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The mixed research evaluates the training quantitatively and qualitatively using a one-group pretest–posttest design with 30 teachers. Results show extremely positive and significant learning overall, while male–female differences were not statistically significant. Qualitative findings indicate unique, practical activity-based instruction and support for comprehension through local-language clarification.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-teaching-of-fractions-through-constructivist-approach-on-learning-outcomes-of-public-sector-primary-schools-teacher-abstract/595884/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-teaching-of-fractions-through-constructivist-approach-on-learning-outcomes-of-public-sector-primary-schools-teacher-abstract/595884.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main goal of the 6-day fractions training program?","Question",{"text":112,"@type":113},"To help public sector primary teachers translate fraction concepts (grades 2–5) into concrete learning using low or no-cost resources through collaborative, activity-based, learner-centered approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the training evaluated in the study?",{"text":117,"@type":113},"A mixed research design was used, focusing on quantitative and qualitative evaluation of the training at District Dadu. The quantitative part used a one-group pretest–posttest model and t-test analyses.",{"name":119,"@type":110,"acceptedAnswer":120},"What did teachers report about the training approach?",{"text":121,"@type":113},"Teachers found the training unique because they observed and practiced activity-based teaching methods such as individual and group work, think-pair-share, questioning, discussion, KWL, problem solving, and empathic listening.",{"name":123,"@type":110,"acceptedAnswer":124},"Was there any challenge related to language, and how was it addressed?",{"text":125,"@type":113},"Yes. There was a language barrier because the module was provided in English. This was addressed by resource persons who used the local language (Sindhi) to support comprehension.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},595884,1792166662,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Effect of Teaching of Fractions through Constructivist Approach on Learning Outcomes of Public Sector Primary  \nSchools Teacher  \nBhutto Muhammad Ilyas * Wasim Qazi** Khalid Jamil Rawat***  \nAbstract  \nA 6-days (April 11th to 16th, 2011) experimental study as a part of Continuous Professional Development was launched at three districts i.e. Dadu, Naushahro Feroz, Mirpurkhas to enable public sector primary school teachers (PSTs) to translate the abstract concepts of fractions (grade 2 to 5) into concrete learning using low or no cost available resources through a module based on collaborative, activity-based, and learner-centered approach. The present mixed research focuses to evaluate the said training at District Dadu quantitatively and qualitatively. One-group pre and posttest model was used for this experimental study. The 30 (14 male, 16 female) public primary school teachers represented two-stage sample. The t-test analyses revealed that overall the treatment yielded extremely positive and significant learning; however, no significant statistical difference found between male and female trainees’ previous knowledge and training effect. The phenomenological qualitative data analysis revealed that the said training was unique. Respondents overall believed that for the first time they practically observed and practiced activity-based teaching through individual and group work, think-pair-share, two-way questioning, discussion, KWL, problem solving, and empathic listening techniques. However there was language barrier to comprehend the module provided in English that was fully tackled by the resource persons who used local language (Sindhi) . The researcher suggested measures to overcome the weaknesses for similar projects in future.  \nKeywords: Fractions, Learner-centered Pedagogy, Activity-based Learning, Piaget’s Concrete Operational Stage, Concrete Learning, Evaluation  \n*PhD Scholar (Ed) at Iqra University Karachi  \n** Executive Director Faculty of Education and Learning Sciences Iqra University Karachi  \n***Professor Faculty of Education and Learning Sciences Iqra University Karachi  \nIntroduction  \nTeacher is the back bone of formal education, instruction, and training. Generally teacher is one whose profession is to teach or instruct. We have a long range of definitions of effective teacher. \"Effective teaching produces beneficial and purposeful student learning through the use of appropriate procedures\" (Diamond; 1987) . In their book Milhollan Frank and Forisha Bill E. (1972) suggested that effective teachers are those who use empathic listening and communication thus a situation creates where learners feel no external threat and are more open and thus one is able to not only deeply understand learners phenomenological field, emotions and fears but also to change their ‘self-concept’ (or teach or influence) (Milhollan Frank and Forisha Bill E., 1972) . A well trained and innovative teacher is he who can use the available resources and even can teach without books (UNESCO, 2005) .  \nTeaching like other formal professions is incomplete without professional development. Professional development is the process through which a professional gets skills and knowledge for both personal and career development. Reflection on one’s practices leads to professional development. According to Borg, (1965) action research directly relates to teachers’ classroom practices and its primary goal is inservice training and professional development (Borg, 1965, p. 313) . In-service training caters professional development for the teachers. The Bureau of Curriculum and Extension Wing (BoC) and Provincial Institute for Teacher Education (PITE) are the primary providers of both pre and in-service teacher education and training (UNESCO, 2006) .  \nMultiple projects have been launched as a part of Teacher Professional Development of public sector primary teachers of Sindh with local and foreign funding through both public sector and private ins","cbCainU8J1qFKPR0","https://ap.wps.com/l/cbCainU8J1qFKPR0","pdf",277039,21,"English","# Abstract\n# Introduction\n## Teacher effectiveness and professional development\n## Prior projects and funding in Sindh\n## CPD pilot project for teaching fractions","[{\"question\":\"What was the main goal of the 6-day fractions training program?\",\"answer\":\"To help public sector primary teachers translate fraction concepts (grades 2–5) into concrete learning using low or no-cost resources through collaborative, activity-based, learner-centered approaches.\"},{\"question\":\"How was the training evaluated in the study?\",\"answer\":\"A mixed research design was used, focusing on quantitative and qualitative evaluation of the training at District Dadu. The quantitative part used a one-group pretest–posttest model and t-test analyses.\"},{\"question\":\"What did teachers report about the training approach?\",\"answer\":\"Teachers found the training unique because they observed and practiced activity-based teaching methods such as individual and group work, think-pair-share, questioning, discussion, KWL, problem solving, and empathic listening.\"},{\"question\":\"Was there any challenge related to language, and how was it addressed?\",\"answer\":\"Yes. There was a language barrier because the module was provided in English. This was addressed by resource persons who used the local language (Sindhi) to support comprehension.\"}]","Effect of Teaching of Fractions through Constructivist Approach on Learning Outcomes of Public Sector Primary Schools Teacher - Abstract | PDF",1792082046,53]