Action research sample

useful for students pursuing bachelor degree in Education. Report on Action research is submitted for the partial fulfilment of B.Ed course

1. Action Research
On
A study of the problems faced by students in understanding human
reproduction




Submitted to the Teachers’ Training College,.......................
A partial fulfilment of the requirement of Bachelor of Education
(Course Code-403)



Submitted By:
Deboshree Das.
B.Ed 4th Semester

2. DECLARATION

I do hereby declare that I Deboshree Das bearing Roll no.- ..........have prepared this Action
Research Report on the basis of data, information gathered by direct observation and tests
taken and interpretation of the data, for the partial fulfilment of requirement of B.Ed. course
under Assam University, Silchar and make a focus on the causes responsible for low
achievement in science, of the subjects under study and suggest remedial measures to be
taken for improvement of the problem and assure that data collected in this connection will
not used for any other purpose.

Dated: Deboshree Das

3. ACKNOWLEDGEMENT

I would like to express my heartfelt thanks to......................., Principal, Teachers’
Training College, Silchar, and the other teaching faculty of the college.
I would like to convey my special thanks to the Headmaster, ...........High School,
teachers and other staff of the school for helping and guiding me whenever
required, without which it would have been impossible on my part to carry out this
Action research.
Last but not the least, I express my heartiest thanks and gratitude to.........................,
guest faculty at Teachers’ Training College for his valuable
guidance, support and help to successfully carry out the Action Research and
prepare the report properly.

4. PREFACE

In the new system of education there is a growing consciousness among the heads of the
school, teachers and others engaged in building sound foundation for education system. In
order to strengthen the foundation a large number of problem related to education require
immediate attention. It is more constructive to confront this problem on the spot and find its
solution. For this NCTC is providing innovative resources to strengthen this level of
education on the basis of scientific research on education.
Effective implementation of new technique and teaching learning materials in
secondary schools will enrich the teaching learning process, where both teachers
and pupils will be benefitted. These processes will be fulfilled only by action
research. Action research helps the teacher to face the problems on a matter of fact
basis and to find immediate solution.

5. CONTENTS

Page No.

Chapter I 1 - 12
1.1 Introduction
1.2Theoretical Background of Study
1.3Need for Study
1.4Problem Area
1.5Pin-Pointed Problem
1.6Objectives of Study
1.7Probable Causes
1.8Action Hypothesis
1.9Methodology
1.10Tools of Data collection
1.11Procedure of Data Collection
Chapter II 13 - 18
2.1Action Design
2.1.1Pre-Test
2.1.2Remedial Measures
2.1.3Post-Test
Graphical Analysis
Chapter III 19
3.1Analysis and Result
Conclusion 20
References 21
Appendices 22-23

6. CHAPTER-I
1.1 INTRODUCTION
In school, action research refers to a wide variety of evaluative, investigative and analytical
research methods designed to diagnose problems or weakness whether organizational,
academic or institutional and help educator develop practical solutions to address them
quickly and efficiently. Action Research is also known as practioner Research is a systematic
inquiry process that is undertaken by stakeholders to resolve specific and targeted problems.
This type of research may be done by teachers of themselves. Action Research is more of a
holistic approach to deal with the problem of a particular group and aims in devising new
method for solving the problem.
Studies focusing on the development and evaluation of inquiry-based learning interventions,
promoting the knowledge of human reproduction, are very few.
Some studies suggest that there is a problem with the conceptual understanding of
reproduction across all academic levels. Transmission of Teacher’s cognitive insufficiencies
to their students, could further result in incorrect learning (Kurt et. al., 2013); at the same
time, adolescents bring into the classroom a number of preconceptions and misconceptions
related to the topic of human reproduction, which often rely on poor basics of human
reproductive physiology (e.g. Donati et al. 2000; Sydsjö et al. 2006)
Also, studies have revealed that sensitive science topics such as adolescent issues, sexually
transmitted diseases, reproductive system of male and female are not openly taught to
students. Such topics are easy to remember but difficult to understand. Students face
problems when there is no clear communication and in depth explanation and without
blackboard drawing, smart class video it is very difficult to communicate.
Social interaction in the classroom will facilitate students’ understanding on the concepts
learned (Senior and Howard, 2014). The form of social interaction might be verbal and
nonverbal activities, such as experimenting together, conversation, dialogue, and
presentation, which will stimulate students and teacher posing questions and making
statements.
Action research aims to find out new strategies to deal with all problems related to conceptual
understanding on Adolescents’ Sexuality and Reproductive Health Education (ASRHE) faced
by students and to access the difficulties that come across while conducting such studies.

7. 1.1.1 Statement of the Problem students
a. Topic: A study on problems faced by students in conceptual understanding of human
reproduction
b. Name and Address of School
....................................................................................
c. Class Selected for Action Research: Class VIII-B
d. Number of Students Involved: 20
















1.2 THEORITICAL BACKGROUND OF THE STUDY

8. According to researchers, a difficult part of solving statement problems is the understanding
of the problem. Students' difficulties in learning biology have been studied by various
researchers across the world (Johnstone and Mahmoud, 1980; Finley et al., 1982; Tolman,
1982; Anderson et al., 1990; Seymour and Longdon, 1991; Jennison and Reiss, 1991;
Lazarowitz and Penso, 1992; Bahar et al., 1999).
Many concepts or topics in biology, including energy, cells, mitosis and meiosis, organs,
physiological processes, hormonal regulation, genetics be perceived as difficult to learn by
secondary school students. Tekkaya et al. (2001) also found that hormones, genes and
chromosomes, mitosis and meiosis, genetics were considered difficult concepts by secondary
school students
There are many reasons why students have difficulties in learning biological concepts
(Lazarowitz and Penso, 1992; Tekkaya et al., 2001; Çimer, 2004; Zeidan, 2010). The nature
of science itself and its teaching methods are among the reasons for the difficulties in
learning science, while according to Lazarowitz and Penso (1992), the biological level of
organization and the abstract level of the concepts make learning biology difficult.
Overloaded biology curricula, the abstract and interdisciplinary nature of biological concepts,
and difficulties with the textbooks are the other factors preventing students from learning 62
Educ. Res. Rev. biology effectively (Chiapetta and Fillman, 1998; Tekkaya et al., 2001).
The topic of the reproductive system has a high level of conceptual complexity. So the use of
mind map media will make students easily understand the topic of the reproductive
system(Chang, Chiu, & Huang, 2018; Ihlebæk & Larsson, 2018; Polat et al., 2017; Ramdhani
& Muhammadiyah, 2015; Widiana & Jampel, 2016). In this topic there are some difficult
concepts such as mitosis and meiosis cell division. The concept between meiosis and mitosis
is often confused because it is similar. This is a difficulty for students to understand cell
division. The use of this mind map makes the difference between mitosis and meiosis clearly
visible. And the link between the two concepts is clearly seen. This is important because
students often experience misconceptions in learning (Djanette & Fouad, 2014; Ichsan, Dewi,
Hermawati, & Iriani, 2018; Keleş & Kefeli, 2010).
The teacher as a facilitator in learning must be able to solve problems in the classroom
(Agustini, 2019; Ariyantoet al., 2019) One of them is through classroom action

9. research. Using classroom action research to solve problems is an effective way to
improve student competency in a relatively short amount of time (Ichsan & Mulyani,
2018; Khoiriyah & Husamah, 2018; Widiana & Jampel, 2016). That is because
teachers do not need to develop media tools or models first. Based on the problems that
have been explained above, the purpose of this study is to improve student learning outcomes
using mind maps on the topic of the reproductive system. The teacher as a facilitator in
learning must be able to solve problems in the classroom (Agustini, 2019; Ariyanto
et al., 2019) One of them is through classroom action research. Using classroom
action research to solve problems is an effective way to improve student
competency in a relatively short amount of time (Ichsan & Mulyani, 2018; Khoiriyah &
Husamah, 2018; Widiana & Jampel, 2016). That is because teachers do not need to
develop media tools or models first. Based on the problems that have been explained above,
the purpose of this study is to improve student learning outcomes using mind maps on
the topic of the reproductive system. The teacher as a facilitator in learning must be able to
solve problems in the classroom (Agustini, 2019; Ariyanto et al., 2019) One of them is
through classroom action research. Using classroom action research to solve problems is an
effective way to improve student competency in a relatively short amount of time (Ichsan &
Mulyani, 2018; Khoiriyah & Husamah, 2018; Widiana & Jampel, 2016). That is because
teachers do not need to develop media tools or models first. Based on the problems that have
been explained above, the purpose of this study is to improve student learning outcomes
using mind maps on the topic of the reproductive system.

10. 1.3 NEED FOR THE STUDY
Normally we see that the students hesitate to learn and clarify their doubts related to the
chapter- Human reproduction, they are unable to understand the basic concepts. Hence for
common students’ learning the human reproduction become a matter of concern and so they
try to avoid it. Once the causes of difficulties are discovered than it is possible to conclude
and overcome the difficulties. The findings of this study provide greater insights into
students’ thinking and their difficulties in understanding such topics.
Although a lot of research has been carried out relating to students difficulties in
understanding of the chapter- Human reproduction, but there is very little work that has been
done which dealt with strategies to solve such problems.
In order for students to better understand and solve the statement problems effectively, they
need to be proficient readers so that they can comprehend statement problems.

1.4 PROBLEM AREA
There are different areas in which action research could be commonly undertaken in school.
The topic studied as action research here is under the review of ‘academic areas’ in Daffodils
High School, Silchar.
1.5 PIN POINTED PROBLEM
The problems faced by students in understanding of human reproduction.
1.6 OBJECTIVES OF STUDY
A. To know the cause of not understanding the statement problem.
B. To make them better understand the statement problem.
1.7 PROBABLE CAUSES
A. Inefficient communication skills. B. Lack of proper guidance at home C. Insufficient
knowledge of cell biology. D. Use of inappropriate method of teaching. E. Lack of
motivation. F. Indifferent attitude of both students and teacher.
1.8 ACTION HYPOTHESIS

11. Students can be made more familiar with the topic by giving a proper understanding of the
concepts.
1.9 METHODOLOGY
For the research study the investigator chose to conduct test – a pre-test, and a post- test, for
better understanding of the causes behind the problem. The investigator prepared a test
questionnaire based on the statement problem. After conducting the pre-test, the investigator
then analyzed the performance of the students. The test was taken in Class VIII-B. The class
has student strength of 40. On the day of the test only 20 students were present and all of
them took the test. After analyzing the performance in the test, it was found that they were
facing many difficulties. The investigator took a note on that and after considering every
possibility, decided on giving them some remedial teaching for a certain period of time. After
that the investigator took a post of the students’ performance and then compared the results of
both the tests to establish the action hypothesis.
1.10 TOOLS OF DATA COLLECTION
For this action research, tool of data collection were two sets of questionnaires - one for the
pre-test which was taken before the remedial lessons and another for post-test, which was
taken once the remedial lessons were over.
1.11 PROCEDURE OF DATA COLLECTION
For this action research purpose, the procedure of data collection involve pre-test and post –
test.

12. CHAPTER-II
ACTION DESIGN
TABLE-1
SL. No. Time Duration Plan of Work Expected Tools
1 One week Observing the class
work and home work
of the students
Checking the copies of
the students
2 One Day Pre-Test Questionnaire
3 One Week Remedial Classes Using Different
Approach
4 One Day Post-Test Questionnaire


To test the hypothesis, the investigator prepared an action design considering all the aspects
befitting the case. After observing their class work and home work on regular basis, the
investigator took a pre-test using a set of questionnaire. After that results were analyzed, then
the investigator prepared for remedial measures which would improve students understanding
of the topic and other related aspects. After that to access the effectiveness of the method
another test was carried out by using a different set of questionnaire specifically based on the
statement problems.

2.1 PRE-TEST:
At the beginning of the procedure of action research, to collect data a test was conducted on
the students of class VIII-B, of Daffodils High School. The investigator prepared a
questionnaire on statement of problem. After that the investigator made a list of their marks
obtained in the test.
TABLE-2: RESULT OF PRE-TEST
Sl. No. Name of Students Marks obtained in Pre-
Test (out of 10)
1. Student 1 03
2. Student 2 01
3. Student 3 06
4. Student 4 03
5. Student 5 04
6. Student 6 01
7. Student 7 02

13. 8. Student 8 03
9. Student 9 01
10. Student 10 05
11. Student 11 02
12. Student 12 02
13. Student 13 04
14. Student 14 03
15. Student 15 06
16. Student 16 05
17. Student 17 04
18. Student 18 07
19. Student 19 02
20. Student 20 05
‘

2.2 REMEDIAL MEASURES
After observing the performance of the students in the pre-test, the investigator tried to apply
a different approach while teaching bioscience in the class, since the students were to deal
with the statement problems, the investigator followed various steps to carry on the remedial
classes, such as –
1. Helping learners to improve their ability to communicate: The investigator through
different classroom activities explained technical terms and encouraged them to participate in
classroom discussion. The students were asked to maintain a list of statements of their own
whenever a new term introduced in the class. They were encouraged to consult this list while
solving statement problems. The investigator motivated and prompted the learners to clarify
their doubts without any hesitation.
2. Helping learners to raise confidence in the subject matter: The investigator gave
emphasis on making the students familiar with the technical terms. So the investigator gave
them ample homework and regularly checked their homework and gave encouragement and
feedback as well.
3. Helping learners to improve the concepts using diagrams:. While giving the remedial
classes, the investigator gave emphasis on the diagrams. The investigator helped the learners
to understand the concept by improving their diagrams through practice.

14. 2.3 POST-TEST
After taking the pre-test of students the investigator carried out the remedial teaching. After
completing 7 days of remedial classes, the investigator took a post-test on the same
population to check the improvement of the students with a different set of questionnaire.
TABLE-3 RESULT OF POST-TEST
Sl. No. Name of Students Marks obtained in Post-test
(Out of 10)
1. Student 1 06
2. Student 2 06
3. Student 3 09
4. Student 4 05
5. Student 5 08
6. Student 6 05
7. Student 7 06
8. Student 8 08
9. Student 9 05
10. Student 10 07
11.’ Student 11 06
12. Student 12 05
13. Student 13 08
14. Student 14 06
15. Student 15 08
16. Student 16 09
17. Student 17 07
18. Student 18 09
19. Student 19 04
20. Student 20 07

TABLE- 4 COMPARISON OF PRE AND POST TEST MARKS
Sl. No. Name Marks obtained in
Pre-Test
Marks obtained in
Post-Test
1. Student 1 03 06
2. Student 2 01 06
3. Student 3 06 09
4. Student 4 03 05
5. Student 5 04 08
6. Student 6 01 05
7. Student 7 02 06
8. Student 8 03 08
9. Student 9 01 05
10. Student 10 05 07
11. Student 11 02 06

15. 12. Student 12 02 05
13. Student 13 04 08
14. Student 14 03 06
15. Student 15 06 08
16. Student 16 05 09
17. Student 17 04 07
18. Student 18 07 09
19. Student 19 02 04
20. Student 20 05 07

16. GRAPHICAL ANALYSIS
Graph-1 Pre-Test

Graph-2 Post-Test





0
1
2
3
4
5
6
7
8
9
10
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9
Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20
PRE-TEST MARKS
PRE-TEST MARKS
0
1
2
3
4
5
6
7
8
9
10
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9
Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20
POST-TEST MARKS
POST-TEST MARKS

17. Graph-3 Comparison of Pre and Post Test Marks







0
1
2
3
4
5
6
7
8
9
10
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9
Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20
COMPARISON OF PRE & POST TEST MARKS
Pre-test Marks
Post-test Marks
0
1
2
3
4
5
6
7
8
9
10
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9
Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20
Pre-test Marks
Post-test Marks

18. CHAPTER-III

3.1 ANALYSIS OF DATA:
The data of pre-test and the post-test was analysed to draw a conclusion. In the pre-test, 20
students took the test, out of which 14(Fourteen) students scored less than 5(<5), and 6(six)
students scored more than 5(>, =5). While in post test, the number of students took the exam
were same as in pre- test, 5(Five) students scored less than 5 (<, =5) and 15 (Fifteen) students
scored more than 5(>). In the post-test, majority of the students performed better than in pre-
test. The mean value of pre-test is equal to 3.45 and the mean value of post-test is equal to
6.7. The mean difference of pre-test and post-test is 3.25
The results obtained from the comparison of both pre and post tests indicate that majority of
the students have shown improvement on an average level. Also, continuation of remedial
classes for few more weeks can improve results.
The results of the study revealed that students can clarify their misconceptions and doubts
with proper guidance and application of new strategies in teaching learning process and bring
about improvement in the statement of problem.

19. CONCLUSION

Action research is a form of inquiry that enables educators to explore, understand, and reflect
upon their environment in order to improve teaching and learning in the classroom. It is
research by practitioners for practitioners that can provide valuable insights into how to
improve the quality of education locally. An action research methodology is one of the ways
to develop students’ abilities in understanding science and to improve classroom practice.
Action research involves observation , tests, analysis of test result, feedback, implementation
of remedial measures ,and integrated results of these actions proved to be a useful strategy for
the overall upliftment of students.
Action research conducted in classroom allows a clear identification of students’ difficulties
in learning, planning of activities according to the needs of the students, the effective
implementation of ‘action plans’ to enhance quality learning in students.
Based on the results of this study concluded that desirable improvement can be bring about in
students learning outcomes on the topic of the human reproductive system. The
recommendation of this study is to further develop learning tools to improve learning
outcomes.
SUGGESTION :
Based on the study some measures are suggested below to bring about improvement in the
students –
1. Parents must motivate and guide their children about the subject matter without
any hesitation.
2. Open discussion between the teacher and students should be encouraged.
3. Activity based learning should be encouraged.
4. Homework should be checked regularly to know whether the students are
understanding the topics taught in the class.
5. Extra classes and evaluation test should be arranged at regular interval.
6. Use of appropriate teaching aids and smart classroom tools.

20. REFERENCES
Ø Andreas Ch. Hadjichambis,Yiannis Georgiou,Demetra Paraskeva-Hadjichambi,Eleni
A. Kyza &Demetrios Mappouras.Investigating the Effectiveness of an Inquiry-Based
Intervention on Human Reproduction in Relation to Students’ Gender, Prior
Knowledge and Motivation for Learning in Biology,18 Aug 2015; 261-274
Ø Benson M.D, Perlman C, Sciarra JJ. Sex education in the inner setting learning and
retention. J Amer Med as-sociation 1986;225:43-47.
Ø https://www.slideshare.net/PROJECT22/action-research-46174888
Ø https://sites.northwestern.edu/qtaaleam/limits-in-the-classroom-teaching-human-
reproduction-in-schools/#.XvHF95ozbIU
Ø Monika Golubić1 , Valerija Begić2 , Žaklin Lukša3 , Petra Korać4 , Ines Radanović4.
Understanding of life cycles and fertilization during learning biology in primary
school; 18.6.2017
Ø M.SandersG.MoletsaneC.DonaldA.Critchley. First-year university students’ problems
in understanding basic concepts of plant reproduction, December 1997; Pg-330-341
Ø Parwej S, kumar R, Walia I, Aggarwal AK. Reproduc-tive health education
intervention trial. Indian J Pediatr 2005;72:287-91
Ø Valley Research Group. Reproductive health awareness, attitudes and behaviour of
adolescents in Nepal.Kathmandu: UNFPA; 1999. p. 110.

21. APPENDICES
APPENDIX 1
QUESTIONNAIRE
Instructions:
Ø All questions are compulsory
Ø The booklet contains 10 questions
Ø Each question carries 1 mark


1. Where does the ovum receive the sperm?
a. Animal pole
b. Vegetal pole
c. Zona pellucida
d. None of the above
2. Umbilical cord contains _________
a. Pluripotent stem cells
b. Cord blood stem cells
c. Blood stem cells
d. None of the above
3. How does human sperm locomote?
a. Flagella
b. Cilia
c. Neutrophils
d. None of the above
4. Bidder’s canal receives __________
a. Eggs
b. Sperms
c. Ammonia
d. Oxygenated blood
5. Acrosome is made up of _________
a. Lipids
b. Hormones
c. Digestive enzymes
d. None of the above

22. 6. The _________ is a temporary organ that connects a mammalian mother to its
foetus
a. Placenta
b. Chorion
c. Endometrium
d. None of the above

7. What is formed after fertilisation?
a. A sperm
b. A zygote`
c. An ovum
d. A gamete

8. How much time it takes for formation of foetus in humans?
a. Three weeks
b. Six weeks
c. Nine weeks
d. Twelve weeks
9. In which organ fertilisation take place in female?

10. Label the following male reproductive system