Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Sajid Ali

Department

Institute for Educational Development, Karachi

Abstract

The study investigated the development of social competencies in education especially, respect, cooperation, and responsibility in Grade IX students in a government secondary English language classroom in the Ghizer, district of Gilgit-Baltistan. Non-cognitive competencies are essential for the whole child development of students. However, conventional teaching methodologies give more importance to cognitive skills and overlook essential non-cognitive outcomes of education. This study aimed to explore pedagogical strategies that could help to integrate social outcomes into classroom teaching. 
This research employed a qualitative action research design, implemented over two iterative cycles, and utilized convenience sampling to identify the research site. Data collection was carried out through multiple sources, including field notes, classroom observations, semi-structured interviews, reflective journals, and focus group discussions.
In the first cycle revealed that the teacher was to some extent cognizant of the importance of these competencies. However, the teaching was mismatched with knowledge and needed support in teaching and learning. To fill this gap some interventions introduced strategies for integrating non-cognitive competencies into English lessons.
Data analysis covered three main areas including the English teacher's teaching pedagogies, his understanding of non-cognitive competencies. The findings revealed that integrating non-cognitive skills within the English language classroom positively impacted students. Students show openness, readiness, and ownership during classroom activities. The findings suggest policy implementation, professional development sessions, and a rewarding school culture to boost students' non-cognitive outcomes.

First Page

1

Last Page

82

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