Students understanding of science education in Pakistan is not up to the standard level. The main aim of the study is to see either comprehension level is raised through Synectics among high school students. A systematic review of related literature and Meta-analysis has been done. Literature leads to conclusion that there is a need to study the utility of Synectics model. Findings show that Synectics is more effective than routine methods in teaching. Synectics help in the development of creativity, training in creativity, and scholastic achievement. It is recommended that teachers and students must be familiar with Synectics and also implement this technique into teacher training institutes for quality education.

The major and foremost aim of the research had been to observe an effect of (CLT) communicative language teaching approach on functional writing skills among 9th graders in Pakistani high schools. Relevant literature revealed that functional writing skills can be increased through (CLT) communicative language teaching approach. Quasi Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. The pre-test was the same, and it had been used as the post-test as well. Creative compositions related to functional writing skills were examined carefully and were marked as per scoring rubrics. The (CLT) communicative language teaching approach is recommended for English teaching specifically writingrelated tasks in the subject of English.

The main aim of this study was to observe the effect of activity on science comprehension skills among 8th graders. Relevant literature revealed that science comprehension skills can be increased through activity. QuasiExperimental (QE) design had been used. Threats to internal/external validity were undertaken properly. Two groups were selected to collect data to achieve the above-stated aim. The test was developed as per the table of specifications. It was piloted. Then it was administered as a pretest before intervention and posttest after the intervention. The data were analyzed using t-statistics. The activity is recommended for teaching science comprehension skills.

The key objective of the research was to find the effect of communicative language teaching (CLT) on descriptive writing skills among 9th graders. Relevant literature revealed that descriptive writing skills can be enhanced with the help of communicative teaching. The Quasi experimental design was used. To conduct the experiment, six classes from two schools were selected conveniently. for gathering data to achieve the intended objective. Communicative lessons were intervention material. Results showed that communicative teaching had a significant effect on 9th graders skills of description in terms of writing. The outcome of research tells that CLT is valuable for educationists. Further, it is recommended for teaching of writing any literary genre.

The main aim of this study was to observe the effect of communicative teaching on story writing skills among 9th graders. Relevant literature revealed that story writing skills can be increased through a communicative approach. Quasi-Experimental design, that is, pretest posttest nonequivalent control group design was used. Threats to internal/external validity were undertaken properly. Two groups were selected to collect data to achieve the above-stated aim. The creative compositions related to story writing skills were evaluated in the light of scoring rubrics. The data were analyzed using t-statistics. The communicative approach is recommended for teaching dialogue writing.