JOURNAL OF SOCIAL SCIENCES DEVELOPMENT

ECONOMIC CHALLENGES & OPPORTUNITIES OF SUSTAINABLE CONSTRUCTION IN PAKISTAN: A LIFE CYCLE COSTING PERSPECTIVE

Muhammad Arshad — 2025-11-19

Over the past decade, Pakistani policymakers, academics and few forward-thinking developers have focused more on sustainable development. Still more people know about the sustainable building technologies, they are underutilized. Sustainable building is exclusive, needs technical knowledge and lacks market incentives, thus many people do not care. The Pakistani developers & investors believe that sustainable building methods will make projects riskier, more expensive, take longer to approve, and tougher to fund, especially since banks do not encourage green construction. The life cycle costing (LCC) can highlight sustainable buildings' long-term economic, environmental, and operational benefits. This study examines the Pakistani sustainable building literature on life cycle costing's benefits, drawbacks & issues. Despite these cases, hesitation about extensive capital expenditures, long-term savings, market value premiums, and following the rules prevents people from using them. For developers and banks to invest in sustainable development, Pakistan green construction projects need economic viability assessments. These evaluations clarify long-term economic benefits, reduce anxiety as well as increase construction industry demand for the sustainable development approaches.

THE ROLE OF PEER TUTORING IN STRENGTHENING MATHEMATICS PERFORMANCE OF STUDENTS WITH HEARING IMPAIRMENT

Karim Shah — 2025-11-20

The study examined the effect of peer tutoring on mathematics performance of primary students with disability of hearing impairments. The major aim of the research was to examine the impact of peer tutoring on students with both a defined and an undefined zone of proximal development. Due to the experimental nature of the study, multigroup pretest-posttest design was used. A total of three classes of 4th grade were chosen from District Mardan. Selected sample was classified into three groups. Students with a defined zone of proximal development were placed in Experimental group-1, while the students with an undefined zone of proximal development were placed in Experimental group-2. A control group was also added to compare the effectiveness of treatment. Class-wide peer tutoring was used, and Unit 4, which was about Decimals, was taught from the KP textbook board. Pre-test and post-test were administered before and after treatment, respectively. Treatment session was continued for five weeks. After treatment, collected results were interpreted. Study found that peer tutoring is active strategy for refining mathematics for students with hearing impairment. Peer tutoring was found to be effective for both tutors and tutees in enhancing their scores in mathematics.