CARC Research in Social Sciences

Unstable Bilingualism between Hindko and Pashto in Hazara

Khurshid Ali, Fatima Tuz Zahra — Sun, 30 Jun 2024 00:00:00 +0000

Hindko and Pashto languages belong to the Indo-European language family, belonging to subgroups Indo-Aryan and Indo-Iranian respectively. In North West Frontier Region Pashto and Hindko co-exist side by side, gaining numbers of bilingual speakers. But the bilingualism between these two languages is not of a stable nature. Survey-based research was conducted in five different localities across Hazara Division districts. Results from the statistics collected from five hundred bilinguals' questionnaires data provided the results of the research. The study provides substantial evidence in proof of Unstable Bilingualism. The bilinguals do not exhibit equal competency in both languages, with some exceptions. However, majority of the bilinguals have more competencies in mother-tongue rather than the 2^nd language. The circumstances and factors involved in language acquisition and learning have a great impact on the competency in language; the domains and usage of specific language also affects the competency in the language. Study further pointed out that the areas in which both languages exist, the use of one language in more domains leads to the dominance of that language in overall impression and accent of other language. Like in the locality of Dhodial most of the speakers showed that the impression of Hindko accent is dominant on Pashto accent and vice versa in areas where Pashto has impact on Hindko accent. These results pointed out stable groundings to prove that bilingualism between Pashto and Hindko is of unstable nature.

The Educational Problems, their Causes, and Remedial Measures for the Community-based Schools of Yohanabad, Lahore

Sun, 30 Jun 2024 00:00:00 +0000

This study aimed at identifying the educational issues prevalent in the community-based schools of Yohanabad Lahore, pursue the reasons behind them and offer some recommendations, thus, this research form the qualitative exploration type. Gaining feedback from five schools, major problems such as lack of finance, lack of amenities, shortage of qualified teachers, and students’ poor preparation in academic processes were identified. Furthermore, the learning achievements and participation level of students and teachers are characterized by high attrition rates, which are caused by low community culture of education, parents’ disengagement, and weak school polices. The key recommendations from the study include calling for higher financing prospects, more opportunities for continual training of teachers, changes in organizational remunerations according to performance, and community engagement to highlight the importance of parental involvement in learning. It is important to make radical improvements for community-based schools in Pakistan and focus on the education policies to create positive atmosphere in education institutions and proper development of students.

Fear of Missing Out and Procrastination among University Students

Irum Aslam, Dr. Jamil A. Malik — Sun, 30 Jun 2024 00:00:00 +0000

The present study aimed to test the mediating effect of screen time on the relationship between Fear of Missing Out (FoMO) and procrastination. A cross-sectional research approach and purposive sampling technique were employed to recruit university students (N = 400) from public and private sector universities in Rawalpindi and Islamabad. The study variables were assessed using the FoMO Scale (Wegmann et al., 2017), the General Procrastination Scale (Lay, 1986), and the usage dimensions of the Media and Technology Usage and Attitude Scale (Rosen et al., 2013). Participants also reported their mobile phone usage time using the screen time tracking feature available in their smartphones. Results of correlational analysis indicated that FoMO and screen time are positively associated with procrastination. Mediational analysis revealed that screen time mediates the relationship between FoMO and procrastination. It is concluded that FoMO increases screen time which consequently exacerbates procrastination. Findings suggest that interventions aimed at fostering mindful screen time management could offer effective strategies for minimizing procrastination tendencies.