501. The concept of 'deep learning' vs 'surface learning' (Marton and Saljo):
4 B) Understanding meaning vs. memorizing for reproduction
502. Spaced repetition in learning (Ebbinghaus forgetting curve) means:
4 B) Review at increasing intervals to combat forgetting
503. The 'generation effect' in learning means:
4 B) Generating answers strengthens memory more than reading them
504. Interleaving different topics during study (vs. blocked practice):
4 B) More effective for long-term retention and discrimination between concepts
505. Dual coding theory (Paivio) in education means:
4 B) Combining verbal and visual information enhances memory and understanding
506. Elaborative interrogation as study strategy involves:
4 B) Asking 'Why is this true?' while studying to deepen understanding
507. The 'protégé effect' in learning means:
4 B) Students learn more deeply when they know they will teach others
508. The 'desirable difficulties' concept in learning means:
4 B) Certain difficulties (spacing, interleaving, retrieval) enhance long-term retention
509. Self-regulated learning (Zimmerman) involves:
4 B) Cyclical process: goal setting, strategy use, monitoring, evaluation
510. Academic self-concept refers to:
4 B) Student's beliefs about own academic abilities in specific domains
511. Learned helplessness in students (Seligman) is characterized by:
4 B) Giving up after repeated failure — believing they cannot succeed
512. Teacher immediacy in communication refers to:
4 B) Verbal and non-verbal behaviors reducing psychological distance
513. The concept of 'culturally sustaining pedagogy' (Paris, 2012) differs from culturally responsive in that it:
4 B) Actively sustains and celebrates cultural identities as educational goals
514. Intergenerational learning in Pakistani context:
4 B) Mutual learning between generations — grandparents to students and vice versa
515. The 'funds of knowledge' approach (Moll) in Pakistani classrooms means:
4 B) Using students' household knowledge (farming, crafts, trade) as learning resource
516. Professional ethics code for teachers in Pakistan includes:
4 B) Confidentiality, fairness, academic integrity, student welfare, continuous development
community, role model behavior.
517. Action research cycle (Kemmis and McTaggart):
4 B) Plan ® Act ® Observe ® Reflect ® (repeat)
518. Ethnographic methods in classroom research include:
4 B) Extended participant observation, field notes, interviews in natural setting
519. Content analysis in educational research:
4 B) Systematic analysis of textbooks, curriculum documents, or student work
520. Random sampling in educational research ensures:
4 B) Every member of population has equal chance of selection — enables generalization
521. Purposive sampling in qualitative research means:
4 B) Deliberately selecting information-rich cases for study
522. Research triangulation improves:
4 B) Credibility and trustworthiness of qualitative findings
523. The null hypothesis in educational research states:
4 B) There is no significant difference/relationship between variables