This study explains the concept of learning in the light of the opinions of behaviourists, connectivists and
humanists. The researcher focused on key points of difference among the behaviourists themselves and other
schools of thought on the topic. For this purpose, the qualitative paradigm of research was used and method of
content analyses was applied. According to the behaviourists learning is not an active but passive process of
memorizing information that requires external reward. Understanding is merely seeing relationship or patterns
and applications requires not more than transfer of training. According to the humanists learning is a personal act
of individual to fully utilize his potential. It is essential that instructional activities should be based on the
learners’ basic needs for the success of the learning process. It is an unending curiosity that includes identifying,
discovering, drawing in from the outside world and making that which is drawn in a real part of Me. Learning
situation must allow the learner to move at a pace that best suited to him. It should provide opportunities for
continuous assessment and utilization of the feedback as a part of learning. Connectivists believe that learning is
a way of being. It is an ongoing pattern of attitudes and actions by individuals and groups which they employ to
deal with the surprising, new/novel, messy, obtrusive events and situations. It occurs in different of ways from
the practicing communities, personal networks, and through completion of work-related tasks. It is a continuous
process for a lifetime without separation from work related activities. They present a model of learning which
recognizes that learning is no longer an internal, individualistic activity. It provides an insight and skills to the
learners how to flourish and progress in a digital era of technology

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The major purpose of the study was to compare the frequency and effectiveness of positive and negative reinforcement practices deployed by teachers in boys’ and girls’ secondary schools in urban and rural areas. It was hypothesized that there would be no difference in use of reward and punishment by teachers in secondary schools in urban and rural areas with respect to their frequency and effectiveness. The results of this study brought out a clear picture of the reward and punishment practices being followed in schools, which may serve as a useful tool for improving these practices that influence development of students’ desired behaviour. The population of the study comprised of the teachers serving in government secondary schools of Punjab. A sample of 1,000 teachers (200 from district Rawalpindi, 150 from district Attock, 200 from district Lahore, 150 from district Gujranwala, 150 from district Multan, and 150 from district Khanewal) was randomly selected in such a way that the proportion of rural and urban boys’ and girls’ secondary school teachers was evenly balanced. In order to collect data from sample teachers, a comprehensive questionnaire was developed and personally administered. The data obtained was tabulated, analyzed and interpreted by using appropriate descriptive and inferential tests of significance, such as one-way chi-square and two-way chi-square. The level of significance was 0.05. On the basis of results and discussion, it was concluded that the teachers of urban schools had better knowledge of using reward and punishment with respect to their frequency and effectiveness as well. There should be a countrywide program to train teachers according to the demands of the new era.

The Education has been considered a tool to bring a desired social change in the society, and to achieve this goal Curriculum is the right instrument. This research study was conducted to assess integrated environmental education principles within the school curricula. This study main objective was to analyze the four basic components of the curricula: aims, material, teaching methods and assessment. This research was delimited to the region of Punjab and Islamabad and Class 1-10 high school level. A sample of 370 teacher and 3550 students was selected using Stratified random sampling technique. The researcher personally visited the local areas of Islamabad, Attock Mianwali and Sheikhupura to collect the data. Descriptive statistics were used to analyze the collected data. The statistical analysis of the test revealed that cognitive domain of the students and the teachers had shown significant improvement, however there was no significant difference in the attitudinal domain.

The study was conducted to find out the effectiveness of structural method of teaching vocabulary in English subject at secondary level. The population of the study was the students of secondary classes studying in Federal Government schools of Islamabad District. Purposive and random sampling techniques were applied to select the school, teachers and the subjects. Pretest-Posttest Control Group design was used for this study. The study revealed that there was significant difference between the performance of the students taught with the structural method of teaching vocabulary (SMTV) and taught with the definitional method of teaching vocabulary (DMTV). The high, average and low achievers of experimental group performed better as compared to the performance of the students who were taught with the DMTV vocabulary. The better performance in all the categories of the experimental group was due to the morphological analyses of a word, experimenting with the word, role of the students as the partner in the learning process, management of the learning by the students themselves, generation and active processing of vocabulary, provision of multiple exposure of different intensity for practice and personalization of word learning.