility. 3. Prior to the commencement of the monitoring, the leader monitor meets with the staff, explains the monitoring procedure and answers questions, and meets with parents to solicit their feedback on the school. The team is familiar with the school's, background and has studied the appropriate school papers 4. Monitor builds strong relationships with staff, students, and governors. They observe lessons, look at students, past work, and talk to students; they debate parts, of the school's work with members of the staf and listen to their perspectives, 5. Monitors provide explicit developmental feedback on all judgments made; individual teachers are provided feedback on their teaching and the co-ordination activities they do, the evidence used to reach judgments is transparent, and there is, a chance for discussion. 6. The monitors! report clearly describes the judgments made and reflects what was communicated to staff orally at the conclusion of the monitoring 2.8 Present monitoring system in Primary Schools of Punjab Kayani et al , (2011) investigated to determine the efficiency of the monitoring system and to assess its implementation at the primary level in Pakistan The study's respondents were chosen at random from a group of 39 head teachers of git!’s, elementary schools and 20 monitoring evaluation assistants. After pilot testing, two distinct questionnaires were prepared and sent to head teachers and MEA. The data is analyzed using percentages and chi-square ‘This research aids in the evaluation and enhancement of the primary monitoring system. a2 A well develop monitoring system to evaluate the quality of education systems have been put in place in many developed countries, The Integrated Performance Monitoring System (IPMS) was established in 1996 to develop Pakistan's Education Sector Institutional Reform Project (ESIRP). The World Bank was expected to fund the project if the Pakistani government made such a request. The outcome objectives of IPMS (Integrated Performance Monitoring System) will be to monitor the education system (Kayani et al., 2011). Under the Education Sector Institutional Reform Project (ESIRP) several interventions ‘were expected to be implemented in the provinces and some at the Government level ‘were therefore considered necessary for the establishment of an appropriate monitoring and evaluation system within the education system. It was this driving demand that made this huge effort to create a well-defined monitoring and evaluation system in education sector developed (Khawaja, 2011), 2.8.1, Program Monitoring and Implementation Unit (PMIU) ‘The Punjab Government has set up a similar monitoring system for project and program monitoring called the Program Monitoring and Implementation Unit (PMIU). The Department of Education is also under the PMIU. As a result of the redistribution of power in 2001, the monitoring system was upgraded accordingly Education is managed at the district level and a separate monitoring cell is established in each district led by the District Monitoring officer (DMO) (Mahmood et al., 2012) 2.8.2. District Monitoring officer (DMO) According to (Shah et al., 2020) the district Monitoring officer (DMO) was responsible for the entire monitoring system at the district level. Therefore, monitoring offices were established at the district level. These offices were fully computerized and were under 22B the control of the provincial government, District monitoring officer monitors schools with the help of s MEA ‘The data collected is entered into a computer system and processed in the daily office Hard and soft copies of the information are sent to the Programme Monitoring and Implementation Unit (PMIU) on a monthly basis for compilation atthe provincial level. Copies of the monthly assessment report are also sent to EDO-Fducation for appropriate action, 2.9 MEA MEA are recruited from former Army junior officers (JCO) to function successfully outside of the education sector. They've been given motoreycles and are expected to visit at least three schools per day. The information is gathered using a Proforma, The information gathered is forwarded to the DMO’s office (Mahmood et al., 2012). (Inam-Ul-Haque, 2017) evaluate monitoring procedures in Punjabi primary schools, He came to the conclusion that MEA is the most important people in the monitoring process. The way they carry out their responsibilities has an impact on pupils, teachers, and the school’s principal. According to the Punjab Information Technology Board's website, 950 MEA have been assigned to monitor schools across the province. Their primary responsibility is to keep an eye on the educational environments within a school. The ranking of all Punjab distriets takes conducted on a monthly basis, based on reports from MEA MEA visit every schoo! assigned by higher education authorities once a month and give LND tests in schools once a month, according to LND stands for "Literacy & Numeracy Development" and is a smartphone application. Drive is currently being used to educate Grade 3 kids English, Urdu, and Mathematics on a tablet. MEA chooses seven to ten. 2324 students at random for this test and evaluates them on his own tablet by recording responses to many questions in English, Urdu, and Mathematics. Following the evaluation, MEA publishes the results of each school on its official website. Ina study it was found that if Pakistan has the resources and appropriate techniques to eliminate illiteracy at all levels, it can meet the targets of the SGD goals (basic and mature). Rasheed, (2020) investigated the perception of teachers regarding application of literacy and numeracy drive (LND) test in primary schools of Punjab, Pakistan. The study's goal was to find out how teachers felt about the value of the literacy and numeraey drive (LND) exam in schools, This was a descriptive research project. The study’s sample size was 270 teachers, although data analysis was based on 220 responses. This study's instrument was a questionnaire. Frequency, mean score, percentage, t-test, and One Away ANOVA were used to examine the study's data The gender, location, age, and professional certification of instructors were all shown to have statistically significant differences. Academie qualifications had no effeet on the application of the literacy and numeracy drive (LND) exam. The outcome of this campaign was favorable, with significant improvements in student performance during the specified time period 2.9.1 Duties of Head-Teachers in Monitoring Program 1. MEA should receive accurate information from the head of school. 2. A photocopy of all teaching as well as non-teaching stafs electronic ID cards should be provided 3. All records should be available at all times at school. The school council money, the Farog-e-Taleem fund, the attendance register, the free book register, and the 2425 Dakhil Kharij registration are all included. If the head of the school is not present, the record should be kept by someone in-charge. 4, It is the responsibility of the principals to present records in accordance with the MEA proforma 5. The MEA proforma should be signed by the principal, 6. This monitoring system can be made user-friendly by the principal 2.9.2 Duties of MI (Inam-Ul-Haque, 2017) MEA are responsible for the following key responsibilities, 1, Atleast once a month, visit each government school in the cluster 2. Obtaining required information from the principal or a representative of the principal 3. Limiting their monitoring to their Proforma. 4. Due to Parda customs, they are restricted in girls’ schools. 5. MEA should visit schools during in the Punjab Government's recommended school hours 6. MEA don't write anything in your school record 7, MEA take care about confidentiality of sensitive information confidentiality (they should not share information provided by head-teacher to any other person except related monitoring district officer or provincial officer of Chief Minister monitoring force). 8. MEA signature on the Performa, as well as that of the Head of School 9. On-time submission of the completed Performa to the District Monitoring Office (Government of Punjab, 2017) 2526 ‘Mahmood et al , (2021) conducted study to evaluate effectiveness of present monitoring system in government schools of Punjab. The data was collected using a survey method in this descriptive study. The technique of multi-stage sampling was adopted. 320 schoo! heads, 640 teachers, and 320 MEA were selected randomly from each of the 36 DEO and DMO positions, Self-structured questionnaires were used to collect data, The current monitoring approach was shown 10 be effective in three aspects (educational facility monitoring, school councils, and general principal administration). MEA have been implemented in Punjab schools to improve the educational system. Numerous scholars carefully investigated different aspects linked to MEA in various districts of Punjab: ‘Munawar et al., (2020) conducted research in District Sheikhupura, The purpose of a research in District Sheikhupura was to see what influence monitoring education authorities’ policies had on the mental health of school instructors, Teachers’ mental health improves not just their efficiency, but also their professional growth and development, as well as their personality. In District Sheikhupura, 300 primary school teachers were chosen for data collection using the cluster sampling approach. The data was gathered using a 17-statement survey questionnaire. There was a considerable association between teacher performance and the motivating strategies utilized by their heads, according to the findings. Cronbach's alpha 0.86, which is statistically significant, was validated in pilot research. Furthermore, the mental health index is affected by monitoring education authority procedures. MEA have been implemented in Punjab schools to improve the educational system Various researches have shown that they have a significant impact on the educational system level in different districts of Punjab. However, less data available about MEA impact on educational level in district Vehari. The purpose of this study is to determine 2627 to what extent MEA in district Vehari are meeting their targets and doing their jobs effectively. This can be accomplished by researching primary school teachers’ perspectives on the impact of MEA on student outcomes. 2.10 How world is working on monitoring and evaluation Monitoring and evaluation (M&E) is an essential aspect of various sectors worldwide, including development projects, public policies, and organizational performance. Here are some ways in which the world is working on monitoring and evaluation (Kabonga, 2019) Development Programs and Projects: International organizations, governments, and non-governmental organizations (NGOs) employ monitoring and evaluation frameworks to assess the effectiveness and impact of development programs. These frameworks involve tracking progress, measuring outcomes, and identifying areas for improvement Key indicators and data are collected regularly to evaluate the program's performance and ensure that goals are being ‘met Results-Based Management (RBM): RBM isa management strategy commonly used in development projects and organizations, It emphasizes setting clear objectives, defining measurable indicators, and regularly monitoring progress towards those objectives. RBM provides a systematic approach to monitoring and evaluating performance, enabling organizations to track results and make evidence-based decisions Data Collection and Analysis: Monitoring and evaluation involve collecting relevant data and analyzing it to gain insights. Traditional methods like surveys, interviews, and field visits are still used, but technological advancements have 2728 facilitated the use of digital tools, data analyties, and remote monitoring, The use of mobile data collection, satellite imagery, and big data analysis has enhanced the efficiency and accuracy of monitoring and evaluation efforts. 4. Accountability and Transparency: Monitoring and evaluation contribute to accountability and transparency by providing evidence of performance and impact. Governments, donors, and stakeholders can assess whether resources are being used effectively, goals are being achieved, and intended beneficiaries are being reached. M&E findings also enable organizations to communicate their results and demonstrate accountability to the public. Overall, the world is increasingly recognizing the importance of monitoring. and evaluation in various domains. Efforts are being made to develop standardized approaches, leverage technology, and promote learning and adaptation to enhance the effectiveness and impact of programs and policies 2.11 Gaps and its fulfilment regarding monitoring and evaluation To overcome the gap in monitoring and evaluation (M&E) and fulfill the desired objectives, here are some strategies that can be adopted (Bonell et al. 2017) 1. Strengthen M&E Systems: Enhance the existing M&E systems by building robust frameworks, developing clear indicators, and establishing effective data collection and analysis mechanisms. This may involve investing in training and capacity building for M&E professionals, ensuring the availability of necessary resources and technology, and establishing standardized protocols for data collection and reporting. 2. Clear Objectives and Indicators: Clearly define objectives and develop measurable indicators that align with the desired outcomes. This enables 2829 accurate monitoring and evaluation of progress. Ensure that indicators are specific, achievable, relevant, and time-bound (SMART) This clarity helps in tracking performance and making informed decisions based on the collected data. Engage Stakeholders: Involve all relevant stakeholders, including. program implementers, beneficiaries, funders, and policymakers, in the M&E process. Engaging stakeholders from the beginning fosters a sense of ownership, ‘encourages collaboration, and ensures that diverse perspectives are considered. Regular communication and feedback loops allow for course correction and improvement based on insights from stakeholders, Utilize Technology: Leverage technology to enhance data collection, analysis, and reporting processes. Mobile data collection tools, digital platforms, and data analytics software can streamline M&E efforts, increase efficiency, and improve the accuracy of data. Explore innovative technologies such as remote sensing, machine learning, and real-time monitoring for more comprehensive and timely evaluation. Promote Learning and Knowledge Sharing: Foster a culture of learning and knowledge sharing within organizations and actoss sectors. Encourage M&E professionals to continuously analyze data, identify trends, and extract insights that can inform decision-making Establish mechanisms for sharing best practices, lessons learned, and suecessful interventions to facilitate learning and improve future programs and policies Adaptive Management: Embrace adaptive management approaches that allow for flexibility and responsiveness. Monitor and evaluate regularly, identify gaps 2930 or challenges, and adapt strategies accordingly. This iterative process of learning, adjusting, and implementing improvements ensures that programs stay relevant, effective, and aligned with changing needs and circumstances. 7. Continuous Improvement: Treat M&E as an ongoing process of improvement rather than a one-time activity. Encourage a culture of continuous improvement by regularly reviewing and reflecting on M&E findings, identifying areas for enhancement, and implementing changes accordingly. Foster a learning mindset that values feedback, evaluation, and innovation, By adopting these strategies, organizations can bridge the gap in monitoring and evaluation, leading to more effective and impactful programs and policies 2.12 Conclusion ‘The world is actively engaged in monitoring and evaluation (M&E) efforts across various sectors, including development programs, public policies, and organizational performance. To bridge the existing gaps and fulfill desired objectives, organizations can adopt strategies such as strengthening M&E systems, setting clear objectives and indicators, engaging stakeholders, utilizing technology, promoting learning, ensuring transparency and accountability, and embracing a culture of continuous improvement. By implementing these strategies, organizations can enhance the effectiveness and impact of their programs and policies, leading to more informed decision-making and positive outcome 3031 Chapter 3 RESEARCH METHODOLOGY 3.1 Introduction ‘The methodology is a systematic approach and techniques used to gather and analyze data to address the research objectives. It serves as a roadmap for the study, providing, a clear and concise explanation of the research design, data collection methods, and data analysis procedures. By presenting a well-structured methodology, researchers ensure transparen Jaying the foundation for a reliable and rigorous investigation into their proposed research 3.2. Methodology The optimum method for gathering the most data for the current primary level monitoring system in Pakistan was thought to be a questionnaire for this study. The purpose of the survey was to solicit head teacher and MEA thoughts on the current monitoring system, which the chief minister of Punjab instituted in 2006 3.3. Research Design ‘The objective of research study was to evaluate the monitoring system that is currently in place. A descriptive survey design was used to collect data fiom student's. The initial goal isto investigate the impact of MEA behaviour during visits to elementary schools of Vehari. The final goal of research study is to assess how primary school instructors who teach both boys and girls feel about the effect that MEA visits have on their student's academic achievement 3132 3.4 Research method In quantitative research, data are gathered using a simple random sampling technique. ‘To determine the influence of MEA on schools, data is gathered from primary school instructors 3.5 Population Selected government primary school teachers from the district of Vehari make up the population for this study. 180 instructors of primary schools were chosen at random, ‘The sample population for research study included 95 primary school teachers of boys and 85 primary school teachers of girls. 3.6 Sampling technique ‘Simple random sampling technique was used to collect data (Kalton 2011). In order to prevent any bias in the study, government primary schools were first chosen at random from across the districtusing cluster. Primary school teachers from a randomly chosen sample were invited to complete a questionnaire 3.7. Sample size In proposed research 15 primary school were chosen Almost 25 primary school teachers from each school were chosen as a sample. For this study 180 teachers were selected, 59 primary school teachers for boys and 121 primary school teachers for girls ‘were chosen, 3.8 Research Instrument ‘A research instrument is a scientific and systematic designed tool used to collect, measure, and analyze ‘The questionnaire is the commonly used instrument for 3233 collecting research data from the participants of a study. For this reason, the main research instrument used in the aforementioned study was the questionnaire (Oben 2021), We are using questionnaire to gather data because it is not time consuming. ‘There are 15 statements included in the questionnaire, on the effect of MEA visits on the performance of the teachers at the primary school level, ‘The questionnaire was created with five-point research use Likert scales with the use of strongly disagree, Disagree, Neutral, Agree and Strongly agree as numbers 1,2,3,4,5 respectively ‘The validity and reliability of the questionnaire was ensured through pilot testing. The questionnaire was targeted for the specific answers therefore they should be preferably valid and reliable. All the questions that were answered were satisfactory 3.10 Time frame ‘The time frame for data collection was 8 to 10 days 3.11 Data analysis Data was collected through questionnaire. To analyze the collected data in quantitative form, statistical techniques such as percentage and mean was used to find out the score and results, 3334 Chapter 4 DATA ANALYSIS Data collected through questionnaire. To analyze the collected data in quantitative form, statistical techniques sueh as percentage and mean score used to find out the results, 4.1 Data lection 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 (SD) 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 we collected the data on the basis of age, gender. 4.3.1 Demographic variables 1. Gender ‘We considered only Male and Female category for proposed research, 2 Age 3435 We considered two age categories 18-23 and 24-30 44 Results ‘The results are given below: 4.4.1 Independent sample t-test in term of gender Table 4.1: Gender base Analysis and Independent sample t-test Group Statistics Std. Frequency Pt Mean DE. Percent Deviation Male 590.000. 2.827 13390 178 47743 328 Female 121 1.1570 36534 672 Total 180 100.0 Table 4.1 show that 33% male and 67% female participated in this study with mean of 1.3390 and 1.1570 and Std. Deviation 47743 and .36534 respectively. Table 4.1 also showed that the p value of gender table is 0.000 that is lower than .05, in this gender table insignificance difference is found in the analysis of male and female 4.4.2 Results in term of age ‘Table 4.2: Age base Analysis Age Year Frequency Percent 3536 18-23 Mi B83 24-30 39) 217 Total 180 1000 ‘Table 4 2 show that 78% respondent of age 18-23 years and 22% respondent of age 24- 30 years are participated in this study 4.4.3 Result term of statement 1, MEA conducts LND (Literacy and Numeracy Drive) test. Table 4.3: Results of Statement 1 Frequency Percent Mean Strongly Agree 44 244 1.7889 48427 Agree 130 22 Neutral 6 33 Disagree 0 00 Strongly Disagree 0 00 Total 180 100.0 Table 4.3 shows that the statement “MEA conducts LND (Literacy and Numeracy Drive) test.” (M=1.7889, SD= 48427) and 0.0% of student's responses are “strongly disagree”, 0.0% of student's responses are “disagree”, 3.3% of student's responses are “neutral”, 72.2% of student's responses are “agree” and 24.4% of student’s responses 3637 are “strongly agree” The maximum student’s responses are “agreed” with the statement of “MEA conducts LND (Literacy and Numeracy Drive) test” 2. MEA spends 3-4 hours for visit in school. Table 4.4: Results of Statement 2 Frequency Percent Mean Strongly Agree 48 267 1.7944 53584 Agree 121 672 Neutral u 61 Disagree 0 00 Strongly Disagree 0 00 Total 180 100.0 Table 4.4 shows that the statement “MEA spends 3-4 hours for visit in school test in the given time” (M=1 7944, SD= 53584) and 0.0% of student’s responses are “strongly disagree”, 0.0% of student's responses are “disagree”, 6.1% of student's responses are “neutral”,67.2% of student's responses are “agreed” and 26.7% of student's responses are “strongly agree”. The maximum student’s responses are “agreed” with the statement of “MEA spends 3-4 hours for visit in school test in the given time” 3. MEA informs deputy district officer before visit to school. 3738 Table 4.5: Results of Statement 3 Frequency Percent Mean Std. Deviation Strongly Agree 44 244 1sill $4710 Agree 129 17 Neutral 4 22 isagree 3 17 Strongly Disagree 0 00 Total 180 100.0 ‘Table 4 5 shows that the statement “MEA informs deputy district officer before visit to school.” (M=1.8111, SD=54710) and 0.0% of student's responses are “strongly disagree”, 1.7% of student's responses are “disagree”, 2.2% of student's responses are “neutral”,71.7 % of student’s responses are “agreed” and 24.4% of student’s responses are “strongly agree”. The maximum student's responses are “agreed” with the statement of “MEA informs deputy district officer before visit to school” 4, MEA asks questions randomly from established question bank from randomly selected students to complete assessment process. Table 4 6: Results of Statement 4 Frequency Percent Mean Std. Deviation Strongly Agree 4B 239 18167 S124 3839 Agree 127 106 Neutral 10 36 Disagree 0 00 Strongly Disagree 0 00 Total 180 100.0 ‘Table 4.6 shows that the statement “MEA asks questions randomly from established question bank from randomly selected students 10 complete assessment process.” (Mt 8167, SD= 51214) and 0.0% of student's responses are “strongly disagree”, 0.0% ofstudent’s responses are “disagree”, 5.6% of student’s responses are “neutral” 70.6% of student’s responses are “agreed” and 23.9% of student's responses are “strongly agree”. The maximum student’s responses are “agreed” with the statement of “MEA asks questions randomly from established question bank from randomly selected students to complete assessment process” 5, MEA asks questions about English, Urdu and Mathematics in LND test. Table 4.7: Results of statement 5 Frequency Percent Mean Std, Deviation Strongly Agree 37 206 1.9000 63510 Agree 130 R2 Neutral 10 56 3940 Disagree 0 00 Strongly 3 17 Disagree Total 180 100.0 Table 4.7 shows that the statement “MEA asks questions about English, Urdu and Mathematics in LND test.” (M=1.9000, SD= 63510) and 1.7% of student’s responses are “strongly disagree”, 0.0% of student's responses are “disagree”, 5.6% of student's responses are “neutral”,72.2 % of student's responses are “agreed” and 20.6% of student’s responses are “strongly agree” The maximum student’s responses are “agreed” with the statement of “MEA asks questions about English, Urdu and ‘Mathematics in LND test” 6. MEA fairly uploads LND tests result on official portal. Table 4.8: Results of Statement 6 Frequency Percent Mean Std, Deviation Strongly Agree 38 aut 1.8333 47859 Agree 134 m4 Neutral 8 44 Disagree 0 00 Strongly Disagree 0 00 40a Total 180 100.0 Table 4.8 shows that the statement “MEA fairly uploads LND tests result on official portal.” (M-1.8333, SD=47859) and 0.0% of student’s responses are “strongly disagree”, 0.0% of student's responses are “disagree”.4 4% of student's responses are “neutral”,74.4 % of student's responses are “agreed” and 21.1% of student's responses are “strongly agree” The maximum student's responses are “agreed” with the above- mentioned statement of “MEA fairly uploads LND tests result on official portal” 7. MEA are trained. Table 4.9: Results of Statement 7 Frequency Percent Mean Std. Deviation Strongly Agree 2B 28 20111 60712 Agree 138 167 Neutral 16 89 Disagree 0 00 Strongly Disagree 3 17 Total 180 100.0 ‘Table 4.9 shows that the statement “MEA are trained.” (M=2.0111, SD=.60712) and 1.7% of student’s responses are “strongly disagree”, 0.0% of student’s responses are ‘disagree”, 8.9% of student's responses are “neutral”,76.7 % of student's responses are a“agreed” and 12.8% of student’s responses are 42 rongly agree” The maximum student’s responses are “agreed” with the statement of “MEA are trained” 8. MEA are highly professional. ‘Table 4.10: Results of Statement 8 Frequency Percent Mean Strongly Agree 29 161 19222 Agree 139 m2 Neutral 9 50 Disagree 3 ig Strongly Disagree 0 00 Total 180 100.0 Std. Deviation 52273 ‘Table 4.10 shows that the statement “MEA are highly professional.” (M=1.9222, ‘SD=.52273) and 0.0% of student's responses are “strongly disagre 7% of student's responses are “disagree”, 5.0% of student's responses are “neutral”,77.2.% of student's responses are “agreed” and 16.1% of student’s responses are “strongly agree”. The maximum student’s responses are “agreed” with the statement of “MEA are highly professional” 9. MEA are sensible and haying good manners. a243 Table 4.11: Results of Statement 9 Frequency Percent Mean Std. Deviation Strongly Agree 26 144 1.9278 46112 Agree 141 783 Neutral 13 72 isagree 0 00 Strongly Disagree 0 00 Total 180 100.0 ‘Table 4.11 shows that the statement “MEA are sensible and having good manners.” (M=1.9278, SD= 46112) and 0.0% of students responses are “strongly disagree”, 0.0% of student's responses are “disagree”, 7 2% of student's responses are “neutral”,78 3 % of student’s responses are “agreed” and 14.4% of student's responses are “strongly agree”. The maximum student's responses are “agreed” with the statement of “MEA are sensible and having good manners” 10, MEA checks teachers and student's attendance registers. ‘Table 4.12: Results of Statement 10 Frequency Percent Mean Std. De Strongly Agree 35 194 1.8667 52214 Agree 137 76.1 43Neutral 3 28 Disagree 3 17 Strongly Disagree 0 00 Total 180 100.0 ‘Table 4.12 shows that the statement “MEA checks teachers and student’s® attendance registers.” (M=I 8667, SD=52214) and 0.0% of student's responses are “strongly disagree”, 1.7% of student's responses are “disagree”, 2.8% of student's responses are “neutral”,76.1 % of student’s responses are “agreed” and 19.4% of student’s responses are “strongly agree” The maximum student's responses are “agreed” with the statement of MEA checks teachers and student’s’ attendance registers” 11, MEA checks the level of cleanliness of student’s and the number of free textbook sets received by students. ‘Table 4.13: Results of Statement 11 Frequency Percent Mean Strongly Agree 50 278 17722 52672 Agree 121 612 Neutral 9 50 Disagree 0 00 Strongly Disagree 0 00 44