I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

and move 1o monilor the group aclivity. Secondly, studenls are
weak in E glish and one I:dor expect them to inpmve widin
days or weeks. Tlirdly, this is a new practic€ fo. the studentq it slill
reeds dune lo derelop to a habit. FounNy' discipIre, which is o
incr€alinsly srowins phenomenon in the Yemeni schools, does
play a role jn tbn problen Bur one sloold not fo.ge! ar the same
time thar only a few studeds who ar€ not usin8 English and they
are tbose whoD tiE teacher could noi ide<strong>rt</strong>it. Fu<strong>rt</strong>her, the Dmber
of lhe r€spondmts who express rhis dismy is not very big. They
lre (ll) studdts in the thiee groups. Those who express th€
oPPosite a<strong>tt</strong>ind. ar€ D@.
The next regative response is abour some ofdc sMents who
are rol followins the lessor T<strong>hr</strong> is rather ambiguous because il
my meatr thal they aE nol followine then cbss fellows when the
laner are irvolved h soDc acdviries. It my atso rneo that rley are
nol followiie the Icacber. If il rcfers to the former, fEn thjs is
mnral bequse snd.<strong>rt</strong>s aE nor accustomed ro pay anodorl io
those who aE jDst like th€n If it refers the la<strong>tt</strong>er i.e., tlc teacher
.h€n this is th€ teacher-Es€archer,s frult.
In rLem r5j rhe s<strong>hr</strong>denb comptain ofnol foUowmg dle rscher
beqB€ he sfEak3 fast I his is a rcseeheFlqche s peaonal
prcblem Td u has roLhine to do *i$ rhe apprcech s a spproach
ro LLi. ine teacher-researcber had ako h@d su.h a cosptainl
from.som of $e students esp@ially ar iJE begimine oi $e
. .
h ij iremi6t that is inreRs(ing in fis caregory od ir has ro
qo s'<strong>tn</strong> ue s<strong>hr</strong>denE corEpla<strong>hr</strong> thal dF tessols de nor firjsned in
|ne g,ven rime. Thj! is atso Rlar.d lo rhe rcsfD6e D rr€n nurnber
(i, m uus calegory. wbjch B abour dE qasuge of rnne; if tlle
iesen |s nor nnBhed wirhin <strong>tt</strong>F given pqiod $en dme is 94tcd.
But accordrg Lo Ur philosophy of teeer_eorcred approach.s,
I|me D urs way |s nor wasredl on the conb-ary rl is saved becausc ir
used properly. The prcblem ; tbat fte studerir sem ro look io rhe
lesson from <strong>tt</strong>€ l.-aditioMl poinl of view as a sclf"co ained unit
ulal mrsr b< complekd wirhin 45 ninures. They are nor used ro
take pan in t,'lc lesson and rEke a ver) good us of n. They. tite
lneu Fach.L belfv. in he do ot di. tuIa, which orerlool,s <strong>rt</strong>l€