The impact of metacognitive awareness on students’ performance has been examined in the present study. 900 students of grade X participated in the study.  Metacognitive awareness was measured using inventory, while performance of students was measured with the help of researcher made test in the subject of chemistry.  Results indicated that metacognitive awareness was significantly correlated with the performance of students.  The highly metacognitively aware science students performed well on the test.  Results further indicated that there was no significant difference in the metacognitive awareness of male and female students.

Abstract-The research aimed to find out the effectiveness of remedial techniques on the performance of the students suffering from dyslexia. It was an experimental study which was conducted in institute for special children. The students were first tested for dyslexia through the diagnostic and statistical manual of mental disorders of American psychiatric association (DSM-IV-TR). The identified students were pre-tested and then they were divided in control and experimental group. All the students were kept under same conditions. The students of control group were taught for ten weeks with normal teaching methods while the students of experimental group were taught with remedial techniques along with normal method. Remedial techniques were applied by the teachers having special training in one-to-one teaching, pair reading, and drill of work sheets and activities to improve their behavioral problems. After ten weeks both groups were post-tested twice. It was found that remedial techniques have positive effect on student's performance in the subject of English. The study recommended proper clinics for diagnosing dyslexia among students.

The main objective of this study was to ensure instructional quality, effectiveness, efficiency and enjoyment. Instructional design maximizes the value of the instructions for the learners. Instructional design include identifying instructional out-comes, developing instructional contents and established how instructional effectiveness will be evaluated. This study aimed to analyze the existing instructional design system of Allama Iqbal Open University, identify the possibilities of new innovations, to explore the gap between existing practices and opportunities of instructional design system and to suggest the strategies for improvement in instructional design system at Allama Iqbal Open University. The population of the study comprised 75 course writers, 25 course reviewers and 10 media producers at Allama Iqbal Open University. A sample of 100% was drawn. Questionnaires were used to collect the data. The results indicated that need assessment is conducted, courses are developed with standardized techniques, content are appropriate and placed in logical order. Creativity is maintained in course development process and courses are also provided on e-learning format. E-assessment techniques should be used and evaluation system is suitable to evaluate all components of the instructional design. Communication strategies should be up-dated and instructional design of Allama Iqbal Open University should be more innovative. Modern educational technology should be used and professional development opportunities are available for all stakeholders of the instructional design at Allama Iqbal Open University. The findings suggest that media laboratory may be established and to be launch innovative multimedia based education programs at Allama Iqbal Open University. Centre for Instructional Design may be developed for enhancement of delivery system. Creativity may be maintained in course production process and there is need to select appropriate media for transmission of courses. Instructional design of Allama Iqbal Open University may be modified to meet the future needs. E-learning and e-assessment techniques may be developed. Systematic and continuous research may be undertaken for future vision of the instructional design system by Allama Iqbal Open University. 49