action research report b ed

200+ Action Research Topics for B.Ed Students [Updated 2024]

Starting your B.Ed journey is exciting for future teachers. One crucial aspect of this academic pursuit is action research – a dynamic process that bridges theory and practice, allowing students to delve into real-world educational challenges. In this blog, we will explore the significance of action research topics for b.ed students, shed light on the criteria for selecting engaging topics, and provide a comprehensive list of actionable research ideas.

Understanding Action Research in B.Ed

Table of Contents

Action research is not merely a theoretical concept; it’s a practical approach that encourages educators to actively engage in systematic inquiry to improve teaching and learning. In the context of B.Ed programs, it serves as a bridge between academic knowledge and the challenges faced in actual classrooms.

This methodology empowers future educators to become reflective practitioners, constantly refining their teaching strategies based on evidence and experience.

How to Select Action Research Topics?

Selecting action research topics is a crucial step that can significantly impact the success and relevance of your research. Here’s a simplified guide on how to choose action research topics:

Identify Your Passion and Interests:
Consider what aspects of education or teaching excite you the most.
Reflect on your own experiences as a student or any challenges you’ve observed in educational settings.
Align with B.Ed Curriculum:
Ensure your chosen topic aligns with the curriculum of your B.Ed program.
Examine your course materials and note any places where you can put theoretical ideas to use in practical situations.
Address Current Educational Issues:
Keep informed on contemporary issues and developments in education.
Choose a topic that addresses a relevant and pressing issue in the field, contributing to ongoing discussions.
Consider Feasibility:
Assess the feasibility of your research topic within the constraints of time and resources.
Ensure that the scope of your research is manageable and can be realistically implemented.
Potential for Impact:
Evaluate the potential impact of your research on teaching and learning.
Aim for topics that have practical implications and can bring about positive changes in educational practices.
Consult with Mentors and Instructors:
Seek guidance from your mentors, instructors, or advisors.
Discuss your ideas with them to receive valuable insights and suggestions for refining your research topic.
Brainstorm and Research:
Make a list of possible subjects that fit the above-mentioned requirements and correspond with your interests.
Conduct preliminary research to ensure there is enough existing literature and resources to support your chosen topic.
Narrow Down Your Options:
Evaluate each potential topic based on relevance, feasibility, and potential impact.
Narrow down your options to one or two topics that best meet the criteria and align with your goals.
Ensure Personal Connection:
Select a subject that speaks to you personally. Your passion and commitment to the subject will enhance the quality of your research.
Get Feedback:
Share your shortlisted topics with peers, mentors, or classmates.
Gather feedback to ensure your chosen topic is well-received and has support within your academic community.

200+ Action Research Topics for B.Ed Students: Category Wise

Classroom management and discipline.

The impact of positive reinforcement on student behavior.
Strategies for managing disruptive behavior in the classroom.
The effectiveness of peer mediation in resolving conflicts among students.
Creating a culturally responsive approach to classroom discipline.
Investigating the influence of classroom layout on student behavior.
Implementing restorative justice practices in schools.
Examining the role of teacher-student relationships in classroom discipline.
Assessing the impact of mindfulness practices on student behavior.

Teaching Strategies and Methods

Differentiating instruction to meet diverse learning needs.
The effectiveness of project-based learning in enhancing student engagement.
Exploring flipped classroom models in B.Ed teaching.
Investigating the impact of cooperative learning strategies.
Adapting teaching methods for students with diverse learning styles.
The use of educational technology in improving learning outcomes.
The impact of inquiry-based learning on critical thinking skills.
Exploring the effectiveness of outdoor education.

Student Engagement and Motivation

Investigating factors influencing student motivation in mathematics.
The role of extracurricular activities in promoting student engagement.
Strategies for fostering a growth mindset in students.
Enhancing student motivation through gamification in education.
Investigating the impact of teacher enthusiasm on student motivation.
The role of peer collaboration in increasing student engagement.
Examining the impact of culturally relevant teaching on student motivation.
Strategies for motivating unmotivated students in the classroom.

Assessment and Evaluation

The impact of formative assessment on student learning outcomes.
Investigating the effectiveness of self-assessment in student evaluation.
Strategies for reducing bias in assessment and grading.
Exploring alternative methods for assessing student creativity.
The impact of standardized testing on student stress levels.
Designing authentic assessments for real-world application.
Investigating the role of feedback in student performance improvement.
Strategies for promoting self-regulated learning through assessment.

Inclusive Education

The effectiveness of inclusive classrooms in promoting diversity.
Strategies for supporting students with learning disabilities.
Investigating the impact of inclusive education on peer relationships.
Creating an inclusive curriculum for students with diverse needs.
The role of teacher attitudes in promoting inclusive practices.
Strategies for addressing unconscious bias in the classroom.
The impact of inclusive education on the social-emotional development of students.
Designing inclusive assessments for all learners.

Parent and Community Involvement

The role of parental involvement in student academic achievement.
Strategies for enhancing communication between teachers and parents.
Investigating the impact of community partnerships on student success.
Creating a positive home-school connection for student support.
Strategies for involving parents in students’ homework and study routines.
The role of community resources in addressing student needs.
Examining the impact of parent-teacher conferences on student performance.
Strategies for involving parents in school decision-making.

English Language Learning (ELL)

The impact of language immersion programs on ELL student outcomes.
Strategies for supporting ELL students in mainstream classrooms.
Investigating the effectiveness of bilingual education programs.
Creating a culturally responsive approach to teaching English.
The role of technology in supporting ELL students.
Strategies for promoting language development in ELL students.
Exploring the impact of teacher attitudes on ELL student success.
The effectiveness of language support programs for ELL students.

Special Education

Strategies for promoting inclusive practices in special education.
Investigating the impact of assistive technology on student learning.
Creating individualized education plans (IEPs) for student success.
The role of teacher collaboration in supporting special education students.
Strategies for addressing behavioral challenges in special education settings.
The impact of inclusive classrooms on students with autism spectrum disorders.
Investigating the effectiveness of speech and language therapy in schools.
Creating sensory-friendly environments for special education students.

Educational Leadership

The impact of distributed leadership on school culture.
Strategies for fostering teacher leadership in schools.
Investigating the role of school leadership in teacher retention.
Creating a positive school climate through effective leadership.
The impact of professional development on leadership skills.
Strategies for promoting shared decision-making in schools.
Investigating the role of emotional intelligence in educational leadership.
The effectiveness of mentorship programs for new teachers.

Classroom Environment

Investigating the impact of classroom aesthetics on student well-being.
Strategies for creating a positive and inclusive classroom climate.
The role of flexible seating arrangements in student engagement.
Designing a culturally responsive classroom environment.
Investigating the impact of classroom lighting on student focus.
Strategies for promoting a sense of belonging in the classroom.
The effectiveness of incorporating nature in the classroom.
Investigating the role of classroom layout on collaborative learning.

Technology Integration

Strategies for integrating digital literacy skills into the curriculum.
Investigating the impact of virtual reality in educational settings.
Creating a responsible approach to social media use in education.
The role of online platforms in promoting student collaboration.
Strategies for addressing the digital divide in schools.
Investigating the impact of blended learning on student outcomes.
The effectiveness of gamified learning apps in the classroom.
Exploring the use of artificial intelligence in education.

Professional Development

Strategies for promoting ongoing professional development for teachers.
Investigating the impact of peer mentoring on teacher effectiveness.
The role of teacher collaboration in professional growth.
Designing effective workshops for teacher skill enhancement.
Investigating the impact of reflective practices on teacher development.
Strategies for addressing burnout and promoting teacher well-being.
The role of action research in teacher professional development.
The effectiveness of online professional development courses.

Literacy Development

Investigating the impact of reading interventions on struggling readers.
Strategies for promoting literacy across subject areas.
The role of parental involvement in promoting early literacy.
Exploring the impact of storytelling on language development.
Strategies for addressing literacy challenges in diverse student populations.
The effectiveness of using technology in literacy instruction.
Investigating the impact of library programs on student reading habits.
Promoting a love for reading through innovative literacy initiatives.

Mathematics Education

Strategies for promoting conceptual understanding in mathematics.
Investigating the impact of real-world applications in math instruction.
The role of formative assessment in improving math performance.
Designing effective math interventions for struggling students.
Investigating the impact of technology in mathematics education.
Strategies for promoting a growth mindset in math learning.
The effectiveness of collaborative learning in math classrooms.
Investigating the role of teacher enthusiasm in math engagement.

Science Education

Strategies for promoting hands-on learning in science classrooms.
Investigating the impact of outdoor education on science understanding.
The role of inquiry-based learning in science education.
Designing effective science experiments for student engagement.
Investigating the impact of STEM programs on student interest.
Strategies for promoting environmental education in schools.
The effectiveness of science fairs in promoting scientific inquiry.
Investigating the role of teacher modeling in science instruction.

Social Studies Education

Strategies for promoting critical thinking in social studies.
Investigating the impact of project-based learning in social studies.
The role of cultural sensitivity in social studies curriculum.
Designing effective field trips for social studies education.
Investigating the impact of current events in social studies instruction.
Strategies for addressing bias in social studies textbooks.
The effectiveness of using primary sources in social studies classes.
Investigating the role of debate in social studies learning.

Arts Education

Strategies for integrating the arts into STEM education.
Investigating the impact of arts education on overall academic achievement.
The role of arts education in promoting creativity and innovation.
Designing effective arts programs for students with diverse abilities.
Investigating the impact of music education on cognitive development.
Strategies for promoting inclusivity in arts education.
The effectiveness of drama and theater in enhancing student communication skills.
Investigating the role of visual arts in fostering cultural awareness.

Physical Education

Strategies for promoting lifelong fitness habits in students.
Investigating the impact of physical education on academic performance.
The role of technology in enhancing physical education classes.
Designing effective physical education programs for students with disabilities.
Investigating the impact of outdoor activities on physical and mental well-being.
Strategies for promoting teamwork and cooperation in physical education.
The effectiveness of mindfulness practices in physical education.
Investigating the role of physical activity in reducing stress among students.

Health Education

Strategies for promoting health literacy in schools.
Investigating the impact of nutrition education on student habits.
The role of mental health education in schools.
Designing effective sex education programs for diverse student populations.
Investigating the impact of mindfulness practices on student well-being.
Strategies for addressing substance abuse education in schools.
The effectiveness of peer-led health education programs.
Investigating the role of physical activity in promoting overall health.

Environmental Education

Strategies for promoting environmental literacy in schools.
Investigating the impact of outdoor education on environmental awareness.
The role of sustainability education in the curriculum.
Designing effective environmental science programs.
Investigating the impact of school gardens on student learning.
Strategies for promoting eco-friendly practices in schools.
The effectiveness of community-based environmental projects.
Investigating the role of technology in environmental education.

Early Childhood Education

Strategies for promoting play-based learning in early childhood.
Investigating the impact of parental involvement in early education.
The role of early literacy development in overall academic success.
Designing effective transition programs for kindergarten readiness.
Investigating the impact of technology in early childhood classrooms.
Strategies for promoting social-emotional development in young children.
The effectiveness of inclusive practices in early childhood education.
Investigating the role of outdoor play in early childhood development.

Higher Education

Strategies for promoting student engagement in college classrooms.
Investigating the impact of online learning on student outcomes.
The role of mentorship programs in supporting college students.
Designing effective study skills programs for university success.
Investigating the impact of student support services on retention.
Strategies for addressing mental health challenges in higher education.
The effectiveness of peer-led tutoring programs.
Investigating the role of technology in higher education.

Educational Policy and Reform

Strategies for promoting teacher involvement in policy development.
Investigating the impact of standardized testing on educational equity.
The role of teacher evaluation systems in promoting professional growth.
Designing effective professional development policies for educators.
Investigating the impact of inclusive education policies on student outcomes.
Strategies for addressing school funding disparities.
The effectiveness of school choice programs in improving education.
Investigating the role of community involvement in educational policy.

Global Education

Strategies for promoting global citizenship in classrooms.
Investigating the impact of international exchange programs on student perspectives.
The role of technology in connecting students globally.
Designing effective multicultural education programs.
Investigating the impact of global issues in the curriculum.
Strategies for promoting cultural competence in teacher education.
The effectiveness of language immersion programs in promoting global awareness.
Investigating the role of service learning in global education.

Teacher Well-being

Strategies for promoting teacher well-being and mental health.
Investigating the impact of work-life balance on teacher effectiveness.
The role of professional development in reducing teacher burnout.
Designing effective stress management programs for educators.
Investigating the impact of school leadership on teacher job satisfaction.
Strategies for addressing teacher turnover in schools.
The effectiveness of mindfulness practices in reducing teacher stress.
Investigating the role of supportive school environments in teacher well-being .

Steps to Conduct Action Research in B.Ed

To embark on a successful action research journey, B.Ed students should follow a structured process:

Formulating a Clear Research Question: Clearly define the problem or challenge you aim to address.
Conducting a Literature Review: Explore existing research to inform and contextualize your study.
Designing the Research Methodology: Plan the research approach, including data collection methods and analysis.
Collecting and Analyzing Data: Gather relevant data and analyze it to draw meaningful conclusions.
Drawing Conclusions and Making Recommendations: Synthesize your findings and propose actionable recommendations.

Benefits of Action Research Topics for B.Ed Students

Engaging in action research offers numerous benefits for B.Ed students:

Professional Development Opportunities: Action research enhances educators’ professional growth by fostering a reflective and iterative approach to teaching.
Enhancing Problem-Solving and Critical Thinking Skills: Students develop strong problem-solving and critical thinking skills as they navigate real-world educational challenges.
Contributing to the Improvement of Teaching Practices: Action research enables educators to actively contribute to the continuous improvement of teaching practices within their classrooms and beyond.

In conclusion, action research is a powerful tool that empowers B.Ed students to bridge the gap between theory and practice. By carefully selecting relevant and engaging topics, students can embark on a transformative journey that not only enhances their academic experience but also contributes to the broader field of education.

As we encourage B.Ed students to explore and engage in meaningful Action Research Topics for B.Ed Students, we pave the way for a future generation of educators committed to continuous improvement and excellence in teaching.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

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Knowledge Base

Methodology

What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on January 27, 2023 by Tegan George . Revised on January 12, 2024.

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, other interesting articles, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

Participatory action research emphasizes that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

	Action research	Traditional research
		and findings
		and seeking between variables

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

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Action research comes with advantages and disadvantages.

Action research is highly adaptable , allowing researchers to mold their analysis to their individual needs and implement practical individual-level changes.
Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

Due to their flexibility, action research studies are plagued by very limited generalizability and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Normal distribution
Degrees of freedom
Null hypothesis
Discourse analysis
Control groups
Mixed methods research
Non-probability sampling
Quantitative research
Inclusion and exclusion criteria

Research bias

Rosenthal effect
Implicit bias
Cognitive bias
Selection bias
Negativity bias
Status quo bias

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What Is Action Research? | Definition & Examples. Scribbr. Retrieved July 10, 2024, from https://www.scribbr.com/methodology/action-research/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001). Action research (1st edition). Routledge.

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Action Research Project for B.Ed Students in Social Science

Are you looking for an action research project for B.ed students in social science ? In this article, we will provide an action research project for b.ed students in social science.

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Social science can be regarded as one of the important areas of the educational field. The main aspects of social science are to study the human relationship. Social science is the subject of a unique combination of various subjects like History, Political science, Geography, Economics, Civics, and Sociology. It covers all the human activities in various fields.

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The beginning of the tradition of social science has been one of the major development of the story of their own could get recognition as a social service only in the 19 th century. Thinkers and writers such as Herodotus, Aristotle, Manu, Kautilya’s Arthasastra, and many others had written treaties on different areas of social science more than 2000 years ago.

Social science is a common core subject for all primary, lower secondary, and upper secondary educational programs. Learning in the subject, therefore, made as relevant as possible for pupils by adapting the subject to the different educational programs.

INTRODUCTION TO ACTION RESEARCH

Action research is a philosophy and methodology of research generally applied in social science. It seeks transformative change through the simultaneous process of taking action and doing research, which is linked together by critical reflection.

Kurt Lewin, a professor at MIT, first coined the term, “action research” in 1944.In his 1946 paper “Action Research and Minority Problems” he described action research as “a comparative research on the conditions and effects of various forms of social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action”

Dennis Agyei (2019) Takoradi Technical University, defines Action Research as a type of research for practitioners to acquire and help in the field of work in order to solve a problem. Action research practitioners reflect upon the consequences of their own questions, beliefs, assumptions, and practices with the goals of understanding, developing, and improving social practices.

Action research enlists others and works to create a democratic sharing of voice to achieve a deeper understanding of collective actions. It is a process of sharing findings with the community of researchers. This can be done in many ways, in journals, on websites, in books, in videos or at conferences.

Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. It can also be undertaken by a larger organization or institution, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice.

As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices. Depending upon the nature of the people involved in the action research as well as person(s) organizing it, there are different ways of describing action research.

Collaborative Action Research
Participatory Action Research
Community-Based Action Research
Youth Action Research
Action Research and Action learning
Participatory Action Learning and Action Research
Collective Action Research
Action Science
Living theory Action Research

1.2 CONCEPTUAL OR THEORETICAL BACKGROUND OF THE STUDY

Social science is a very important and academic discipline concerned with the study of the social life of human groups including Economics, History, Geography, Civics, Psychology, and Sociology, etc.

The beginning of the tradition of social science has been one of the major development of the story of their own could get the recognition as social science only in the 19 th century.

Social science is a major category of academic discipline with society and relationship among individuals within a society in terms has many branches each of which is considered social science in a wider sense social science also includes some field of humanities.

Social science traces for the children the fascinating story of how man has developed through age; how his/her life has been influenced by the environment, how our institutions have grown out of the past, how man has struggled with this environment in the past how he/she struggling today, man used or misused his/her power and resources and above all the essential unity of civilization.

Social science aims at breaking the habit of putting knowledge into water-tight compartments, leveled history, Geography, Civics, Economics and Political science, etc.

Social science includes that material which is conductive to the development of a well informed, intelligent person who is capable of comprehending property the current problems is keen to except responsibilities as a citizen for the welfare of all and has developed insights skills and moral qualities which are so essential and desirable in a democratic society.

As society becomes more complex and advances in technology man constructed social science. A lot of innovation emanated different perspectives some of such innovation includes, change in shelter, transportation ,use of products, culture, social institutions socialization and change in education.

In other sense to cope up with the changes/innovation in social science, the subject was introduced to secondary school curriculum. Hence, secondary schools are the level where rudiments of social science are taught.

This study is therefore aimed at looking into problems of low achievements in social sciences with a view to providing solutions to them. It is the purpose of the research that recommendation that would be made based on the findings would help to overcome the situation.

Chiodo and Byford (2004) wrote that an attitude persists among many students that social science classes are dull, boring, and irrelevant to their lives. Many educators are pressured into teaching curriculum that has narrowed to meet the demand of high-stakes testing.

High-stakes testing; especially in social science creates a curriculum that focuses on root memorization of fact and the thought that social science classes are the education of historical fact. Bigelow,1999; Pahl,2003; Van Hover,2006) Students learn best when they are interested in the content and find the material relevant to their lived experiences. According to the researcher, the focus of their dissertations in practice will analyze the impact of inquiry-based learning in the social studies classroom through an action research study.

SIGNIFICANCE OR RATIONALE OF THE STUDY

This study will help to prevent or decrease the low achievement of social science among the students. Social science is a very important subject. Having low achievement in social science would lead to a failure of adjusting to society.

This study can help the teachers to reflects upon and analysis their way of functioning they can try out innovation practice for their better performance, who work in the field of teaching social science to avoid poor achievement and to find solution to this problem.

The suggestions and recommendations made in the later part of the study would highlight the areas that need to be given more attention in the teaching and learning of social sciences in secondary school.

The result of the research work would undoubtedly enable the social science teachers to improve the teaching methods and effective use of teaching aids. It would emphasize the need for students to show more interest in the subjects.

OBJECTIVES OF THE STUDY

The objectives of the research study is to determine the probable cause which influences the problem of low achievement in the subject of social science and to find out some immediate strategies and measures to tackle the problem, particularly to the students of class IX of Guru Nanak Model High School.

The study is aimed at achieving the following objectives

To study the problem of poor academic performance in social science among the students of class IX with special reference to XYZ High School.
To suggest for the problem by giving some remedial measures.
To study the economic condition of the student.
4 . Analyze the implementation of the activities.
To find out ways to increase the achievement among the students.

1.5 ACTION HYPOTHESIS

A hypothesis is a tentative prediction of the research. It is a very important aspect of research activity. A hypothesis is considered as the principal instrument in research. The action hypothesis is assumed to improve or minimize the current research problem, with the help of different modern teaching methods, using proper TLM, organizing discussions, by giving remedial measures and proper guide teacher can solve the poor achievement problem.

1.6 METHODS OF THE STUDY

The selection of proper methods is very important for research work. Methods mean a way of doing something, especially in a systematic way.

The researcher in this project used the quasi method.

The quasi method is used for collecting data. Here data is collected by conducting pre-test and post-test using a question paper.

Advantages of quasi-experimental method-

Reactions of test subjects are more likely to be genuine because it is not an artificial research environment.
It can be very useful in identifying general trends from the results, especially in social science disciplines.
Disadvantages of quasi-experimental method-
Human errors also play a key role in the validity of any project as discussed in previous modules.
Pre-existing factors and other influences are not taken into account because variables are less controlled in the quasi-experimental method.

1.7 POPULATION AND SAMPLE

A research population is generally a large collection of individuals or objects that is the main focus of a scientific query. It is for the benefit of the population that researches are done. However due to large sizes of the population researchers often cannot test every individual in the population because it is too expensive and time consuming.

The total population of class 9 was 49 in ABC Model High School.

Out of 49 the researcher has been taken 8 students for research study as sample of this action research project. The sample of 8 students includes 5 boys and 3 girls.

TOOLS OF DATA COLLECTION

To obtain the data, the researcher administered a test (pre-test) as the instrument of the research. In this written test the 49 students were given some questions to do. The answer sheets of the students were collected to facilitate the researcher in identifying correct answers done by the students. Among the 49 students, only 8 students were chosen who were quite literally poor in social science. After post-test, the intervention was done, such as-

First, the questionnaire consists of 10 questions provided to the students assessing the student’s opinions about themselves.

The second was the observation method. With the help of observation, the researcher tried to identify the problem of the students during classroom interaction.

The third, was an interview. The researcher takes interviews of the students individually which helps the researcher to know their problems in social science.

1.9 PROCEDURE OF THE DATA COLLECTION

The research was conducted after discussing the detailed plan with the subject teacher and taking permission from the concerned school. First a pre-test was conducted for the population of 49 students, out of which a sample of 8 were selected for research which was then followed by intervention and then a post-test was conducted for the sample.

2.1 PRE-TEST

A pre-test is very essential to carry out the action research. The pre-test is conducted for knowing the achievement of the students. In this study, the researcher tries to find out the responses of the students to find out the problems students legging behind in low achievement in social science. The pre-test on the social science of 25 marks was conducted by the researcher in class 9.

Action Research Project for B.Ed Students in Social Science

2.2 REMEDIAL MEASURES

Remedial measures refer to the techniques which are adopted by the researcher to remove the difficulties of the students in the teaching-learning process. The researcher identifies those students who perform very poorly in the pre-test.

The researcher has taken some remedial measures to increase the interest level of the students in the class. The researcher distributed some questionnaires to the students to find out the various reasons for low achievement in social science. Extra care and guidance were provided to the students and extra classes were taken by the researcher to get the attention of the students.

Besides these the researcher adopts some other techniques to improve the interest level of the students:

Extra classes were taken in free periods.
Friendly environment in the classroom.
Using appropriate teaching aids.
Child-centered teaching in the classroom.
Encouraged the students to go to the library to acquire more knowledge.
Regular homework was assigned to the students.

2.2 POST-TEST

After giving remedial measures, the researcher again conducted a post-test on the same topic. A post-test was conducted specially for those selected students who could not perform well in the pre-test.

3.1 ANALYSIS AND INTERPRETATION

Data analysis is the process of assigning meaning to the collected information and determining the conclusion of the findings. This data often takes the form of records of group discussion and interview but it is not limited to this.

The problem with which researcher have selected for making the action research report is “A study on Low Achievement in Social Science of the student of class 9”. To fulfill the objectives of the study regarding this topic researcher has collected some data with the help of a survey method.

The data collected by the researcher in pre-test and post-test were analyzed. The scores were compared to obtain the difference between the two tests. The data analysis of pre-test (table-1) and post-test(table-2)revealed that the students mostly improved.

Interpretation

Interpretation is by no means a mechanical process. It calls for critical examination of the result of one’s analysis in light of all the limitations of his or her data gathering. It is a very important step in the total procedure of research. The process of interpretation is essentially one of starting what the result (findings) show, what do they mean? What is their significance? What is the answer to the original problem?

In the present study, data collected from the teachers and students are tabulated. The percentage is applied as a statistical technique to sort out the strength of each statement. Geographical representation by a bar graph, charts etc is done for certain data.

3.2 FINDINGS

After analysis of the results and post-test, the researcher got some findings about interest of students in learning social science. Those are given below:-

It has been observed that most of the time students become inattentive in class due to a lack of proper TLM used by the teacher while teaching social science.
It has been observed that proper use of TLM can be helpful in motivating and improving student’s achievement in learning social science.
It has been observed that using innovative method, strategies, and techniques of teaching by the teacher while teaching that develops students attention as well as interest in learning.
It has been observed that team work can be liked to two compounds almost essential to modern life. It’s the glue which keeps a team together, a bond which promotes strength, unity, reliability and support among the students and providing team work in classroom can be helpful in creating attention of students.

4.1 SUGGESTIONS AND RECOMMENDATIONS

Guidance on punctuality and regularity of each student is taken care of by teachers.
Value education should include in the syllabus to avoid absenteeism.
Teaching methods should improve by the teachers so that the student feels interested to attain the class.
The teacher should make the subject matter interesting for the students by using different methods, techniques and strategies during the instruction period.
Examples help the student to understand a hard complicated and tough in an easy manner. So, the teacher should give examples during teaching.
The teacher should use various audio-visual aids during instruction to motivate the students to pay attention.
The teacher should understand the psychological and physical needs and interest of student to pay attention in the class.
The teacher should use some modern technology like a projector which is very much helpful to increase the interest of students in learning political science

5.1 CONCLUSION

Social science is an important subject for the student. Social science is a way of thinking , of asking questions, of observing and appreciating political system, history, economics, civics, geography etc. social science also provide us the basic human rights and duties. So that the teacher can help children learn by offering them interesting techniques and methods of teaching.

This project is an attempt to study the achievement of the student in the subject of social science as well as to improve school practices. So that the learners derive maximum benefits from school by acquiring knowledge mastering skills and developing competencies and positive attitudes.

It is heartening to note that a range of activities can ensure learners in involvement in their social science subject, make the class interactive and enjoyable. At the same time, we also need to take initiative of slow learners and irregular students in social science acquisition.

QUESTIONNAIRE

So that sums up an action research project for B.ed students in social science. Hope you like it.

Action Research Project for B.Ed Students in English

School Internship Report for B.ed in English

Achievement Test Report for B.Ed Students in English

Critical Analysis of Syllabus and Textbook for B.Ed

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Action Research: What it is, Stages & Examples

Action research is a method often used to make the situation better. It combines activity and investigation to make change happen.

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning.

Action research has both good and bad points.

It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

What sort of considerations are necessary to take action in your educational context?
How do you facilitate an action plan without disrupting your teaching?
How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

How does a semi-structured morning meeting improve my classroom community?
How does historical fiction help students think about people’s agency in the past?
How do I improve student punctuation use through acting out sentences?
How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
Ensure participants’ rights to withdraw from the study at any point .
Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

Have you identified a topic for study?
What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
Have you read a sufficient amount of the relevant literature?
Have you developed your research question(s)?
Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

a working title for your project, which you may need to refine later;
the background of the study , both in terms of your professional context and personal motivation;
the aims of the project;
the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

My topic of research is about …
Why do you wish to research this topic
Are your plans realistic, doable, and/or supported?
Write down a working title. What is your research question or aspect you are intending to study? What do you know and not know about your topic of study?
Who will be involved in the research? What is the timeline? What ethical procedures do you need?
Where will I search for literature?
What data do you need to collect? Why do you need each of them?
What are the possible outcomes of my research?
What is your research question?

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Be Your Own Master

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 9 th 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

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 methe 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 2 nd Year

Roll No. :- 20

Session :- 2019-2020

DECLARATION

I do herebydeclare that my Action Research report entitled “ Lack of interest in the classroom of the students ” of 9 th 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

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.


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

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 vie wed 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 resear ch 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’

Total

Girls

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

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?

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?

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?

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?

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?

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?

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?

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?

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

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

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

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?

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?

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?

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.

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.

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 (5 th 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/

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?

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

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

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

8. Have you follow the rule of rotation?

Yes No

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

10. Do you regular in your class?

11. Do you feel bored in your class?

Yes No

INTERVIEW WITH PARENTS

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.

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.

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

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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International Education and Research Journal - IERJ

IMPORTANCE OF ACTION RESEARCH FOR B.Ed. PUPIL TEACHER

Dr. Vijay Luxmi Mishra Assistant proffesor (M.Ed.) C.R.D.A.M.P.G. College, Gorakhpur

Action research is such a process by which B.Ed. pupil teacher attempt to study their problems scientifically in order to guide, correct and evaluate their decision and action There are two important components of action research:(1) the consumer are the researches and (2) the research take place where there is a felt need of a solution of a problem and when the results can be put in practice.

The steps in action research are – identification of a problem area, the selection of a specific problem and the formulation of a hypothesis, the accumulation of evidence, the inference from this evidence and the continuous retesting.

The importance of action research that its lies in the fact that this helps in finding quick solutions of immediate problems which search by b.ed. Students , administrator and teacher. Action research is a way to find problems and their solution S.M. Corey has developed this research technique. Objectives of action research are – process in school practice, progress of a teacher, improvement or curriculum, increase in knowledge of administrator or inspector. Need, interest, discipline, social problems, learning problem, curriculum and teachers are the field of action research. There are various steps of action research such as specific problem .Causes, hypotheses, experiment and conclusion. Outline the action research is also mentioned. Action research has been proven most beneficial in the field of diagnostic education.

- N.R.Saxena, Mishre B.K. Teacher Education, R. Lal Book depot. R.K.Mohanti( 2005) Meerut.

-Mathur, dr. S.S. (2007/08) Educational psychology , Agarwal publications, Agara

-Bhatnagar suresh, Advance Eeducational Psychology R.Lal Saxena Anamika (2005) Book Depot Meerut.

-Pandey,K.P.(2010), fundamentals of educational research ,vishvidyalaya prakashan,Varanasi

- Pandey K.P., Emerging Trends in Education ,Association for Innovative Education ,voll.2 , number 2 , February 2012, pg.1-8

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200+ Action Research Topics for B.Ed Students [Updated 2024] General / By StatAnalytica / 23rd December 2023. Starting your B.Ed journey is exciting for future teachers. One crucial aspect of this academic pursuit is action research - a dynamic process that bridges theory and practice, allowing students to delve into real-world educational ...
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Action research (AR) is a methodical process of self-inquiry accomplished by practitioners to unravel work-related problems. This paper analyzed the action research reports (ARRs) in terms of ...
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Dissertation as an action research report 82. Chapter 4. e researcher and their relationships with (co-) participants of action research 87. Introduction 87. 1. Entangled in relationships 87.
Q: What is an action research report and how is it written?
Thus, action research is often a cyclical process. The action research report that you write is based on this process. Typically, an action research report is written in the same way as you would write an original research article. However, you need to ensure that your report has the following components: The context or background.
Action Research Project for B.Ed Students in English
Certificate. This is to certify that the action research report entitled "A Study on Problem of Grammatical Mistake by the Students with Special Reference to Class vii of XYZ Govt. Higher Secondary School" submitted by XYZ bearing Exam.Roll No: 0000 is an original work done by him for the award of the degree of B.Ed.
Linking Research to Action: A Simple Guide to Writing an Action
This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do ...
What Is Action Research?
Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, action research conducts research and takes action at the same time. It was first coined as a term in 1944 by MIT professor Kurt Lewin.A highly interactive method, action research is often used in the social sciences, particularly in educational settings.
Action Research in Education : A Practical Guide
Acclaimed as a text and professional development tool, this user-friendly resource has now been revised and updated, and offers expanded coverage of collaborative action research (CAR) and participatory action research (PAR). Preservice and inservice educators get crucial step-by-step guidance for conducting classroom- and school-based studies to improve their instructional practices.
Action Research Project for B.Ed Students in Social Science
2.1 PRE-TEST. A pre-test is very essential to carry out the action research. The pre-test is conducted for knowing the achievement of the students. In this study, the researcher tries to find out the responses of the students to find out the problems students legging behind in low achievement in social science.
1 What is Action Research for Classroom Teachers?
Action research is a process for improving educational practice. Its methods involve action, evaluation, and reflection. It is a process to gather evidence to implement change in practices. Action research is participative and collaborative. It is undertaken by individuals with a common purpose.
Action Research in Education: A Practical Guide
This paper analyzed the action research reports (ARRs) in terms of objectives, methodologies, citations and references, structures, areas covered in the problem, and lengths purposively selecting ...
Action Research: What it is, Stages & Examples
Stage 1: Plan. For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study's question.
Preparing for Action Research in the Classroom: Practical Issues
An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action ...
Action Research File B.ed
Action Research File b.ed - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. Action research is a method for teachers to study problems in their classrooms and schools to identify solutions. It involves teachers identifying an issue, analyzing potential causes, designing interventions to test, and drawing conclusions to modify practices.
PDF A Practical Guide to Action Research for Literacy Educators
Specific goals of this handbook are to help educators do the following: Define and explain Action Research. Demonstrate an understanding of how to use the recursive nature of Action Research to improve their teaching of instructional literacy. Provide examples of the Action Research process in action.
Steps of Action Research Project
Developing and implementing an action research. 7. Recording the project in writing. 1. Developing a Question or Problem for Study. The first important step for conducting action research is to identify a problem that is faced by the teacher or the practitioner and translate the problem into a research question.
Action Research on "Lack of Interest in the Classroom of the Students
I do herebydeclare that my Action Research report entitled " Lack of interest in the classroom of the students " of 9 th 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.
Action Research in Education- PPT
Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results. ... B ed school-study-and-action-research-project-2013-14. B ed ...
Action Research in Education; Theory and Practice
Defining. Action. Research. as a systematic study that combines. action and reﬂec tion with the intention. of improving practice. a process in w hich practitioners study. problems scientiﬁc ...
IMPORTANCE OF ACTION RESEARCH FOR B.Ed. PUPIL TEACHER
Action research is such a process by which B.Ed. pupil teacher attempt to study their problems scientifically in order to guide, correct and evaluate their decision and action There are two important components of action research:(1) the consumer are the researches and (2) the research take place where there is a felt need of a solution of a problem and when the results can be put in practice.
ODISHA B.Ed Project
ODISHA B.Ed Project - Free download as PDF File (.pdf), Text File (.txt) or read online for free. This document discusses action research in education. It defines action research as using research activities to develop practices to improve professional environments and generate general interest results. Action research aims to contribute to professional development of participants and ...
Action Research Report
Action Research Report - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. This document provides an overview of action research. It defines action research as research conducted by teachers to systematically study their own teaching practices and context, with the aim of informing improvements.
(PDF) Action Research in Education by Sarita Anand
Abstract. This presentation is made for Action Research in Education specially for new faculty members and researchers in education and social sciences. Also useful for B.Ed., M.Ed. M.A. education ...

200+ Action Research Topics for B.Ed Students [Updated 2024]

Understanding Action Research in B.Ed

How to Select Action Research Topics?

200+ Action Research Topics for B.Ed Students: Category Wise

Teaching Strategies and Methods

Student Engagement and Motivation

Assessment and Evaluation

Inclusive Education

Parent and Community Involvement

English Language Learning (ELL)

Special Education

Educational Leadership

Classroom Environment

Technology Integration

Professional Development

Literacy Development

Mathematics Education

Science Education

Social Studies Education

Arts Education

Physical Education

Health Education

Environmental Education

Early Childhood Education

Higher Education

Educational Policy and Reform

Global Education

Teacher Well-being

Steps to Conduct Action Research in B.Ed

Benefits of Action Research Topics for B.Ed Students

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Action Research: What it is, Stages & Examples

What is action research?

Stage 1: Plan

Stage 2: Act

Stage 3: Observe

Stage 4: Reflect

Identify the action research question or problem

Review existing knowledge

Plan the research

Collect data

Analyze the data

Reflect on the findings

Develop an action plan

Implement the action plan

Evaluate and monitor progress

Reflect and iterate

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4 Preparing for Action Research in the Classroom: Practical Issues

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