The case study presentation by the Shining Stars group, established on October 3, 2011, identifies various problems affecting students, including incompetence in English, lack of life skills, and poor behavior. The research highlights the significant role of teachers and the outdated examination system as core issues, while proposing awareness campaigns and educational reforms as potential solutions. Ultimately, the initiative aims to empower students for real-life challenges and foster a collaborative learning environment.

4. A Case Study Presentation

5. Members
 Group Leader Said Gohar Khan
 Deputy Leader Ghalib Ahmad
 Other Members Mehtab Irshad
Tabish Sultan
M.Jibran
Junaid Khan
M.Siddique
Umair Khan

6. Introduction
 Circle Name : Shining Stars
 Constituted On : 3rd October, 2011
 Average Age : 18
 Meeting Days : Mon,Tue,Wed,Thu,Fri,Sat
 Meeting Time : Morning 08:00 to 9:00 am
Afternoon 12:30 to 1:30 pm
 Facilitators : Prof. Muhammad Farooq
Prof Muhammad Rustam

7. Rainbow
Shaheen Rahbar
Shahbaz
Justuju
Shining Stars
Unity
King
Best
Roses Khyber
Group
Rising Golden
Stars Pearl

8. Problem Identification
(First Brainstorming)
 STUDENTS’ NON-SERIOUS ATTITUDE
TOWARDS STUDIES
 LACK OF FACILITIES
 PROXY
 EXCESSIVE USE OF MOBILE PHONES BY
THE STUDENTS
 DAMAGING COLLEGE PROPERTY
 ABUSIVE LANGUAGE
 BORING/OUTDATED SYLLABI
 DIFFERENT SYLLABI FOR GOVT AND
PRIVATE SCHOOLS/COLLEGES

9. Problem Identification
(First Brainstorming)
‘Contd’
 LINGUISTIC INCOMPETENCE
 LACK OF LIFE-EMPOWERING SKILLS
 LACK OF CONFIDENCE
 TEACHERS’ RESPECT
 DISCIPLINE/BAD BEHAVIOUR
 TEACHERS NON- SERIOUS ATTITUDE
TOWARDS TEACHING
 SIFARISH IN INSTITUTES
 NO WEEKLY AND MONTHLY TESTS

10. Short listing of the Major Problems
 Incompetence in English Language
(P-1)
 Students’ incompetence
to face real-life challenges (P-2)
 Lack of Confidence (P-3)
 No Teacher Respect (P-4)
 Students’ Bad Behaviour/ Discipline
(P-5)

11. Problem
Siddique
Mehtab
Junaid
Tabish
Ghalib
Gohar
Umair
Jibran
Score
P-1 3 10 4 10 8 6 8 10 59
P-2 10 10 10 5 10 5 10 3 63
P-3 10 5 9 1 9 1 10 8 53
P-4 8 10 5 5 8 4 9 5 54
P-5 6 4 3 7 7 5 8 8 48
P-2 Students’ incompetence to face real-life challenges

12. Total Score %
Score Obtained
P-1 Incompetence in English Language 80 59 73.75%
P-2 Students’ incompetence to face real-life
Challenges
80 63 78.75%
P-3 Lack of Confidence 80 53 66.25%
P-4 No Teacher Respect 80 54 67.5%
P-5 Students’ Bad Behaviour/Discipline 80 48 60%
P-2 Students’ incompetence to face real-life challenges

13. 78.75 %
73.75 %
100
67.5 %
66.25 %
80
48 %
Marking
60
40
20 63 59 54 53 48
0
P-2 P-1 P-3 P-4 P-5
Major Problems

14. PROBLEM SELECTED

15. Incompetence can be contrasted with Empowerment.
An empowered youth has the following personality traits
► Creativity ► Decision Making Power
► Self-confidence ► Positive Self –image
►Teamwork ►Communication Skills
► Commitment ►Desire to Excel
► Critical Thinking ► Honesty

16. Symptoms of Incompetence
Entry Test Failure despite high grades
Poor communication skills
Poor Command over English
(after 14 years of schooling)
Shallowness in the basics of math, science,
and general knowledge
Stage fright

17. JUSTIFICATION OF SELECTION
We selected this problem
because it directly affected
student community. We
were interested to trace
the causes that contributed
to all types of students’
incapacities.

18. Brainstorming for Causes
The Use of
Cause and Effect Diagram
(Ishikawa Diagram)
for depicting causes and sub-causes of
the problem

19. Institution Parents Teachers
No competition illiterate rude Old teaching techniques
Among the institutes
Business shop Do not visit school
Lack of training
Managers are Poor parental check
No extra curricular Not educators Does not motivate
activities
Irrelevant Talk Students’
Lack of facilities Too much pampering Lack of awareness Incompetence
To face
unemployment Mobiles Real-life
plagiarism Bad company depend chalenges
Poor marking No role model Cable TV on UFM
General
stratified despondency Internet No urge/passion
Exam System Environment Students

20. STUDENTS’ INCOMPETENCE IN
REAL- LIFE SKILLS

21. Field Research
(Havelian City)
Research Method
(a) Questionnaire (Survey) (b) Interviews
Population
(a) Teachers (b) Parents (c) Students (d) Principals
Amount of Sampling
 Teachers: 80 (b) Parents:23 (c) Students: 170 (d) Principals: 7
Institutions
(h) Al-Arqam Academy
(i) International Public School
(j) No.2 Govt. High School
(k) Govt. Degree College for Boys
(l) The Educators Havelian
(m) Govt. Girls’ Degree College
(n) Ghazi Daud Shah Govt. High School Havelian

22. Questionnaire
 Students’ incompetent to
face real-life challenges?
 Who is responsible for this
incompetence

23. Questionnaire
Q1. Do you agree our students miserably fail
in practical life?
(A) 100 % correct (B) 70% correct
(C) 50% correct (D) Disagree
Q.2. Students feel hesitation in interacting
with elders ( teachers, Parents, other
seniors)
(A) Agree (B) Disagree
Q.3 Students suffer from stage-fright
(A) Agree (B) Disagree

24. Q.4 Students can not use English Language
communicatively
(A) 100 % correct (B) 70% correct
(C) 50% correct (D) Disagree
Q.5. Who is responsible for students’ various
incompetencies?
(A) Parents (B) Teachers
(C) Students (D) Exam System (E) All
Q.6 How much is a teacher to blame for students’
incapacities?
(A) 100 % (B) 70%
(C) 50% (D) 25% (E) Not at all

25. Q.7 Examination System’ responsibility
(A) 100 % (B) 70%
(C) 50% (D) 25% (E) Not at all
Q.8. Private School students are equally incompetent as for
as life-skills are concerned ?
(A) Agree (B) Disagree
(C) 50% Agree (D) 80% Agree
Q.9 Students themselves are responsible
(A) 100 % (B) 70%
(C) 50% (D) 25%
Q.10 Who should we contact first of all for the solution of
the problem
(A) Parents (B) Teachers
(C) Students (D) Principal

26. Incapacities Teachers Students Parents Principals Total %age
80 170 23 7 280
Students are shy to 50 110 12 2 174 62%
talk to seniors
They have stage 45 130 10 3 188 67%
fright
Poor Communication 55 140 11 5 211 75%
Skills
Entry Test Failure 60 110 16 5 191 68%
Linguistic Skills quite 70 130 16 6 222 79%
poor

27. Marking
40%
20%
60%
80%
100%
0
Poor Linguistic Skills
79
75
Poor Communication Skills
68
Entry Test Failure
67
Shy to talk to seniors
Students’ incompetence
Students have stage fright
62
(Students’ Incompetence)
Graphic Representation

28. CUASES
OF STUDENTS’ INCOMPETENCE
5%
Teachers
15%
Exam System
10% 50%
Parents
Students
20%
Principals

29. RESULTS OF DATA ANALYSIS
 Population is unanimous that
students do have a variety of
incompetence issues
 There are various causes of this
problem but the major cause is
TEACHER

30.  Teachers are not innovative in their teaching
 Lecturing is a norm. Activity based learning is non-
existent
 A section of teachers is dishonest. They do not love their
students. No learning community exists.
 Principals ignore academic side.
 Parents do not care to visit schools/colleges
 Examination system is outdated and does not assess
life-empowering skills

31.  Initiation of empowering programmes such as SQC
 Bazme-Adab , Guidance Groups Revival
 Career Counseling
 Weekly and Monthly Quizzes
 Students’ Motivation
 Teachers’ punctuality
 Use of Computer and Multimedia for teaching
 Study tours
 Invitation to Experts for Special Talk
 Abolition of Guides
 Introduction of Text Books

32. STRATEGIES FOR THE
IMPLEMENTATION OF SOLUTIONS.
 Short Term (Practicable)
An Awareness Campaign for
Parents Students Teachers
 Long Term (Impracticable)
Education System (Paper Pattern, Invigilation,
Grading System, Variety of Syllabi, etc) needs a
thorough overhauling

33.  Meetings with students on the campus
 Special Session with the Principal
 Shared findings with the teachers
 Shared research findings with parents

34. Principal called an immediate meeting in staff
room and directed teachers to implement the
solution
Concept of houses was immediately introduced.
Career counseling on CSS,PMS,ISSB etc was
boosted
A meeting of teachers was called in Director of
Students Room to reconsider teacher’s role

35. A marked change was observed in the behavior
of teachers
Special English Language classes were arranged
from 8 am to 9 am
Students who wished to join Defence Forces
were provided free coaching from 1 pm to 2 pm
Access to Internet was relaxed

36.  Complete solution was not possible
because of other factors beyond our
reach such as Examination system
 However, we have set the ball rolling
for next shining stars

37. The research enabled us to contribute our bit
to the mission of WCTQEE
MISSION STATEMENT
WCTQEE aims at empowering
students for life, inculcating in them a
spirit of collaboration, cooperation
and coordination through SQC

38. Benefits of SQC
 Democratic Norms, Respect for others’ views
 Learnt how to express ourselves
 Team work. Norms of Group Discussion
 Learnt that students can be part of the solution
 The joy of working independently
 Learnt field research and data analysis
 Had a chance to visit Private schools

39. Benefits of SQC
 Improvement of listening, speaking and writing
skills
 Critical Thinking
 Self-image improved
 Built stamina to work in stress
 Teachers’ gave us respect when they noticed us
working independently
 Pleasure of activity based learning

40. A SPECIAL OBSERVATION
It was a novel experience.
Brainstorming sessions were not less
than a treat for us. We got rid of spoon-
feeding ,at least,for one month. For the
first time in our academic career did we
do critical thinking.

41. We owe a debt of gratitude to
Modernage School and College
For being a kind host to an economically
deprived guest. We can only repay your
hospitality in the form of sincere prayers.