Journal of Education and Social Studies 2023-09-23T00:00:00+00:00 Managing Editor: Dr. Allah Bakhsh Open Journal Systems <p>Journal of Education and Social Studies (JESS) is an open access double blind peer reviewed online journal published by Science Impact Publishers. This journal aims to provide an opportunity and a forum to communicate relevant and current issues in the area of education and social sciences. The vast scope of the journal includes all subjects of education, sociology, psychology, journalism, law, human resource management, anthropology, economics, political science, population studies, international relations, religious studies, linguistics and history.</p> Investigating the Involvement of Parents in Their Children’s Education at Primary School Level 2023-09-06T09:41:51+00:00 Mubeshera Tufail Nosheen Zehra <p class="006-JESS-Abstract"><span lang="EN-GB">The involvement of parents in their children’s education affects the quality of their learning. The purpose of this study was to investigate the involvement of parents in the education of primary school children. The quantitative descriptive research method was employed to conduct the study. The population of the study was 3,297 children studying at the primary school level and their parents. A proportionate stratified random sampling technique was used to select 348 students and their parents for data collection. The data were collected from children and their parents through a five-point scale. The research instrument consisted of six factors: parenting, communicating, decision-making, learning at home, volunteering, and collaboration with the community. The data were collected through personal visits by the researchers. Data were analyzed through mean, standard deviation, Kruskal Wallis, and Mann-Whitney U test. The research study concluded that primary school students and their parents hold the same perspective regarding parental involvement in their children's education. However, there was a significant difference in parental involvement in their children’s education, as the students reported, based on their demographic characteristics and the educational institutions they were attending. It is suggested to adapt the involvement of parents according to the needs of students of different age groups and grades by developing a strong and continuous connection between school and home.</span></p> 2023-09-23T00:00:00+00:00 Copyright (c) 2023 Mubeshera Tufail, Nosheen Zehra Neural Trigger of Speaking Skills in Autistic Children: An Intervention-Based Study 2023-09-15T04:14:28+00:00 Muhammad Saram Asad Ali Anser Mahmood Riffat Naz <p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">Autism is a pivotal language deficit among speakers all over the globe, and it is a restricting neural process that blocks the simultaneous exponential evolution of language usage; hence, it must be focused with some therapy stimuli. This study is an attempt to channel neural mechanisms underlying autistic children with controlled systemic interventions (CSI). Many previously conducted studies reported that speaking deficit in individuals at all levels reduces neural processing that blocks smooth speaking, and it is due to anatomical and neurophysiological underpinning factors. In this context of autism, anatomical factors are genetic, but neurophysiological can be reversed via controlled systemic intervention (CSI) that is used in this study. For providing neuropsychological reverse, many interventions have been constructed, but this study is only taking Repeat After Me (RAM) as an intervention using computer-assisted. For achieving neural triggers, this study adopts an experimental methodology. Autistic children were recruited via snowball sampling technique, and they are 48 (mean age=2-6 years, boys=28, girls=20). On their willingness to participate in the study, they were divided into two groups: control and experimental. The interventions were provided within six weeks, and the children were assessed via WSSPI-III before the interventions and after the interventions. The overall results of the study predict that in post-assessments, there is a significant satisfactory result. The study implies that 'RAM' should be adopted by parents in home settings and therapists in institutional settings to expedite neural processing that will help boost children's speaking skills with smooth fluency.</span></p> 2023-09-23T00:00:00+00:00 Copyright (c) 2023 Muhammad Saram, Asad Ali, Anser Mahmood, Riffat Naz An Analysis of Pronunciation Errors of Pakistani ESL Learners at University Level 2023-07-30T12:17:10+00:00 Saniha Khalid Raza-E- Mustafa Behzad Anwar <p class="006-JESS-Abstract" style="text-align: left;" align="left"><span lang="EN-GB">This study investigates the pronunciation errors that Pakistani ESL learners make when speaking, especially entry-level university students who have just finished their intermediate education. The study can be significant in contributing to teaching and learning English as L2 in a Pakistani context. The research is also directed to explore the causes behind committing errors and the significant difference between errors made by the participants of both the selected universities. Using the purposive sampling technique, samples of 20 first-semester BS students from one private and one public university were collected for this purpose. Presentations of the students were recorded to collect the data, and the data was transcribed afterward to identify the errors. A qualitative approach, along with quantification of the data, was used to analyze the data, which was done following the descriptive analysis method. Gass and Selinker's (2008) error analysis model was used to analyze the data systematically; however, their model is simply an expansion of Corder's (1971) model for error analysis. Results revealed that the participants of Public Sector University were noticed to be committing most of the errors. Many factors are involved in committing errors, which were found in the data of this study; these errors are phonological, socioeconomic, and psychological factors. Findings suggest that the study can be helpful for pedagogical purposes as ESL teachers, course designers, and activity planners should consider the problems faced by the learners while planning for language learning development. </span></p> 2023-09-26T00:00:00+00:00 Copyright (c) 2023 Saniha Khalid, Raza-E- Mustafa, Behzad Anwar