Comparative Study of the Affective Learning Environment on Students’ Learning in the University and Its Affiliated Colleges

Abstract

The study investigates the various aspects of quality education at AWKUM and GPGC Nowshera with reference to the parameters of quality of education. The researcher selected purposive sampling technique to conduct the study and selected purposive sampling technique for this case study research, so, the researcher selected 2 departments of each AWKUM and GPGC Nowshera to take samples. Finally 4 students from AWKUM, 4 students from GPGC Nowshera, 4 head of departments, 4 teachers, principal GPGC Nowshera, director academics AWKUM and controller of examinations AWKUM, i-e 19 respondents were selected as the sample of the study. The researcher used semi structured interviews schedule to conduct this research. The data obtained through observation the collected data was organized interview category wise, section wise and was grouped issue wise and analyzed using descriptive statistics and finally summarized to get findings. Conclusions of the study were: i) In quality of education “Academic” shows that director academic has more involvement in university than colleges. Both are independent in mid-term exams while university is sole body for final term. ii) In quality of education “Assessment” shows that university and colleges have both summative and formative assessment. Formative is conducted by university. On the basis of conclusions it was recommended that: i) The higher authorities may sanction a separate post of Director Academics or a Senior Most Professor may be nominated as Director Academics because the result of the study shows that Director Academic has more involvement in educational scenario. ii) University teachers’ are being evaluated by QEC but in college there is no such check and balance regarding teachers academic evaluation, so it is highly recommended that Quality Enhancement Cell type department may be introduced at college level for better evaluation of the teachers.