International Journal of Education and Management Studies

Shabir Ahmad Bhat ¹, Hilal Bashir ¹

Affiliations
1 Department of Education, Lovely Professional University, Phagwara, Punjab, IN

Abstract

The purpose of this study istomvestigatethedifferenceonorgamzatmnalcUmateandjobperformanceandexamme the influence of organizational climate on job performance among teaching professionals. The study was descriptive-correlational m nature. The data was collected using orgamzational climate scale and job performance scale through survey method The sample of the study was 108 teaching professionals selected through convement sampling technique. The study revealed that organizational climate doesn't differ significantly on the basis of gender and locale. Similarly no significant difference was found mjob performance on the basis of gender, while on the other hand a significant difference was found in job performance on the basis of locale of teaching professionals. Further results revealed a significant positive relationship between organizational climate and job performance of teaching professionals. Orgamzational climate significantly predicts job performance. Outcomes of present study suggested factors enhancing orgamzational climate should be studied comprehensively, so that climate of various orgamzations can be globally renovated.

Keywords

Organizational Climate, Job Performance, Teaching Professionals.

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Deepak Singh ¹, Hilal Bashir ¹

Affiliations
1 Department of School of Education, Lovely Professional University, Jalandhar, Punjab, IN

Abstract

The current research paper attempts to investigate the effects of problem based learning and conventional learning on critical thinking ability of senior secondary schools in economics. The study was experimental in nature and the participants of the study comprised 62 students of class XII selected via purposive sampling technique. The participants were divided into two groups i.e., experimental group and control group (31 students in each group). Self-developed achievement test of economics based on critical thinking ability was administered to collect relevant data. Results of the study exposed that problem based learning contribute significantly on development of critical thinking ability among senior secondary school students in economics. Moreover, significant difference was found between two groups of students exposed to problem based learning and conventional method in developing their critical thinking ability. Thus, problem based learning is better than conventional learning to develop critical thinking ability among the higher secondary school students in economics.

Keywords

Problem Based Learning, Conventional Approach, Critical Thinking Ability, Students, Economics.

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