[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596312-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596312-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","self-perceived-efficacy-of-an-online-teaching-workshop-on-the-confidence-skills-in-a-sample-of-pakistani-university-lecturers","Self-Perceived Efficacy of an Online Teaching Workshop on the Confidence Skills in a Sample of Pakistani University Lecturers","","The COVID-19 pandemic in Pakistan disrupted face-to-face education and accelerated the shift to virtual learning, leaving many teachers with limited digital literacy and reduced self-confidence. This quantitative ABA experimental study examined the self-perceived efficacy of an online teaching workshop aimed at improving confidence skills among 70 Pakistani university lecturers. Pre- and post-assessments using a Teaching Online Confidence Scale showed significant confidence gains (paired-samples t-test, p\u003C0.05), supporting recognition of such training and further investigation of effectiveness in Pakistan.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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between pre- and post-confidence levels (p\u003C0.05).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596312,1792160827,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Teaching Workshop on the Confidence Skills in a Sample of Pakistani University Lecturers  \nGoolam Hussein Rassool*, Sara Latif ** and Kalsoom Nawaz ***  \nAbstract  \nThe COVID-19 pandemic, in Pakistan, impacted the educational system leading to the abandonment of face-to-face learning. This led to the reshaping of teaching and learning methodologies shifting from on-campus to virtual education. Most teachers were not only lacking in digital literacy but also experience a lack of self-confidence. In this context, a quantitative study based on ABA Experimental design was conducted to investigate the self-perceived efficacy of an online teaching workshop on the confidence skills of a sample of Pakistani university lecturers. A total of 70 participants (Mage= 33.14, SD=7.02) were recruited via a non-probability purposive sampling strategy. Twenty four males and forty six females attended a workshop and completed pre and post-assessment questionnaires which comprised a demographic questionnaire and Teaching Online Confidence Scale. Paired sample t-test was undertaken to compare pre-and-post means of confidence levels in online teaching which showed significant differences in confidence level (p\u003C .05). This study implies that such online training programs need to be nationally recognized and further research is required in Pakistan to investigate the relative and differential effectiveness of online teaching workshops.  \nKeywords: Online teaching workshop, confidence skills, Covid-19, Coronavirus, universities, lecturers.  \n*Professor, Riphah Institute of Clinical & Professional Psychology/Centre for Islamic Psychology, Riphah International University, Lahore, Pakistan  \n**Lecturer, Higher Education Department, Government of the Punjab, Pakistan.  \nEmail: [Saralatif31@yahoo.com](Saralatif31@yahoo.com)  \n***Research Associate, Riphah Institute of Clinical & Professional Psychology, Riphah International University, Lahore, Pakistan  \nIntroduction  \nEducation, which encompasses the learning and teaching knowledge and skills, is a basic and fundamental human right to all people as well as being a key factor to sustainable social, economic, and political development (McMillan & Schumacher, 2010). In todays’educational system, academic achievement of the students is given utmost importance. Academic achievement indicates whether students have accomplished the specified learning outcomes (Kumari, 2020). Furthermore, academic achievement is related to the social and economic development of the countries. Therefore, raising students with the required skills and having the best quality graduates who will be responsible for social and economic developments ofthe societies have gained importance (Alemu & Feyssa, 2020). As a result, in the learning and teaching process, it has become a necessity to measure the success level of the students’ learning achievement. Additionally, determination of academic achievement is required to have quality education and to make successful and effective interventions (Muhammedhussen, 2016). Accordingly, in education systems, examination results have been generally used in measurement and evaluation and testing of knowledge. The obtained results are used effectively in designing teaching environments, determining learning goals, and measuring students’ success. However, while some students get through this process more positively and comfortably, some students experience anxiety to some extent during or before the examination.  \nWhen the test anxiety is considered as a special type of anxiety, it is highly likely that students will experience this state of tension at every level of education. Text anxiety is a broad term that includes some psychological and behavioral responses when individuals worry about failure on the exams or similar situations (Sarason & Sarason, 1990) . It is the tendency to view exams as threatening, and predisposes the individual to experience high leve","cbCaioo7UoCekKjT","https://ap.wps.com/l/cbCaioo7UoCekKjT","pdf",301080,14,"English","# Abstract\n# Introduction\n## Education, achievement, and intervention needs\n## Test anxiety and its academic effects\n## COVID-19 impact on education and teaching paradigms","[{\"question\":\"What was the study investigating regarding online teaching?\",\"answer\":\"The study investigated the self-perceived efficacy of an online teaching workshop on the confidence skills of Pakistani university lecturers.\"},{\"question\":\"How many lecturers participated and how were they selected?\",\"answer\":\"Seventy participants were recruited using a non-probability purposive sampling strategy.\"},{\"question\":\"What did the results show about confidence levels after the workshop?\",\"answer\":\"Paired-sample t-test results indicated significant differences between pre- and post-confidence levels (p\\u003c0.05).\"}]","Self-Perceived Efficacy of an Online Teaching Workshop on the Confidence Skills in a Sample of Pakistani University Lecturers | PDF",1792082845,35]