TEACHER SUPPORT DURING NANO LEARNING FASCINATE THE LEARNING EXPERIENCES OF UNDERGRADUATE STUDENTS: A COMPARATIVE ANALYSIS

The comparative analyses focused on teacher support during nano learning fascinate the learning experiences of under graduate students. The research objectives were; to investigate teacher support during nano learning fascinates undergraduate students learning experiences and to associate the male and female undergraduate students learning experience during nano learning. For this purpose all BS students of Social Sciences Departments of Abdul Wali Khan University Mardan were selected as the population of the study. Number of one hundred and fifty three undergraduate students was selected as random sample technique through online sample calculator. A questionnaire was developed by the researcher with proper guidelines of the supervisor, and after a thorough review of related literature and validated to collect data from the respondents. The ethical consideration for the process of validity and reliability were followed and the Cronbach's Alpha reliability of the tool were found to be .85. The data was collected and analysed by using SPSS 27 and the mean, standard deviation and t-test for the comparison of male and female undergraduate university students were applied. findings of the research study were illustrated that the support of teachers during nano learning were highly fascinate the learning experiences of undergraduate students. Furthermore, the results illustrated that the support of teachers were equally fascinate the male and female undergraduate students and the null hypothesis was accepted. The conclusion of the study were elucidated that nano learning provide equal opportunities to support the students by teachers and have positive impact on students learning experiences. It was recommended that frequently workshops and seminars should arrange for the students and teachers to promote the modern teaching methodoologies and to meet the international standard of education system.