EXPLORING RELATIONSHIP BETWEEN MINDFULNESS LEVELS AND ACADEMIC PERFORMANCE OF PROSPECTIVE TEACHERS IN THE SUBJECT OF TECHNICAL WRITING AND PRESENTATION SKILLS AT UNIVERSITY LEVEL IN PAKISTAN

Abstract

The study explored the relationship between mindfulness levels and academic performance among
prospective teachers in the subject of Technical Writing and Presentation Skills at the university
level. The population comprised morning and evening semester prospective teachers from a selected
university. Using convenient sampling, an intact group of 80 students (42 from the morning session
and 38 from the evening session) were selected, representing diverse academic backgrounds and
including both genders for comprehensive analysis. Mindfulness levels were assessed using the Five
Facet Mindfulness Questionnaire (FFMQ), which evaluated Observing, Describing, Acting with
Awareness, Non-Judging of Inner Experience, and Non-Reactivity to Inner Experience. Academic
performance was measured by the Grade Point Average (GPA) system. The study revealed
considerable mindfulness levels across the five facets, with no significant gender differences, and a
significant positive correlation between mindfulness and academic achievement. This study's results
underscore the significant outcome of mindfulness interventions in improving academic portfolios.
The results further recommend that incorporating mindfulness activities/practices within an
educational setting will enhance cognitive development and academic achievement.