Factors Responsible For Promoting Rote Learning Among Students At Tertiary Level

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Dr. Fazal Hayat , Dr. Shahji Ahmad , Nadia Kousar , Dr. Imran Badshah , Dr Nabi Gul

Abstract

A study, factors responsible for promoting rote learning among students at tertiary level was conducted to explore the factors associated with curriculum, teachers and students which are responsible for promoting rote learning. All 70 teachers serving in University of Loralai constituted the population of the study. Out of the total population 60 teachers were purposively selected from University of Loralai as sample of the study. A closed ended questionnaire was chosen for data collection. The questionnaire included a variety of questions based on Likert scale. The collection data was analyzed by using percentage as statistical tool. Findings of the study concluded that majority of the respondents agreed that subject center curriculum is responsible in promoting rote learning. Most of the subjects were agreed that increase breadth and width of course content is responsible to promote rote learning. Maximum participants agreed that lack of logical sequence in course content is responsible to promote rote learning. Half of the participants were agreed that content beyond the society needs is responsible to promote rote learning. More than half of the participants were agreed that a less or no reflection of bloom taxonomy in education objectives is responsible to promote rote learning. Large number of subjects agreed that race of marks is responsible for promoting students rote learning. More than half of respondents were agreed that increase number of assignments is responsible for promoting students rote learning. More than half participants agreed that increase number of exams rounds is responsible for promoting students rote learning. Maximum subjects were agreed that discouraging attitude of teacher toward conceptual learning is responsible for promoting students rote learning.

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