Degree

Master of Science in Management

Faculty / School

School of Business Studies (SBS)

Department

Department of Management

Date of Submission

Spring 2025-5-17

Supervisor

Dr. Ashar Saleem, Assistant Professor and Director Graduate Programs SBS

Committee Member 1

Dr. Ashar Saleem, Supervisor, Assistant Professor and Director Graduate Programs SBS, Department of Management

Committee Member 2

Dr. Amer Iqbal Awan, Assistant Professor and Director Undergraduate Program SBS, Department of Management

Committee Member 3

Dr. Muhammad Ayaz, Assistant Professor, Department of Management

Project Type

MS Management Research Project

Access Type

Restricted Access

Keywords

Differentiation Strategy, Cambridge Education in Pakistan, High Achievers, Strugglers, Mixed-Ability Classrooms

Abstract

This research explores the paradoxical outcomes of strategic academic interventions aimed at improving General Certificate of Education (GCE) Cambridge O and A-Level results within one of Pakistan’s largest private school networks. Initiated to reverse a three-year decline in high achiever (A/A*) grades, the differentiation strategy—grouping students by ability for targeted instruction—was implemented with the intention of improving academic performance and restoring the institution’s reputation. Despite historical success, the Southern Region of the school system faced continued underperformance post-COVID, exacerbated by increased competition, evolving student expectations, and the rise of tuition-focused institutes. A recovery initiative, centered on differentiation varied across campuses, with mixed results. While the strategy effectively reduced failing grades (U, D, and E), it did not yield a significant increase in top-performing students. Data revealed a reduction in U grades between 2021 and 2023, but a simultaneous drop in high achievers, raising critical questions about the efficacy of the strategy. Through case analysis, classroom observations, focus groups, and academic performance tracking across 22 campuses, the study finds that while differentiation may help underachievers attain passable grades, it inadvertently sidelines high performers, leading to stagnation or decline in A/A* results. Mixed-ability groups, conversely, promoted collaboration, peer learning, and emotional support, suggesting that social dynamics in learning environments may influence performance outcomes more significantly than academic segregation. The study also underscores operational challenges: inadequate teacher training, inconsistent execution of differentiation, and burnout due to overloaded responsibilities. The prevalent private tuition culture further complicated the in-school learning experience. High achievers were often left to self-manage, while teacher attention skewed toward helping struggling students, driven by pressure to maintain school averages and improve overall grade distributions. In light of these findings, the thesis argues for a nuanced approach that combines academic strategies like differentiation with socio-emotional considerations and peer engagement. Additionally, it advocates for revised training programs, a reevaluation of academic success metrics, and a realignment of institutional focus—one that values holistic student development over purely statistical performance improvements. vii The research concludes that sustainable excellence in Cambridge education within Pakistan requires dynamic, inclusive, and student-centered reforms that transcend traditional pedagogical divides.

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