Punjab Textbook Board Research Articles

Green Discourses in Textbooks: A Critical Eco-Linguistic Analysis of Children’s Literature at Primary Level in Pakistan

When it comes to communicating the underlying ideology to the intended audience, textbooks are regarded as an important means of communication. The ideologies that are transmitted through these books are made to be long-lasting through the utilization of a variety of linguistic and semiotic techniques. It is possible for ideologies that are spread through such covert means to leave an indelible mark on the minds of young students for a considerable amount of time. The current research will make use of primary English and Urdu textbooks published by the Punjab Textbook Board (PTB) to conduct an in-depth analysis of green discourses that have been selected for analysis. In the years 2022 and 2023, these books were released to the public. In order to conduct the analysis, linguistic and visual contents that are associated with environmentally friendly discourses will be chosen. When conducting the analysis of the data, the study will make use of a modified research model. For the purpose of conducting an analysis of the chosen data, the Eco-linguistic Discourse Analysis model developed by Stibbe (2015) and the Semiological Discourse Analysis (SDA) model developed by Barthes (1968) will be utilized. An attempt has been made by curriculum designers to raise awareness among young learners about eco-discourses by including environmentally friendly discourses in selected textbooks of PTB at the primary level. This will be revealed by the analysis of the data, which will reveal that this attempt has been made. Furthermore, it will emphasize that primary textbooks are the most effective medium for ideological investment and for molding the mindset of the target audience, which consists of young students who are considered to be the future of a nation, regarding the concept of going green through the incorporation of linguistic and semiotic discourses that are friendly to the environment.

Students and Teachers Perception About Gender Equality and Human Rights in English Textbook (Pakistan)

Although earlier research highlighted the gender representations in ELT textbooks, it did not address how students and teachers view gender equality and the representation of human rights. This study, therefore, is designed to understand English language students' and teachers' perceptions about the inclusion of themes of gender equality and human rights in the English textbook of the 10th grade of the Punjab textbook board. Students' views were probed by means of a survey, and an interview was used to collect data from teachers. The findings revealed that a significant majority of the students believe that topics related to the role of women and the rights and responsibilities of citizens should be included in English textbooks. They also recommended to include topics related to gender equality and human rights in the textbooks. Some of the students agreed that topics related to famous women and male leaders, showing different familial relations of men and women, and both performing outdoor tasks are present in English in the main content, activities, and in the form of images. However, they were either unable to provide any names of the units containing these topics or provided the names of the units from the 9th-grade textbook. Similarly, most of the teachers mentioned that representation of women is limited in the English textbook of 9th grade and the presence of women and their social roles are completely ignored in the 10th-grade textbook. Teachers argued that it is essential to talk about the role of women in the textbook to encourage women's participation, acknowledge their achievements, and promote equality and respect towards women.

Effect of Real Engagement in Active Problem Solving (REAPS) Model on academic achievements of secondary school students in the subject of Physics

National Curriculum of Physics for grades IX and X (2006) has recommended creating a sense of curiosity and wonder in students by demonstrating an increased awareness about the natural world, creativity, and problem-solving skills. It is also the demand for 21st-century skills. Moreover, by developing this ability in the school years’ students, they may be successful in the coming academic years and in their professional life also. For this reason, many of the models have been used. Hence, the research was conducted to find the effect of Real Engagement in the Active Problem-Solving model on secondary-level students' academic achievements in Physics. Using a Quasi-experimental design, two sections from two public schools were selected. One section from each school was randomly allocated to a traditional and one to a treatment group. Traditional groups were taught by their respective teachers and the experimental groups were treated by the researcher. A test of academic achievement was developed on the concept of mechanics and electrostatics in the 10th-class Physics book published by Punjab Text Book Board Lahore (2020) and administered a pre-test and post-test. Data were analyzed by using a t-test, one-way ANOVA, and MANOVA. It was found that 10th-class students treated with the REAPS model performed better in the academic achievement test in physics as compared to the students taught through traditional methods. So, it is recommended that QAED academy conduct training on the REAPS model may be conducted as it is feasible not only for these topics but also for other concepts and other branches of science. Moreover for Education, may include assessment items for the subject of Physics in SSC examinations so that, these exams may discriminate the students on the basis of higher-order skills.

Unveiling Gender Biases: A Critical Analysis of Gender Representation in ESL Textbooks Prescribed by Punjab Textbook Board

This research gives an overview of the existing gender differences prevalent in our society by exemplifying how even our educational textbooks are not devoid of these dissimilarities. The goal of the study is to thoroughly compare the representations of both genders in the two textbooks of Punjab used for classes i.e. 4th and 5th. The study aims to investigate how the women are treated differently in the ESL Textbooks taught in primary sections of the schools of Punjab. It evaluates the reasons of why the women are treated stereotypically in the same books. Through content analysis, the results indicated that both textbooks had a gender-biased approach. Simultaneously, it discovered somewhat fixed attitudes on characteristics, professions, and activities appropriate for individuals of both sexes. The findings also confirmed the reality that women, in the textbooks are not described as valuable as men. The recommendations have also been offered at the end of this study on the basis of findings in order to accentuate the need to revisit the material in ESL textbooks prescribed by Punjab Textbook Board that would contribute to the improvement of the English textbooks in order to curb the effects of existing stereotyping material.

Representing Gender Inequalities in the Curriculum of Punjab: A Content Analysis of Grade IX Textbook of English

The construction of gender and imaging gender as a reason for inequality is a well- established field of linguistic research. This study seeks to investigate the representation of gender in English textbooks for grade IX published by the Punjab Textbook Board (PTB), Pakistan. In order to assess the textbook from a gender perspective, the qualitative research method was employed. The text is examined using content analysis from a gender viewpoint. In this study, secondary data watches the main subject. According to the data, the grade IX English textbook from the Punjab textbook board has more phrases that are specifically slang for men. Additionally, there is a representation of female gender-specific terminology in the ninth-grade English textbook. Despite the Constitution of Pakistan of 1973's stated intention to reduce gender imbalances, male supremacy permeates all of the themes and sub-themes. It is observed that the government, textbook boards, and curriculum directorate should ensure an equal distribution of information for both sexes to boost women’s visibility in Pakistan.

An Onomastic Analysis of Cross-Cultural differences in English Textbooks at Intermediate Level in Punjab

The study in hand analyzes the cross-cultural differences found in the selected English textbooks of Intermediate level. It also explores the imbalance of indigenous and foreign cultures in selected English textbooks of Intermediate level. The corpus of two English textbooks of intermediate part-I was used to take different kind of indigenous and foreign proper names to make cross-cultural and onomastic analysis. The researcher applied 3D model of CDA given by Fairclough (1995) to analyze the cultural disparities. The researcher found that Punjab Textbook Board's English textbooks prioritize foreign cultural aspects, potentially eroding students' cultural identity and heritage. It was concluded that Pakistani culture in the textbooks is limited to regional identities, failing to capture the full diversity and richness of the national culture. The study recommends a balanced and inclusive cultural approach in language textbooks; urging curriculum designers, syllabus developers, and instructors to review and revise the content accordingly.

Semiotic analysis of English books of Punjab Textbook Board (Pakistan) with Gender Lens: Exploring the gender sensitization level of Punjab Textbook Board officers

Semiotics is visual literacy which is an important aspect of learning process involving various social aspects of a society. Visuals are used dominantly in all books of early learners because it is considered the most efficient way of learning and teaching. Representation of gender through visual literacy is the most current and debatable social issue in the contemporary world.

Perceptions of Students regarding Teachers’ Morality in the Perspective of School Curriculum

The study investigates the morality of school teachers from the perspective of their students’ reflections while the teachers were teaching content on morality in schools. The objective of the study was to analyze the content of moral education and values in English, Urdu, Islamic Studies, Social Studies, and Pakistan Studies of grades 3 to 10 published by the Punjab Text Book Board for the years 2019 and 2020 to understand students’ perspectives about the extent the morality is reflected in teachers’ behaviour in accordance to the content on morality. For content analysis, a checklist was prepared after an extensive review of the relevant literature. A questionnaire was also developed to collect the perspectives of these students. The population of the study consisted of students of public schools in Punjab, Pakistan and the sample was comprised of randomly selected 502 students of grades 9 and 10. It was revealed that content on morality was less than it ought to be and from the perceptions of students, the morality level of teachers is more than ‘average’. The focus should be on practicing these values in society and parents and teachers have to play their role in the inculcation of moral values among youth.

Explicating Underrepresentation of Women in Elementary level Curriculum Through Critical Discourse Analysis (CDA) in Pakistan

The research explored the gender stereotypical representation in curriculum and how the institutions of conventional depiction blemished the actual image and roles of both the sexes (female and male). For this purpose, Critical Discourse Analysis (CDA) through the three-dimensional model of Norman Fairclough was applied to analyze the relationship between powerful (dominating, controlling) and powerless (feeble, submissive) social groups. The present research explored identities from Punjab Textbook Board (PTB) textbooks of the middle/elementary level to identify and comprehend gender ideology. The study focused on the textual aspects that contribute to the construction of conventional images and stereotypical behavior regarding gender ideology in children at their fledgling stage of life. The research concluded that females were disregarded and excluded from the textbooks and the textbooks portrayed a diminished image of women; whereas, the males were shown as authoritative and dominating in all the socially prestigious fields like, working and earning. The present study, thus, maintained that domination and power had gone with the male members of the society; whereas, the females were publicized as feeble and submissive, working and serving at home, and maintaining their domestic and conjugal images in the textbooks. Moreover, the research recommended the revision of educational policies, curriculum, and textbooks to impart a balanced worldview to children so that socially and emotionally balanced individuals may be developed through education.

CRITICAL THINKING SKILLS IN PAKISTAN STUDIES TEXTBOOK: QUALITATIVE CONTENT ANALYSIS

The current study aimed to evaluate critical thinking skills included in the text-based exercise questions of the Pakistan Studies book at the secondary level. For this purpose, The Pakistan Studies textbook developed by the Punjab Text Book Board was analyzed. Qualitative content analysis was used for the analysis of the textbook based on revised Bloom’s taxonomy levels as well as nine pre-determined categories of Socratic questions. Categories from both types depict questions about critical thinking skills developed among the learners. It was found that text-based questions of Pakistan Studies were not conducive to the development of critical thinking skills among students. Just one question fell under critical thinking skills among all. Moreover, based on analytical categories, there was little inclination toward questions of clarification. On the other hand, there was no representation of any other category. Therefore, it is recommended that the textbook writers need focus on critical-thinking questions on text-based by the textbook writers to produce critical thinker citizens at the secondary level. Keywords: Critical Thinking, Pakistan Studies, Qualitative Content Analysis, Secondary School, Textbook Analysis

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

This research aims to evaluate the phonics content in primary level textbooks by Punjab textbook board and the assessment schemes from the perspectives of their strengths and weak aspects for teaching and assessing phonics as an oral skill. The scope for the technology-enhanced learning and assessing tools is also highlighted as a supporting tool for phonics teaching in government school system for the leaners and teachers simultaneously. Following a qualitative approach, the methodology of document analysis was adopted to carry out the evaluation through researcher made checklists. The English textbooks taught from KG-Grade V were surveyed thoroughly to investigate the phonics related activities given in each unit of book; the formative and summative assessment schemes were also probed into to explore the synchronization between teaching and assessment material. The findings realized a serious discrepancy that phonics content in the textbooks despite being relevant and appropriate could be potentially exploited to be taught through alphabetic method in case of not supported with some audio-visual material. Assessment schemes related to phonics skill of primary grade learners also assessed it mostly through written exercises that can have serious impact on the teaching practices and methodology of teachers as they may tend to make the learners cram the phonics concepts instead of uttering the sounds and develop the sound-letter association. On the basis of these findings, recommendations are made to use technology-enhanced tools for phonics teaching at primary level as supporting materials and assessing it as an oral skill.

Content analysis of SNC 5th grade English textbook: Aspect of moral and social development of students

Educational policies as well as documents of curriculum in various countries endorse the social and moral development among learner; as a cross-curriculum aim which is the central goal of educational process. Subjects, like Islamic studies, Languages and Social studies are prerequisite which contributes in Moral as well as Social Development of the pupils. Literature indicated that the textbook plays a vital role in development of Moral and Social values of children. The major aim of current study is to analyze the content related to Moral and Social development in the existing English textbook of Single National Curriculum (SNC) 5th grade published by Punjab Textbook Board (PTBB) to examine its effectiveness. In Qualitative method, Conceptual Content Analysis was used to examine the “Social and Moral Development values” in the existing English textbook of SNC 5th grade. This study focuses on the embedded themes about Social and Moral values in English textbook of 5th grade of Punjab Textbook Board (PTBB), Lahore. The study had to explore possible answers to the following research question: What Moral and Social Development values are included in SNC 5th grade English textbook? Current study concluded that there are twelve main “Moral and Social development values “existing in SNC 5th grade English textbook. On the basis of finding, it is recommended that ‘Social Etiquettes’, ‘Global Concern’, ‘Religious Influence’, ‘Compassion’ and Participatory Citizenship’ values should be adequately incorporated in the content of SNC 5th grade English textbook.

CONCEPTUAL DIFFICULTIES OF SECONDARY SCHOOL STUDENTS IN UNDERSTANDING ACID-BASE CHEMISTRY

The dissemination of scientific knowledge has enormous transformative potential. As a result, a nation's progress and growth can't get off the ground without a solid foundation in scientific literacy. From this perspective, the education of science is crucial to cultivating a scientific worldview and boosting students' scientific knowledge. The motivation for this study stems from researchers' previous observations of secondary school students' conceptual difficulties in acid-base chemistry. The study used a descriptive, quantitative research approach to investigate common misconceptions about acid-base chemistry held by high school pupils. A special test instrument labelled as test designed to measure the conceptual difficulties in acid-base chemistry (TCDAB) was developed to measure the conceptual difficulties of secondary school students in Acid-Base chemistry. The Punjab Text Book Board, Lahore, version January 2020, 10th chapter Chemistry Text Book was used as a reference for the creation of the test (TCDAB). A table of the specification was used and was delimited to the first three levels of the cognitive domain of Bloom’s taxonomy. TCDAB has been validated by well-known chemists and educators. Test re-tests method was used to determine the reliability and the correlation coefficient (r) was 0.92. The internal consistency of the instrument was also evaluated using SPSS, and the resulting Cronbach alpha coefficient was 0.83. All the students studying chemistry in public secondary school of the district Bahawalnagar of the Punjab, Pakistan were population of this study (Dist. BWN consist of five tehsils which having total 250 schools). To conduct the survey of this study, a sample of 500 students from twenty (20) secondary schools, four (4) secondary schools (2 boys and 2 girls) from each five tehsils was selected by using the convenient sampling technique due to covid-19 in district Bahawalnagar city. The results of the analysis of TCDAB indicated that 60% concept-based items in acid-base chemistry were difficult like Arrhenius concept, Lowry Bronsted concept and Lewis Concepts, amphoteric compounds, conjugate acids and bases, chemical properties of acids and bases, concentration of acid base chemistry, strength of acid base chemistry, Uses of acids and bases, PH scale, and indicators. Keywords: Acid-base chemistry, conceptual difficulties, table of specification, cognitive domain

Review of Primary Level Curriculum for Students having Vision Related Challenges Formulated by Punjab Textbook Board, Lahore

Purpose: Although Single National Curriculum (SNC) is implemented in all over the country from April 2021 at primary level as per commitment of the ruling party in Pakistan. However, the pre-existing and implemented curriculum formulated by Punjab Curriculum and Textbook Board is still followed in special education institutions of Punjab because preparation process is still going on for the implementation of SNC in these institutions. The academic capability of Children with Visual Impairment (CWVI) is usually considered as that of non-disabled students due to their good cognitive skills. Directorate of Special Education Punjab adopted the same curriculum for CWVI. This study is an effort to identify the standards, benchmarks and student learning outcomes (SLOs) which are difficult to accomplish for CWVI.
 Methodology: It was a descriptive qualitative study by nature and curriculum review/document analysis technique was applied to study the implemented and existing curriculum. The complete curriculum of six key learning areas at pre-primary level proposed by implemented curriculum are as follows; personal and civic sense, language related learning, nature numerical concepts, our environment and surroundings, personal care, personal cleanliness and self protection, and artistic abilities. likewise existing curriculum offers these learning areas till fifth grade; Islamiat/ Ethics and morality, Urdu, English, Maths, Science, General Knowledge and Social Studies. The data were retrieved from the website of Punjab Curriculum and Textbook Board. Obtained data was coded; basic themes were extracted & discussed.
 Findings: study demonstrated that many standards, benchmarks and student learning outcomes (SLOs) were attainable for students with visual challenges like regular students however several standards, benchmarks and student learning outcomes were found problematic for children having vision related disabilities because of their handicapping condition and unavailability of assistive technology in their educational institutions.
 Implications: Need based amendments maybe applied for visually challenged students particularly for the achievement of standards, benchmarks and students learning outcomes in geography, geometry, and sciences. Pictures, sketches and maps should be replaced by other productive activities for blind and low vision students.

Elementary School Students’ Conceptual Difficulties in the Subject of General Science: A Descriptive Study

The current study is designed to explore the conceptual difficulties of elementary school students in the subject of general science. The current research was descriptive in nature. Data was collected through the survey method. A diagnostic test was made. For the development of the test, General Science Text Book for 8thclass published by Punjab Text Book Board Lahore, edition 2020 was consulted. A table of the specification was prepared and delimited to the first three levels of the cognitive domain of Bloom’s taxonomy. The concept-based test consisted of 25 items with four options. Criteria of item analysis were determined, and every item was analyzed based on data. The 300 elementary students in Khanqah Sharif Bahawalpur district Punjab, was approached through simple random sampling. The results illuminated that 78% of concept-based items were difficult. The chemistry-based concepts consisting of chemical reaction, properties of acids, and physics-based concepts including thermal contradiction, working of Iris, Radiation, ozone depletion, air pollutants were considered most difficult concepts to understand by elementary students.

THE CONSTRUCTION OF GENDER AND IDENTITIES IN PTB ENGLISH TEXTBOOKS OF SINGLE NATIONAL CURRICULUM

The study's main goal is to investigate the relevance between the objectives set by the government of Pakistan behind the implementation of the single national curriculum and the presented content in the English textbooks (Grade 2-5) of Punjab Textbook Board under SNC criteria. The study looks at how the English textbooks (PTB) can help people achieve the said three objectives out of seven, such as, upward social mobility, conforming to international trends, and equity in education. This study aims to focus whether the content of PTB English textbooks (Grade 2-5) is appropriate to meet the expected objectivity through the perspective of gender representation, which is very much significant to develop a balanced society. The study is not being taken up under the umbrella of feminist movement but in the context of observing neutrality among the gender representation that will ultimately lead to obtain the said objectives. It’s a scientifically recognized fact that the early stage of cognitive development plays a major role in constructing the individuals’ ideologies, gender-based concepts and their roles in society. This study aims to examine the gender representation and portrayal of male and female through their occupational roles, home chores, sports and social activities and adjectives used to describe them. A mixed method approach as a research method has been chosen for the project, Chi square test has been applied to the quantitative data to examine the difference between observed frequencies and expected frequencies of gender representation through determined categories in the content of the English textbooks (Grade 2-5) of PTB. The results revealed that women in English textbooks (Grade 2-5) of PTB are underrepresented as men are more depicted in number of occupational and social roles and they are not responsible for domestic chores, they have been presented as providers and women have been shown as helpers and delicate creature of the society. At the end of this research some recommendations are suggested required to the content and solutions to the existing issues in these books to make it more fruitful and a balanced one.

An Evaluation of English Textbook Grade-VIII at Elementary Level Prescribed by Punjab Textbook Board, Lahore

This study capaciously investigated the analysis of English textbook at the elementary level in Pakistan. The textbook evaluation was the process of scooping out significance or worth by careful appraisal and study. The textbook was a key component in English language programs. Despite their important role, textbooks were not always professionally designed. They did not fit the curriculum and closely corresponded with the aims of the teaching program and the needs of the students. The target population for the research was all the public elementary schools of district Toba Tek Singh. Out of four tehsils of Toba Tek Singh, ten schools (five boys and five girls) were chosen from each tehsil through random sampling. Furthermore, four teachers from each school were selected randomly. Thus, the sample comprised 160 teachers. As a tool of research, a questionnaire was developed by the researcher and validated through experts’ opinions. The critical inquiry was made of the proposed syllabus for the said textbook. The views of textbook users were analyzed, and evaluation was executed in an exhaustive manner. Data collected from the questionnaire were analyzed using descriptive statistics through SPSS 18.0 version. After data analysis, various shortcomings in the textbook were found, and suggestions and recommendations were made for further improvement. A number of respondents believe that topics related to women, patriotism, national heroes, cultural festivals, stress, intonation, and phonology are not included in the textbook. These topics may be included to make the book to make it up-to-date according to the National Curriculum 2006.

THE CONSTRUCTION OF GENDER AND IDENTITIES IN PTB ENGLISH TEXTBOOKS OF SINGLE NATIONAL CURRICULUM

The study's main goal is to investigate the relevance between the objectives set by the government of Pakistan behind the implementation of the single national curriculum and the presented content in the English textbooks (Grade 2-5) of Punjab Textbook Board under SNC criteria. The study looks at how the English textbooks (PTB) can help people achieve the said three objectives out of seven, such as, upward social mobility, conforming to international trends, and equity in education. This study aims to focus whether the content of PTB English textbooks (Grade 2-5) is appropriate to meet the expected objectivity through the perspective of gender representation, which is very much significant to develop a balanced society. The study is not being taken up under the umbrella of feminist movement but in the context of observing neutrality among the gender representation that will ultimately lead to obtain the said objectives. It’s a scientifically recognized fact that the early stage of cognitive development plays a major role in constructing the individuals’ ideologies, gender-based concepts and their roles in society. This study aims to examine the gender representation and portrayal of male and female through their occupational roles, home chores, sports and social activities and adjectives used to describe them. A mixed method approach as a research method has been chosen for the project, Chi square test has been applied to the quantitative data to examine the difference between observed frequencies and expected frequencies of gender representation through determined categories in the content of the English textbooks (Grade 2-5) of PTB. The results revealed that women in English textbooks (Grade 2-5) of PTB are underrepresented as men are more depicted in number of occupational and social roles and they are not responsible for domestic chores, they have been presented as providers and women have been shown as helpers and delicate creature of the society. At the end of this research some recommendations are suggested required to the content and solutions to the existing issues in these books to make it more fruitful and a balanced one.

Investigating Integration of Writing Skills in Grade VIII English PTBB Textbook

The present study aimed to explore the integration of writing skills competency in the Grade VIII English textbook prescribed by the Punjab textbook board. A content analysis was carried out in the backdrop of a checklist based on the competencies and students' learning outcomes provided in the latest English National Curriculum (2006), Pakistan. The writing competency was proposed to improve learners' writing skills. The study employed a qualitative research design, and findings were analyzed thematically. In accordance with the curriculum, students are expected to write keeping in mind transactional and interactional purposes as well as descriptive, expository and narrative texts of language. But the findings are otherwise and unfolded that the textbook understudy does not provide students with adequate opportunities to improve their writing skills. Rather, writing skill was only found in the form of comprehension question exercises in which students merely have to answer the questions.

Portrayal of Islamic Ideology: Modality analysis of PTB English language textbooks

This paper investigates English language textbooks from the point of view of cultural development in pedagogical text. The focus of present study was to analyze contrasting and shared perceptions of congenital Islamic culture in pedagogical text broadly written in English language textbooks formed by Punjab Textbook Board (PTB) at Elementary level i.e. 6th, 7th, and 8th grade classes. Appropriate implications of linguistic modality make possible to build ideological viewpoint related to cultural development in political, social, institutional and media discourse, so, using critical approach with the combination of CDA framework by Fairclough and SFG by Halliday. This study examines the said institutional discourse from different perspectives to clue that how fundamental Islamic philosophy is sharply described under different circumstances. The study is also an exposure of authors’ viewpoint related to portrayal of Islamic culture and needs of cultural sensitivity in such a text related to young learners’ education. In this way, this paper reveals the straightforward instances related to implicit portrayal of Islamic ideology with the help of numerous modality indicators. It has been observed that language textbooks are not only an authentic source of language learning but also a reliable system of cultural development. Findings of this paper expose that writers, policy makers and publishers of PTB want to portray Islamic ideology intentionally within the pedagogical text of English language textbooks at elementary level, so, the findings of this paper would be helpful for learners, educationists, course designers, institutions and language teachers. 
 Keywords: Modality, Textbooks, Ideology, Discourse