Action Research on “Lack of Interest in the Classroom of the Students”

CERTIFICATE

It is to certify that the Action Research on “Lack of interest in the classroom of the students” of 9th Grade students of Govt. Girls’ Higher Secondary & Multipurpose School, Tezpur is carried out by DHANANJOY SUTRADHAR, Roll No. 20, under the guidance of Rashmi Rekha Sarmah, Lecturer, Govt. College of Teacher Education, Tezpur, for partial fulfilment of the requirement for the degree of BACHELOR OF EDUCATION (B.Ed). This project is an original work of the candidate.

We are happy to recommend this project for submission of B.Ed Degree under Gauhati University.

 

Principal:- Jina Bala Nath

Govt. College of Teacher Education, Tezpur

Supervisor :- Rashmi Rekha Sarmah

Lecturer of Govt. College of Teacher Education, Tezpur

Date:-

Place:- Tezpur

ACKNOWLEDGEMENT

At the very beginning of my research work, I would like to express my deepest sense of gratitude to our respected principal Smt. Jina Bala Nath who gave me the golden opportunity to do this wonderful project on the topic “Lack of interest in the classroom of the students” (Action Research), which also helped me to acquire many experience.

            I would also like to express my sincere thanks to my respected supervisor of this project  Smt. Rashmi Rekha Sarmah for the valuable guidance and advice. She inspired me greatly to work in this project. Her willingness to motivate me contributed tremendously to my project. I also would like to thank her for showing me some example that related to the topic of my project. Besides, I would like to thank the authority of Govt. Girls’ H.S. & M.P. School, Tezpur for providing me with a good environment and facilities to complete this project. Finally, an honourable mention goes to my friends and the teaching staff of Govt. Girls’ H.S. & M.P. School, Tezpur for their understanding and supports on me in completing the project. Without helps of the particular that mentioned above, I would face many difficulties while completing this research.

Thanking you…

 

Dhananjoy Sutradhar

B.Ed 2nd Year

Roll No. :- 20

Session :- 2019-2020

DECLARATION

I do hereby declare that my Action Research report entitled “Lack of interest in the classroom of the students” of 9th grade  to Gauhati University, Assam in partial fulfilment of requirement for the award of B.Ed degree has been prepared by me under the guidance and supervision of Rashmi Rekha Sarmah , Lecturer of Govt. College of Teacher Education, Tezpur. I also declare that my research work has not formed the basis for the award of any other degree/diploma/association/associateship/fellowship or other similar titles.

 

 

 

 

Dhananjoy Sutradhar

Date:-

Place:- Tezpur

LIST OF TABLES AND FIGURES

 LIST OF TABLES :

 

Table No. 3.1 :- No. of students found discussing irrelevant matter in the classroom.

Table No. 3.2 :- Marks obtained by the talkative students in pre-test out of 20.

Table No. 3.3 :- Marks obtained by the talkative students in post-test out of 20.

 

 

LIST OF FIGURES :

 

Figure 3.1 :- Graphical representation of No. of students found discussing irrelevant matter in the classroom

Figure 3.2 :- Graphical representation of marks obtained by the talkative students in pre-test out of 20.

Figure 3.3 :- Graphical representation of marks obtained by the talkative students in post-test out of 20.

CONTENTS

SL NO

CONTENTS

PAGE NO

1

Certificate

i

2

Acknowledgement

ii

3

Declaration

iii

4

List of Tables/List of Figures

iv

5

Content

v

6

1.0 Introduction

 

7

1.1 Conceptual or Theoretical Background of the Study

 

8

1.2 Significance or the Rationale of the Study

 

9

1.3 Objectives

 

10

1.4 Action Hypothesis

 

11

1.5 Method or Procedure of the Study

 

12

1.6 Description of the Population and Sample

 

13

1.7 Tools of Data Collection

 

14

1.8 Procedure of Data Collection

 

15

2.0 Feedback

 

16

2.1 Pre-Test

 

17

2.2 Remedial Measures

 

18

2.3 Post-Test

 

19

3.0 Analysis of Data with Appropriate Method

 

20

3.1 Findings of the Study

 

21

4.0 Suggestions and Recommendations

 

22

4.1 Utility of the Study

 

23

5.0 Conclusion

 

24

6.0 References

 

25

Appendix-A (Questionnaire)

 

26

Appendix-B (Pre-Test)

 

27

Appendix-C (Post-Test)

 

28

Photo Gallery

 

INTRODUCTION

Research is a careful and detailed study into a specific problem, concern, or issue using the scientific method. It’s the adult form of the science fair projects back in elementary school, where you try and learn something by performing an experiment. This is best accomplished by turning the issue into a question, with the intent of the research to answer the question.


            Research is an art of scientific investigation. It is a vast and multi-dimensional concept. Research is a systematic attempt to obtain answers to meaningful questions about phenomena or events through the application of scientific procedure. Redman and Mory define research as a ‘systematized effort to gain new knowledge’

To begin researching something, you have to have a problem, concern, or issue that has turned into a question. These can come from observing the world, prior research, professional literature, or from peers. Research really begins with the right question, because your question must be answerable. Questions like, ‘How can I cure cancer?’ aren’t really answerable with a study. It’s too vague and not testable.

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organizational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently. Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.

Action research may also be called a cycle of action or cycle of inquiry, since it typically follows a predefined process that is repeated over time. They are:

·       Identify a problem to be studied

·       Collect data on the problem

·       Organize, analyse, and interpret the data

·       Develop a plan to address the problem

·       Implement the plan

·       Evaluate the results of the actions taken

·       Identify a new problem

·       Repeat the process

Unlike more formal action research studies, such as those conducted by universities and published in peer-reviewed scholarly journals, action research is typically conducted by the educators working in the district or school being studied—the participants—rather than by independent, impartial observers from outside organizations. Less formal, prescriptive, or theory-driven research methods are typically used when conducting action research, since the goal is to address practical problems in a specific school or classroom, rather than produce independently validated and reproducible findings that others, outside of the context being studied, can use to guide their future actions or inform the design of their academic programs. That said, while action research is typically focused on solving a specific problem (high rates of student absenteeism, for example) or answer a specific question (Why are so many of our ninth graders failing math?), action research can also make meaningful contributions to the larger body of knowledge and understanding in the field of education, particularly within a relatively closed system such as school, district, or network of connected organizations.

Actions research is important because:-

·      Teachers investigate their own practice in new ways, looking deeper in what they and their students actually do and fail to do.


·       Teachers develop a deeper understanding of students, the teacher learning process and their role in the education of both teachers and students.


·       Teachers are viewed as equal partners in deciding what works best and what needs improvement in their classroom or classrooms.


·        In most cases, solutions for identified problems are arrived cooperatively among teachers.


·       Teachers are often more committed to action research because they identify the areas they 

       view as problematical and in need of change.


·       Action research is an ongoing process and its strategies can be widely applied. 


·   Professional development and school improvement are core aspects for any teacher   who engages in action research. 


·     Teacher reflection can be conducted individually or in a schoolbased team composed of student’s teachers and administrators.


In the present study, the investigator tries to solve the problems of ‘Students discussing irrelevant matter in the classroom’

CONCEPTUAL OR THEORETICAL BACKGROUND OF THE STUDY

In this study, the investigator is looking closely to most talkative and inattentive student in class and for the purpose of this study is defined by student’s posture, poor level of responsibility in performing certain task, lack of attention and motivation in class. This is an action research project where the investigator studied at the time of delivering a lecture on a certain topic in Social Science of class-IX standard students. In the classroom, the investigator have found that several of his students off task and they are discussing irrelevant matters in class. This off task behaviour took on many forms. Students may have been fidgeting with something under their desk, playing with the beads in their hair, leaning back in their bench, shooting dirty look to another student, whispering, gazing at something in and outside the room, playing with their learning materials, disturbing others, lying their head on the desk etc.

            When the investigator used to give some sort of class work then he found that some students are inattentive in the class. A few students did not focus on the activity and thus they could not finish the class work. They often focuses what others doing but they pays little attention towards their own work. 

The investigator had listed the following probable causes for not able to pay attention in the class.

·       Improper method of teaching

·       The students has problem with memory skills and concentration

·       Students appear to have problem following verbal instruction

·       Lack of attention and motivation

·       Least importance is given to the subject

During his classroom teaching the investigator noticed that students are talkative in nature and are not so serious and they are inattentive. In fact the students do not want to believe on the fact that regular exercise makes a learner trained and educated and polished. As a result of all these problems, dropout rate have increased.

            Thus the investigator wanted to find out why despite all of his efforts, students were talkative and inattentive and what he could do to improve the poor attention level of some of the students of class-IX.

SIGNIFICANCE OR THE RATIONALE OF THE STUDY

The investigator did this research on the thought that some of the talkative and inattentive students must be made attentive in the social science class so that they can perform well academically and did not get dropped out of school. They must be guided, strictly controlled, encouraged and praised by the teacher in various aspects so that they can modify their behaviour of irrelevant talk and give attention in social science class to learn social science for their success. The investigator wanted the level of participation of student in his class to rise from rarely good to consistently great, because to get success in any sector every student must have to be more serious, attentive, and regular and conscious about his/her study. The holy duty of all teacher investigators in any sector is to ensure all the students to be more serious and attentive in learning. Students who do their homework and are attentive in the classroom do better in their school and maximize the chances of success in their future life.

The primary goal of the investigator in this present study is to improve the attention level and motivate students to concentrate in the class. The investigator firmly believed that student needs to be empowered and take responsibility and ownership of their learning to be successful learners. For this students should be given priority in the class so that they can achieve their goal by themselves. To change the present scenario, the investigator should take immediate actions.

OBJECTIVES OF THE STUDY

The study will focus on the following objectives:-


·       To study the causes of talkative nature and poor attention level of some of the students of class-IX of Govt. Girls’ H.S. & M.P. School, Tezpur.


·       To develop the strategy for improving the poor attention level of some of the students of class-IX


·   To identify the causes of the poor performance of the pupils in the social science examination of class-IX as well as everyday class performance.


·       To promote smooth functioning of the teaching learning process.

·       To develop interest in the classroom teaching learning process in social science.

ACTION HYPOTHESIS

The hypothesis of the study is given below:-


1.     If the teacher uses teaching learning material appropriately, the students will develop their attention in social science class.


2.     If the sitting arrangement of the students could be extended the students may feel comfort and they will be attentive.


3.     If the teacher uses innovative methods of teaching the students can enhance their attention in social science class.

4.     If the teacher makes the classroom students friendly, students may be motivated to the subject.

METOHDS OR PROCEDURES

Any research or project depends on the appropriate method for its development. These methods describe the causes and suitable solution to solve the problem. In the present study, diagnostic method is used to collect data. The aim of diagnostic method is to obtain complete and accurate information. 

Diagnostic Method-

Diagnostic method is a process of identifying the nature of the problem. It is a very systematic method. This method helps in finding out the problems of students in learning different subjects and also helps in improving student’s performance. In this methods, the teacher tries to identify the problems through several methods such as observation, interview or by conducting certain kind of diagnostic test and provide remedial measures for solving the problem related to teaching learning process.

Procedures-

In the present study the investigator used applied diagnostic method for collecting data for this action research report. At first the investigator tried to identify the problem of the students in the classroom through his classroom teaching or during interaction with students in the classroom and by using different methods such as observation. The investigator observed that some students of class-IX standard are frequently seems to be engaging in constant talks and inattentive in the class. The student often discusses irrelevant matters in the class and does poorly on tests. The few section of students could not seem to focus on an activity long enough to finish it. Hus the investigator identified the problem as discussion of irrelevant matter and lack of attention in the class. 

Secondly, the investigator tried to understand the nature of the problem in details. Here the investigator tries to understand the kind of problem that the students are facing in the teaching learning process for not being able to pay attention in the class regularly. The investigator goes in detail background of the particular problem, and the investigator notice that the attention level of the students fell during the last two periods as a result they are being weaker in two or three subjects who are generally though in these period and finally the impact of the problem is reflected in their test results.

            Thirdly, after understanding the kind of problem, the investigator tries to find out the cause relating to the problem. For finding out the most probable cause the investigator conducted certain kind of diagnostic test or conversation with the talkative and inattentive students. Here the investigator has listed the following possible causes for not being able to pay attention in the class.

·       Students appear to have problem following verbal instruction

·       Students are easily distracted by external environment.

·       Lack of learning motivation

·       Students appear to be absent-minded.

·       Least importance is given to the subject.

·       Students seem to have problem with memory skills and communication.

·       Lack of self-confidence.

Fourthly, after determining about the problem of finding out the causes, the investigator tried to find out certain probable solutions. As each pupil is different in terms of learning ability, classroom learning and academic performance, therefore the aim of the investigator is to provide learning support to those few pupils who lag far behind their level of achievement. The investigator used problem-solving method and question-answer method to identify the cause of the problem. He prepared a rich, pleasant and comfortable environment for the pupils; he made the seat arrangement of the students flexible to meet the specific teaching purpose of each learning activity. Such a well-designed learning environment helps to maintain pupil’s attention and interest in learning and facilitate the achievement of teaching aims.

Fifthly, after collecting the data, the investigator turns to the task of analysing them. In this study, the investigator analyse it to see how far he become successful to improve the talkative and attention level of the students in the class. The investigator noticed that the students became disciplined, they talk less and their attention level in the class increased. It is satisfactory to find that the majority of the targeted students improved their learning competency. Creating well designed learning environment and use of proper method of teaching has really worked to a great extent.

After analysing the result, the investigator has concluded that this method is applicable to improve the attention level of the students.

DESCRIPTION OF THE POPULATION OF THE SAMPLE

In any investigation, the interest usually lies in studying the various characteristics relating to items or individual belonging to a particular group. This group of individuals under study is known as population. It means the large group from which the samples are drawn.

            Out of 46 students of class-IX standard, a few (11) students were selected over which is action research is carried on. 

TOOLS OF DATA COLLECTION

The task of data collection begins after a research problem has been defined and research design plan chalked out. Investigator could their research by discussing the issues with fellow researcher, colleagues of Govt. Girls’ H.S. & M.P. School, principal, students and parents to obtain their viewpoint and recommendation. This could be done through observation, questionnaire, interview etc.

            In this study, the investigator used following tools for gathering data.

OBSERVATION-

Observation, as the name implies, is a way of collecting data through observing. Observation data collection method is classified as a participatory study, because the researcher has to immerse himself in the setting where his respondents are, while taking notes and/or recording.

Observation as a data collection method can be structured or unstructured. In structured or systematic observation, data collection is conducted using specific variables and according to a pre-defined schedule. Unstructured observation, on the other hand, is conducted in an open and free manner in a sense that there would be no pre-determined variables or objectives.

Advantages of observation data collection method include direct access to research phenomena, high levels of flexibility in terms of application and generating a permanent record of phenomena to be referred to later. At the same time, observation method is disadvantaged with longer time requirements, high levels of observer bias, and impact of observer on primary data, in a way that presence of observer may influence the behaviour of sample group elements.

It is important to note that observation data collection method may be associated with certain ethical issues. Fully informed consent of research participant(s) is one of the basic ethical considerations to be adhered to by researchers. At the same time, the behaviour of sample group members may change with negative implications on the level of research validity if they are notified about the presence of the observer.

This delicate matter needs to be addressed by consulting with dissertation supervisor, and commencing observation primary data collection process only after ethical aspects of the issue have been approved by the supervisor.

In this study the investigator conducted participant and controlled observation. As the investigator observed for the students in day to day teaching learning process, so it is termed as controlled observation.

QUESTIONNAIRE-

A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents. Although questionnaires are often designed for statistical analysis of the responses, this is not always the case.

Questionnaires have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as verbal or telephone surveys, and often have standardized answers that make it simple to compile data. However, such standardized answers may frustrate users as the possible answers may not accurately represent their desired responses. Questionnaires are also sharply limited by the fact that respondents must be able to read the questions and respond to them. Thus, for some demographic groups conducting a survey by questionnaire may not be concrete.

The questionnaire is the main instrument for collecting data in survey research. Basically, it is a set of standardized questions, often called items, which follow a fixed scheme in order to collect individual data about one or more specific topics. Sometimes questionnaires are confused with interviews. In fact, the questionnaire involves a particular kind of interview—a formal contact, in which the conversation is governed by the wording and order of questions in the instrument. The questionnaire often is administered in a standardized fashion, that is, in the same way to all the respondents of the survey.

In this research, the investigator used this tool because the information about certain problems can be best obtained through questionnaire method. It is also time saving as data can be collected from a large number of students within a small time frame. This tool or method can be used only in the respondents are educated and willing to co-operate.  

INTERVIEW-

An interview in qualitative research is a conversation where questions are asked to elicit information. The interviewer is usually a professional or paid researcher, sometimes trained, who poses questions to the interviewee, in an alternating series of usually brief questions and answers. They can be contrasted with focus groups in which an interviewer questions a group of people and observes the resulting conversation between interviewees, or surveys which are more anonymous and limit respondents to a range of predetermined answer choices. In phenomenological or ethnographic research, interviews are used to uncover the meanings of central themes in the life world of the subjects from their own point of view.

FIELD DIARY-

The most useful tool for a process investigator is a field diary. The investigator uses a field diary to record his or her observations and thoughts in an orderly fashion. Recording observations and impressions enables a researcher to pick up clues about how the system is operating.

field diary should help the investigator understand the systems physical and social setting. It should help describe who, what, why, where, when and how. Who refers to the people or system being studied? What concerns the information gathered. Why, where, when and how provide important details about the observation.

PROCEDURE OF DATA COLLECTION

The investigators plans and decide on a strategy to collect data now that the problem has been identified and even read up on. In action research project, the data collection method most commonly used included some combination of the following careful and systematic collection of information about classroom events through interviews, observation, questionnaire, field diaries, document analysis, audio and video recording, student work samples etc. Once the data has been collected, the teacher has analyses and reflects on it and makes a data driven decision to take some action.

INTERVIEW-

Conducting interview is one of the methods used by the researcher to gain and better understanding of the behavioural problem of the students in the classroom. The interview prompts were open-minded. The interview was conducted individually with parents of those inattentive and talkative students, to know about their views how they deal with their talkative and inattentive children in their home. The investigator then noted all the different views and responses provided by parents in his field diary and finally the investigator interpreter the information provided by the interviewee and analysed the information by using statistical inferences. Framing questions for conducting interviews are presented in Appendix-A

QUESTIONNAIRE-

The investigator also collected data by means of questionnaire i.e. by distributing questionnaire to the students to know their views regarding teaching-learning process in the classroom. The investigator prepared a questionnaire including some questions and gives them to the sample of students to fill by themselves. It is the second tool of data collection adopted by the investigator. Questionnaire is given in Appendix-B.

OBSERVATION-

Observation was conducted to gather supporting evidence to the teacher’s interview responses. Here the investigator observed the behaviour of the students in the classroom. In this study, the investigator observed the students in her day-to-day teaching-learning process. The investigator also observed them in a natural setting at the school environment.

            During the observation, the investigator realized that some students in general present the following characteristics:-

·       Some of them are very talkative.

·       Lack of interest, attention and participation.

·       They do not present their homework regularly.

·       They do not complete the tasks that the investigator proposes.

·       Lack of motivation when dealing with some activities.

By his observation, the investigator realised that due to these entire factor, it is really difficult to teach something and create a relaxed atmosphere. 

FEEDBACK

Gathering student feedback on teaching practice is commonly used in educational settings as an improvement tool and performance measure. Typically this feedback is collected using rating style surveys when a subject concludes; however, whether this practice improves the quality of teaching requires further research. This study was designed using an action research methodology to investigate the impact of student feedback on teacher practices in a secondary setting. Specifically, the efficacy of an ongoing, collaborative feedback model in which teachers collected student feedback regularly, were guided in reflecting on the data, and were supported through professional development to improve their practices was explored. Results supported student feedback as a valuable improvement tool, and powerful stimulus for teacher reflection. Student feedback informed teachers on the effectiveness of their practice and identified areas for future professional learning. Additionally, it opened up a dialogue around teaching and learning in the classroom, and gave the teachers insights into the unique challenges experienced by their students.

PRE-TEST

Generally the tests are conducted for knowing the achievement and to test the acquired knowledge of the pupils.

            The pre-test was conducted by the investigator in a classroom of class-IX standard ranging in age from 14 to 15 years old, after giving a basic knowledge about the subject matters. After finishing the lesson the investigator had conducted a pre-test to the entire class. The investigator evaluated the students by conducting pre-test. After checking the answer sheets, based on the result of this pre-test, the investigator will identify the students who were not able to perform nicely in the tests. The investigator noticed that some of the students are struggling with the simple basic concept of social science. The investigator identified that those talkative and inattentive students in the class does poorly on the test even though the topic has taught to the whole class. Sufficient time was given to them for preparation of the test. Despite all of his efforts, students appear to be at risk.

REMEDIAL MEASURES

Remedial measures refer to the techniques which are involving in removing the difficulties of the students in teaching-learning process. Almost the investigator identified those students who are not attentive in the class of 9th standard and does poorly on the test.

            In this study, the investigator had taken remedial measures to improve the attention level of the students in the class and to provide the students proper care and guidance to excel their performance level in the class. Some extra classes which are known as remedial classes are taken, so that the investigator can give individual attention to those inattentive students in the class. The investigator encouraged them to participate in classroom activities or during classroom interaction. He tried his best and continued his extra classes unless each of the selected students achieves mastery over the subject matter. 

Besides these, the investigator adopted some other techniques of remedial measures to improve the attention level of the students:-


·      Firstly, the investigator, re-teach the topic along with various teaching aids.


·       Secondly, the investigator had given concrete examples before proceeding to abstract concepts by ways of simple and easy steps at a pace in line with the learning abilities of students. The investigator had taught new concepts from different perspectives by various approached so that pupils can grasp the ideasthrough meaningful and repeated illustrations.


·       Thirdly, the investigator observed carefully the learning process of individual pupils
in class, wherever necessary the investigator had provided individualised remedial teaching before and after class or during recess or off time so that they can remove their learning difficulties as soon as possible.

·       Fourthly, the investigator adopted the technique of group discussion. In this purpose the investigator has formed some groups of students and gave each of them a particular topic to discuss and express their views individually so that it helps pupils reinforce their knowledge and develop their communication and co-operation as well as good interpersonal relationship.

POST-TEST

After taking remedial measures, the investigator had again conducted a post-test on the same topic. Post-test was conducted specially for those selected students who could not perform well in the pre-test. This post-test will be to assess whether the increased use of students will impact the scores in the test. The investigator noticed that the students have improved a lot. After taking remedial measures the selected students easily cope up with other students in the class. After getting extra classes and individual attention the student’s concept become much clearer than before. They used to take part in classroom interaction and tend to remain attentive during classroom teaching-learning process.

ANALYSIS OF DATA WITH APPROPRIATE METHOD

In this present study, the investigator conducted action research in the classroom and finds out the problem of the students discussing irrelevant matter in the classroom. After identification of the problem, the investigator searched about various causes and symptoms and remedies of the particular problem. 

FINDINGS OF THE STUDY

The findings of the research are mentioned below with statistical techniques:-


Table No. 3.1: No. of students found discussing irrelevant matter in the social science class in 9th standard.

Total

Girls

46

11

Findings: – This graphical representation shows the number of students who discusses irrelevant matter during the social science class.

 

Table No. 3.2:- Marks obtained by the talkative students in pre-test out of 20.

Sl. No. of Students

1

2

3

4

5

6

7

8

9

10

11

Marks obtained

05

06

04

06

07

06

06

05

04

07

05

Findings: – After teaching about the content matter, the students show the performance which are mentioned above in the table and in the graph as their scores. These students do not take participation in the classroom discussion and often indulge in discussion. Some of them also do not interact with their fellow mates. After returning their copies, they do not communicate with the teacher about their mistakes and their confusion and doubts. This reflects their negligence towards the study.

Table 3.3:- Marks obtained by the talkative students in post-test out of 20.

Sl. No. of Students

1

2

3

4

5

6

7

8

9

10

11

Marks obtained

15

16

18

11

16

15

17

15

12

17

15

Findings: – Above table and figure shows the improvement of the students who discusses irrelevant matter before taking remedial measures. The investigator after giving individual attention, there is increase in the participation or co-operation of the students along with other students. This shows an increasing confidence among them. 

The investigator analyses the data or information obtained through interview. The interview was conducted with the parents of those students. The analysis of this data is as follows:-

 

Question 1:- Do you encourage your children in their study?

Answer:-

Total no. of parents

Yes

Do not say anything

11

8

3

 

Findings: – This shows that maximum parents encourage their child in their study.

 

Question 2:- Do you try to provide minimum facilities to your children to study?

Answer:-

Total no. of parents

Yes

No

11

7

4

Findings: – It shows that 64% parents try to provide minimum physical facilities.

 

Question 3:- Do you encourage your children in participate in the society or in social activities?

Answer:-

Total no. of parents

Yes

No

11

9

2

 

Findings: – The investigator finds that maximum parents encourage their children to participate in social activities.

 

Question 4:- Do you think education can reduce poverty?

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – This study shows that only half of those parents believe in education.

 

Question 5:- Are you friendly with your children that they are able to express about their problem?

Answer:-

Total no. of parents

Yes

No

11

5

6

 

Findings: – It shows that only some of those parents are friendly with their children.

 

Question 6:- When you speak with your child, do they pay attention to what you are saying?

Answer:-

Total no. of parents

Yes

No

11

4

7

 Findings: – It shows that most of the students do not pay attention to their parent’s words.

Question 7:- Is it hard for your child to sit for a long time?

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – It shows that most of the talkative students are impatient in nature.

           

The investigator also adopted the questionnaire method for collecting data. In this study, a survey was conducted on talkative students for collecting data among 11 students. The analysis of this survey or data is as follows:-

Question 1:- Have you ever face any difficulty in learning Social Science subject?

Answer:-

Total no. of parents

Yes

No

11

7

4

 

Findings: – This shows the learning capacity of the students.

 

Question 2:- Have you any language problem to communicate with your teachers?

Answer:-

Total no. of parents

Yes

No

11

9

2

Findings: – This shows that maximum students have language problem to communicate with their teachers.

Question 3:- Have your parents support or encourage you for your study?

Answer:-

Total no. of parents

Yes

No

11

7

4

 

Findings: – This table shows that maximum parents support their child’s education, but few shows inactiveness in their child’s education.

 

Question 4:- Have you feel any type of hesitation to express yourself in class?

 

 

 

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – This figure shows that majority of students hesitate or feel awkward in interaction with teachers or other students. This is due to race or religion differences, or teachers’ unsuccessful teaching approaches.

 

Question 5:- Do you interested in participating in any co-curricular activities?

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – Maximum students are interested in participating in co-curricular activities. But some are inactive for participating in any outdoor or indoor activities.

 

Question 6:- Have you get sufficient facilities for study at your home?

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – This figure shows that maximum students get proper facilities at their home.

Question 3:- Have your parents support or encourage you for your study?

Answer:-

Total no. of parents

Yes

No

11

7

4

 

Findings: – This table shows that maximum parents support their child’s education, but few shows inactiveness in their child’s education.

 

Question 4:- Have you feel any type of hesitation to express yourself in class?

 

 

 

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – This figure shows that majority of students hesitate or feel awkward in interaction with teachers or other students. This is due to race or religion differences, or teachers’ unsuccessful teaching approaches.

 

Question 5:- Do you interested in participating in any co-curricular activities?

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – Maximum students are interested in participating in co-curricular activities. But some are inactive for participating in any outdoor or indoor activities.

 

Question 6:- Have you get sufficient facilities for study at your home?

Answer:-

Total no. of parents

Yes

No

11

6

5

 

Findings: – This figure shows that maximum students get proper facilities at their home.

SUGGESTIONS AND RECOMMENDATIONS

Suggestions and recommendations are given to provide advice to improve something. After analysing the entire study with respect to the methods and tools of data collection, the following suggestions and recommendations can be given:-


·       The teacher should remove the fear of particular subject from the students mind then they will achieve success in near future.


·       The guardians must have to be conscious about their children; they have the sole duty to make a pupil fit mentally and physically.


·      Teaching and learning process should be made more interesting, attractive and spontaneous.


·       Teacher should be more sensitive and sympathetic. They have to develop themselves as the friend, philosopher and guide.


·       Teacher should take student’s problem seriously and response accordingly.


·       Teacher should establish close relationship with pupils, develop mutual trust and listen carefully to what they say.


·       Teacher should keep in close contact with parents to find out the causes of children behavioural problem.

·       Teacher should frequently organize field trips, conduct group discussion, seminars and workshop on certain topic for better understanding of the pupils and also to enhance their knowledge.

·   Teacher should make good use of all teaching material. Materials from the internet, newspaper, magazines and references provided by Education Department may help teachers design interesting and enjoyable activities to enhance pupils’ effectiveness of learning.


·       The teacher should give individual attention and care for all children.


·       When having discussion, the teacher always ask them to speak, make them participate in group activities even if they fail for some time, appropriate them for their efforts, gradually with every opportunity they will start overcoming their hesitation as it will become a routine for them, when they speak, never be little or be sarcastic, always praise for the answer and their participation if the answer is incorrect and be sincere, e.g. ‘nice try’, ‘keep thinking’ etc.

·       The teacher should give a democratic chance to all children, to maximize student’s participation and minimize teacher’s domination to offer students much freedom to express their views, doubts and confusion.

UTILITY OF THE PROJECT

Utility refers to usefulness. In this action research project the name of the topic or problem is “Students discussing irrelevant matters in the class” in which the investigator studies and did research on this topic and find out the certain solution to improve the attention level of the students.

            The research was done by applying various methodologies, tools and by merely observing the behaviour of few students of class-IX. This project report is very useful for both teachers and students. The remedial measures taken by the investigators in this project were provided to be very useful to students. It helps the students to increase their self confidence in learning. The students became disciplined and their attention level in class increased. If we apply this strategy to other schools, a large number of students will be benefitted. The investigator may also apply such kind of strategies in solving other kinds of similar problem such as irregular homework, lack of motivation, low attendance rate, problem of language learning hesitation to express their views etc. Such kind of research project is helpful in developing attendance rate and attention level of the pupils future generation properly educated from the very school level.

CONCLUSION

This is a very good study. The investigator is highly satisfied with the outcome of this research. The steps that have taken to improve the attention level of the student have given fruitful results. The students understanding and application level have improved. The students are greatly benefitted from this action research. The procedure that the investigators followed in this case to make students attentive in the class is a good one. It is satisfactory to find that the majority of the targeted student’s attention level found to be increased. They were more attentive in social science like other subjects. It we make the parents conscious about the importance of education the more satisfying outcome may be obtained.

Finally, we conclude that there are some problems of students regarding teaching learning which can be solved by teacher take some positive initiatives. For this the teachers should have good observational and analytical power. They should be flexible enough so that the students feel comfortable; our school should not only gain qualitative achievement but also qualitative achievement.

This action research projects was made possible through the co-operation of our teacher. This action research study not only increased our student’s enthusiasm for learning but it also rekindled the excitement of our teachers towards teaching.

REFERENCES

1.     Corey, S. (1953) Action Research to Improve School Practices. New York, Columbia University, Teachers College Press.

2.     Hustler, D., Cassidy, A & Cuff, E. (eds.) (1986) Acyion Research in Classroom and Schools, London, Allen and Unwin.

3.     Ralph Hewitt, Mary Little (2005) Leading Action Research in Scools, University of Central Florida.

4.     Koshy, V. (2005) Action Research for Improving Practice. A Practical Guide. London: Paul Chapman Publishing.

5.     Laura Parn Lincoln, NE (2006) An In depth Study of Student Engagement.

6.     Somekh, B. (1988) The Roll of Action Research in Collaborative Inquiry and School Improvement. Paper to CARN conference. Cambridge, 25-27 March.

7.     Afrodita E. Fuentes, Improving Student Motivation and Achievement in Biology through a Student- Centred Environment and Reciprocal Teaching, California State University.

8.     Cohen, L; Manion, L & Morrison, K (2000) Research Methods in Education (5th Edition), London, Routledge Falmer.

9.     Carr, W, & Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. Lewis, Falmer.

10.  Kothari, C.R. & Garg, Gourab (2014) Research Methodology (Methods and Techniques), New Age International Publishers, New Delhi-11002

 

INTERNET SOURCES:

·       www.qualitativeresearch.net

·       http://www.neutralaccent.com

·       https://otl.curtin.edu.au/events/conferences?tlf/tlf/2013/../hime/html

·       https://research-methodology.net/research-methods/action-research/

https://alaworkshopdata.wordpress.com/data-collection-tools/

APPENDIX-A

QUESTIONNAIRE

(Please tick the box)


1.     Have you ever face any difficulty in learning Social Science subject?

            Yes                  No                             

2.     Have you any language problem to communicate with your teacher?

Yes                  No                 

3.     Have your parents support or encourage for your study?

Yes                  No                 

4.     Have you feel any type of hesitation to express yourself in class?

Yes                  No                 

5.     Do you interested in participating in any co-curricular activities?

Yes                  No                 

6.     Have you get sufficient facilities for study at your home?

Yes                  No                 

7.     Have you face any undesirable behaviour from your teacher?

Yes                  No                 

8.     Have you follow the rule of rotation?

            Yes                  No                 

9.     Do you want to consult with your teacher whenever you need?

Yes                  No                 

10.  Do you regular in your class?

            Yes                  No                 

11.  Do you feel bored in your class?

            Yes                  No                  

APPENDIX-B

INTERVIEW WITH PARENTS

Question 1:- Do you encourage your children in their study?

Answer:- Among them, 8 parents say yes and 3 parents do not give responses.

 

Question 2:- Do you try to provide minimum facilities for study to your children?

Answer:-  7 parents say yes and 4 parents say no.

 

Question 3:- Have you encourage children to participate in the society or in social activities?

Answer:- Maximum parents say yes, But 2 parents say the negative.

 

Question 4:- Do you think education can reduce poverty?

Answer:- 6 parents say yes, 5 parents say no.

 

Question 5:- Are you friendly with your children?

Answer:- 5 parents say yes and 6 parents say no.

 

Question 6:- When you speak with your child, do they pay attention what you are saying?

Answer:- 4 parents say yes and 7 parents say no.

 

Question 7:- Is it hard for your child to sit for a long period of time ?

Answer:- 6 parents say yes and 5 parents say no.

APPENDIX-C


PRE-TEST

Class-IX

Subject- Social Science

 

Total Marks: 20                                                                                              Time- 40 Min.

 

 

1.     Give short answer from the following questions :-                                        1×4=4

a.     Who is the father of economics?

b.     Who define the welfare term of economics?

c.     What is barter system?

d.     When did the Reserve Bank of India establish?

2.     Give a definition of money.                                                                                       2

3.     What are the two difficulties of barter system?                                                         2

4.     Write any two characteristics of money.                                                                   2

5.     What is a bank?                                                                                                          2

6.     Discuss four functions of money.                                                                              4

7. Describe four functions of the central bank.                                                             4

POST-TEST

Class-IX

Subject- Social Science

 

Total Marks: 20                                                                                              Time- 40 Min.

 

1.     Give very short answer of the following questions:-                                     1×4=4

a.     Who is the father of Economic Geography?

b.     When did Regulating Act introduced?

c.     Who was the first President of Constitutional Assembly?

d.     When did the Indian Constitution implemented?

2.     Why India is called a secular state?                                                                           2

3.     What are the two sections of Bengal Partition?                                                         2

4.     Draw a map of Assam.                                                                                                2

5.     Mention three difference between Indian Democracy and England Democracy.     3

6.     Write a short note on the result of Swadeshi Movement in India.                            3

7.     Discuss in brief about economic activity of human.                                                  4 

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