Dr. Martin Thomas | Forman Christian College University (original) (raw)

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Papers by Dr. Martin Thomas

Research paper thumbnail of Blended learning source of satisfaction of psychological needs

Asian Association of Open Universities Journal, 2020

PurposeIn this study, researchers applied blended learning program to investigate the success of ... more PurposeIn this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.Design/methodology/approachResearch pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.FindingsHypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness...

Research paper thumbnail of The Impact of Teacher’s Self-Efficacy on Student’s Motivation towards Science Learning

Review of Economics and Development Studies, 2019

Purpose: The study aims to identify the role of teachers’ self-efficacy towards motivating studen... more Purpose: The study aims to identify the role of teachers’ self-efficacy towards motivating students’ learning process in intermediate colleges of Karachi, Pakistan. Design/Methodology/Approach: Using a causal research design, purposive sampling as a sampling technique and questionnaire as a data collection method, data were gathered from selected intermediates colleges of Karachi. The data from 312 sample cases were then analyzed by employing PLS-SEM through SmartPLS3 and results were identified. Findings: The results of the current study showed that teachers’ self-efficacy has significantly positive effect on goal achievement active learning and learning environment. In addition, teachers’ self-efficacy was found to have significant positive impact on performance goal and science learning value. Conclusion and Implications: By the initiation of proper training and working over the embracement of self-efficacy, the motivation of the students towards the learning of science, can be i...

Research paper thumbnail of Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and Teaching Approaches

Procedia - Social and Behavioral Sciences, 2013

Teachers' beliefs, attitudes and educational philosophies influence their teaching approaches. Th... more Teachers' beliefs, attitudes and educational philosophies influence their teaching approaches. This research was conducted to compare the beliefs of professionally qualified and professionally unqualified middle and secondary school teachers of Pakistan about classroom teaching. Using a cross-sectional survey, data was collected from 123 teachers in 15 schools selected from various cities of Pakistan. Except a few differences, the study revealed that there is no significant difference in the beliefs of professionally qualified and professionally unqualified teachers regarding the teacher pedagogical content knowledge and teaching approaches.

Research paper thumbnail of Developing Leader Behaviours among the Students of an Educational Leadership Programme

Journal of Education & Social Sciences, 2018

Educationists have been showing considerable interest in knowing factors affecting leader effecti... more Educationists have been showing considerable interest in knowing factors affecting leader effectiveness. In the midst of ineffective educational leadership and educational leadership development programmes, leader behaviours are considered one of the important predictors of leadership effectiveness and thus to be developed in educational programmes. This One-Group Pretest-Posttest Experimental Research explored the extent to which the participation in a course unit of the Educational Leadership Programme, offered by the Centre of Educational Leadership Development (CELD), Karachi, Pakistan, developed the required leader behaviours among the postgraduate level students. Fleishman's Leadership Opinion Questionnaire (Pierce & Newstrom, 2005a) was used for the pretest and the posttest. Participants of the research were eighty four (84) Postgraduate Certificate in Educational Leadership or Master of Educational Leadership students, who studied the Perspectives of Leadership unit. It was expected that this unit would not only assist students to build the strong knowledge base and acquire certain leadership skills, but also develop high level of appropriate behaviours which would prepare them to cope with the scope of the challenges which face them as well as create or maintain a positive, thriving organisational climate in their schools. Contrary to expected outcomes, the research revealed that the unit participants exhibited significant but relatively moderate orientation towards the expected leader behaviours. The research has challenged the legitimacy of the approaches used to teach the course and recommended a thorough study of the factors that contribute to the development of leader behaviours among leadership students.

Research paper thumbnail of Developing Leader Behaviours among the Students of an Educational Leadership Programme

Educationists have been showing considerable interest in knowing factors affecting leader effecti... more Educationists have been showing considerable interest in knowing factors affecting leader effectiveness. In the midst of ineffective educational leadership and educational leadership development programmes , leader behaviours are considered one of the important predictors of leadership effectiveness and thus to be developed in educational programmes. This One-Group Pretest-Posttest Experimental Research explored the extent to which the participation in a course unit of the Educational Leadership Programme, offered by the Centre of Educational Leadership Development (CELD), Karachi, Pakistan, developed the required leader behaviours among the postgraduate level students. Fleishman's Leadership Opinion Questionnaire (Pierce & Newstrom, 2005a) was used for the pretest and the posttest. Participants of the research were eighty four (84) Postgraduate Certificate in Educational Leadership or Master of Educational Leadership students, who studied the Perspectives of Leadership unit. It was expected that this unit would not only assist students to build the strong knowledge base and acquire certain leadership skills, but also develop high level of appropriate behaviours which would prepare them to cope with the scope of the challenges which face them as well as create or maintain a positive, thriving organisational climate in their schools. Contrary to expected outcomes, the research revealed that the unit participants exhibited significant but relatively moderate orientation towards the expected leader behaviours. The research has challenged the legitimacy of the approaches used to teach the course and recommended a thorough study of the factors that contribute to the development of leader behaviours among leadership students.

Research paper thumbnail of Blended learning source of satisfaction of psychological needs

Asian Association of Open Universities Journal, 2020

PurposeIn this study, researchers applied blended learning program to investigate the success of ... more PurposeIn this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.Design/methodology/approachResearch pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.FindingsHypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness...

Research paper thumbnail of The Impact of Teacher’s Self-Efficacy on Student’s Motivation towards Science Learning

Review of Economics and Development Studies, 2019

Purpose: The study aims to identify the role of teachers’ self-efficacy towards motivating studen... more Purpose: The study aims to identify the role of teachers’ self-efficacy towards motivating students’ learning process in intermediate colleges of Karachi, Pakistan. Design/Methodology/Approach: Using a causal research design, purposive sampling as a sampling technique and questionnaire as a data collection method, data were gathered from selected intermediates colleges of Karachi. The data from 312 sample cases were then analyzed by employing PLS-SEM through SmartPLS3 and results were identified. Findings: The results of the current study showed that teachers’ self-efficacy has significantly positive effect on goal achievement active learning and learning environment. In addition, teachers’ self-efficacy was found to have significant positive impact on performance goal and science learning value. Conclusion and Implications: By the initiation of proper training and working over the embracement of self-efficacy, the motivation of the students towards the learning of science, can be i...

Research paper thumbnail of Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and Teaching Approaches

Procedia - Social and Behavioral Sciences, 2013

Teachers' beliefs, attitudes and educational philosophies influence their teaching approaches. Th... more Teachers' beliefs, attitudes and educational philosophies influence their teaching approaches. This research was conducted to compare the beliefs of professionally qualified and professionally unqualified middle and secondary school teachers of Pakistan about classroom teaching. Using a cross-sectional survey, data was collected from 123 teachers in 15 schools selected from various cities of Pakistan. Except a few differences, the study revealed that there is no significant difference in the beliefs of professionally qualified and professionally unqualified teachers regarding the teacher pedagogical content knowledge and teaching approaches.

Research paper thumbnail of Developing Leader Behaviours among the Students of an Educational Leadership Programme

Journal of Education & Social Sciences, 2018

Educationists have been showing considerable interest in knowing factors affecting leader effecti... more Educationists have been showing considerable interest in knowing factors affecting leader effectiveness. In the midst of ineffective educational leadership and educational leadership development programmes, leader behaviours are considered one of the important predictors of leadership effectiveness and thus to be developed in educational programmes. This One-Group Pretest-Posttest Experimental Research explored the extent to which the participation in a course unit of the Educational Leadership Programme, offered by the Centre of Educational Leadership Development (CELD), Karachi, Pakistan, developed the required leader behaviours among the postgraduate level students. Fleishman's Leadership Opinion Questionnaire (Pierce & Newstrom, 2005a) was used for the pretest and the posttest. Participants of the research were eighty four (84) Postgraduate Certificate in Educational Leadership or Master of Educational Leadership students, who studied the Perspectives of Leadership unit. It was expected that this unit would not only assist students to build the strong knowledge base and acquire certain leadership skills, but also develop high level of appropriate behaviours which would prepare them to cope with the scope of the challenges which face them as well as create or maintain a positive, thriving organisational climate in their schools. Contrary to expected outcomes, the research revealed that the unit participants exhibited significant but relatively moderate orientation towards the expected leader behaviours. The research has challenged the legitimacy of the approaches used to teach the course and recommended a thorough study of the factors that contribute to the development of leader behaviours among leadership students.

Research paper thumbnail of Developing Leader Behaviours among the Students of an Educational Leadership Programme

Educationists have been showing considerable interest in knowing factors affecting leader effecti... more Educationists have been showing considerable interest in knowing factors affecting leader effectiveness. In the midst of ineffective educational leadership and educational leadership development programmes , leader behaviours are considered one of the important predictors of leadership effectiveness and thus to be developed in educational programmes. This One-Group Pretest-Posttest Experimental Research explored the extent to which the participation in a course unit of the Educational Leadership Programme, offered by the Centre of Educational Leadership Development (CELD), Karachi, Pakistan, developed the required leader behaviours among the postgraduate level students. Fleishman's Leadership Opinion Questionnaire (Pierce & Newstrom, 2005a) was used for the pretest and the posttest. Participants of the research were eighty four (84) Postgraduate Certificate in Educational Leadership or Master of Educational Leadership students, who studied the Perspectives of Leadership unit. It was expected that this unit would not only assist students to build the strong knowledge base and acquire certain leadership skills, but also develop high level of appropriate behaviours which would prepare them to cope with the scope of the challenges which face them as well as create or maintain a positive, thriving organisational climate in their schools. Contrary to expected outcomes, the research revealed that the unit participants exhibited significant but relatively moderate orientation towards the expected leader behaviours. The research has challenged the legitimacy of the approaches used to teach the course and recommended a thorough study of the factors that contribute to the development of leader behaviours among leadership students.