Comparative Analysis of Literacy Skills, Writing and Numeracy Attained by the Students of Formal and Non-Formal Schools at Primary Level in Islamabad Capital Territory

Autor/inn/en	Ajmal, Muhammad; Hussain, Javeria
Titel	Comparative Analysis of Literacy Skills, Writing and Numeracy Attained by the Students of Formal and Non-Formal Schools at Primary Level in Islamabad Capital Territory
Quelle	In: Bulletin of Education and Research, 44 (2022) 1, S.23-38 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Elementary School Students; Grade 4; Reading Skills; Writing Skills; Mathematics Skills; Numeracy; Institutional Characteristics; Teacher Competencies; Teacher Education; Foreign Countries; Nontraditional Education; Program Effectiveness; Pakistan + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Lehrkunst; Lehrerausbildung; Lehrerbildung; Ausland; Non-traditional education; Alternative Erziehung
Abstract	The aim of the study was to compare the quality of literacy skills of 4th grade students at Formal primary schools and non-formal basic schools in Islamabad. A comparative analysis was conducted to compare the writing and numeracy skills among the 4th grade students of Formal and Non-formal schools. The research was descriptive in nature. The population of the study consisted of 100 students (50 students from formal primary school and 50 students from non-formal basic school).All the students taken for study were girls. The researchers adopted purposive sampling technique and collected data through a self-developed achievement test. The study concluded that the non-formal basic school students were lower in writing skill as compared to Formal primary school students, but they were equal in numeracy level. The study recommended that students at non-formal schools should be treated equally with Formal schools and training of teachers should be made mandatory in field of literacy specially in writing and numeracy skills. Gamification, playful pedagogy, pencil grip exercises, and using latest apps for writing and numeracy skills were recommended for both formal and non-formal schools. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01