Muhammad Arshad Dahar, Fayyaz Ahmad Faize, Prof Dr. Muhammad Zafar Iqbal

Year:    2011
Category:    Quality Education
Source:   ICQI 2011 – Pakistan`s 12th International Convention on Quality Improvement & 2nd ANQ Regional Conference

Publisher:   PIQC Institute of Quality

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INTRODUCTION

International Islamic University, Director, Institute of Literacy and Mass Education, Project Director, USAID

ABSTRACT

This study investigates whether implementation of the step by step quality criteria for student achievement from nursery to 8th class ensures the higher quality of education at the levels of secondary and higher education. The quality achievement criteria are the amalgamation of all the important indicators of student achievements i.e. listening, reading, writing and speaking. However, the quality achievement criteria are delimited to the aggregate marks of students in the annual examinations. The quality achievement of a student at the nursery level is an indicator of learning or an aptitude to learn for the next stage. Population of the study comprised all the students
who appeared in SSC Exam 2006 in the public schools and went forward up to the higher education (B.A./ B.Sc.). Overall, a total of 288 schools, and then 20 students from each school were randomly selected as the sample of the study. The longitudinal data of student achievement in the form of aggregate marks of the annual examinations of the Classes from nursery to class 8th as prior achievement, that of SSC examination 2006, and the aggregate marks of the same students in Intermediate examination 2008 and B.A. B.Sc. examination 2010 through “Result Sheet”. The data were summarized at school level and then analyzed collectively. Stepwise Regression analysis with
linear function was used to find out the differential impact (causal-relationship) of prior achievement on the student achievements of secondary stage, intermediate and degree levels. The results of the study show a significant differential impact of prior achievement on student achievements of secondary stage, intermediate and degree levels. It is derived that implementation of step-by-step quality criteria for student achievement from nursery to class 8th plays ensures the higher quality of education at the levels of secondary and higher education. The policy implication
of this study is that step-by-step quality criteria for student achievement i.e. listening, reading, writing and speaking for each subject should be implemented from the nursery stage of education to the higher education.