A STUDY OF EFFECTIVENESS OF A

PROGRAMME FOR 5TH STD STUDENT OF ZILLA

PARISHAD PRIMARY SCHOOL SOLAPUR TO
MINIMISE THE PROBLEM
OF MAP FILLING IN THE SUBJECT
GEOGRAPHY.
SUBMITTED TO
D.I.E.T PUNE
FOR THE DEGREE OF D.T.E.D
SUBMITTED
BY
Rupal Ma!a"#$ Ma%#
DIV& B
ROLL NO.'()
GUIDE BY
MRS. SHEHNAZ MAM
M.C.E. SOCIETY JR. COLLEGE OF EDUCATION
*ENGLISH MEDIUM+
AZAM CAMPUS PUNE , -
YEAR
*./--' ./-.+
CERTIFICATE
This is to certify that Miss. Rupali Mahadev Mane has completed
the study incorporated in this action research report a study of
efectiveness of A Study Of Efectiveness Of A Programme To
Minimise The Prolem Of Map !illing "n The Su#ect $eography
!or %th Std Student Of &illa Parishad Primary School'
Shendgevasti Solapur sumitted y Rupali Mahadev Mane (as
carried out under my guidance such material as has een
otained from other source has een duty ac)no(ledge in the
report.
*ate +
$uide
Mrs. Shehna, mam

SELF DECLARATION
" do herey declare that " made this study on the prolem A
Study Of Efectiveness Of A Programme To Minimise The
Prolem Of Map !illing "n The Su#ect $eography !or %th Std
Student Of - &illa Parishad Primary School' Shendgevasti
Solapur. on the asis of relevant source material and the .eld
(or) that carried out' the date collected and conclusion dra(n in
the thesis are my o(n they are not previously pulished. The
oo) and articles referred to are listed in the iliography and the
/uantities are ac)no(ledged.
Place+0
*ate+ 0 Rupali Mahadev
Mane
Sign
AC0NO1LEDGEMENT
!irst of all " (ould li)e to than) to Mrs. Principle Sarina 1han for
giving permission to do this practical. Then " (ould li)e to say
than)s to principal of &illa Parishad Primary School Solapur for
giving a permission to conduct the research in her school
After that " (ould li)e to say than)s to Mrs. Shehna, for their
valuale guidance aout the study the research and " (ould li)e
to say than)s to all my friends (ho have helped in the (or) all
(ere given moral support to the research.
Researcher
Rupali Mahadev Mane
INDE2
CHAPTE
R NO.
NAME OF STUDENT PAGE N3.
Title Page
Self *eclaration
2erti.cate
Ac)no(ledgement
*edication And 3ote !or
Than)s
2hapter.4
" "ntroduction
4.4 "ntroduction and topic of
research
4.5 6ed of the prolem
4.7 "mportant of the prolem
4.8 Statement Of aim
4.% Operational *e.nitions
4.9 O#ective
4.: Assumptions ; <ypothesis
4.= Sample
4.> Scope ; ?imitation
2hapter .5
Revie( Of Related ?iterature
5.4 "ntroduction
5.5 Revie( Of Previous ?iterature
5.7 "nnovation ; @sefulness
Research Aor)
2hapter.7
""" "mplementation of Research
7.4 Method Of Research And
6ature Of *esign
7.5 Population And Sample
7.7 Tools of *ata 2ollection
7.8 Statistical tools
7.% Procedure
2hapter.8
"3 2ollection of "nformation ;
*ata' "ts Synthesis ;
Analysis
8.4 Presentation' Analysis ;
"nterpretation Of *ata
8.5 Presentation of *ata
8.7 Analysis Of *ata
8.8 "nterpretation Of *ata
8.% Analysis And *iscussion Of
Tale
2hapter.%
3 Summery' 2onclusion
Recommendations
%.4 Summary
%.5 2onclusion
%.7 Recommendations
%.8 Suggestion !or !uture
Research
Reference
AppendiB
Cuestionnaires
CHAPTER NO. -
INTRODUCTION OF
THE TOPIC OF
RESEARCH

-.- INTRODUCTION+
The movement of modern education in "ndia is almost
t(o centuries Old. Over the decades great educationists have
contriuted to(ards the development and evolution of education
as a discipline. Thus Education in "ndia has een enriched a
lot.
Mathematics is very important su#ect in all school su#ect of
primary level out of all the su#ect in school mathematics and
geometry has attached to each other given to the special
attention to the research.
$eometry is one of the parts of mathematic (hich deals (ith
lines. Student .ned diDculty in algera ut they .nd greater
diDculty in geometry.
$eometry is also useful in our day to day life. every(here (e
use geometry for eBample to uild the house.
The asic concept at geometry .gures at primary level is
useful for secondary level as (ell as future life so' this is very
important su#ect in school curriculum.
N##"
More and more geographical concepts develop geography
image from a *escriptive approach of the classical
times to the analytical approach of the Present time.
According to some geographers'
geography is 0According to Prof. E.A.Mac
6ee 0
So to give more eBplicit de.nition0 geography is the study
of the <ome of The man. <o(ever to study $eography
correctly and accurately teaching aids should Ee used to
supplement the process of teaching and various types of
teaching
Aids such as optical instruments models' charts' maps etc.
are used in $eography . The (ord map is derived from a
?atin (ord FMappaF (hich Means Gcover clothG or Gtale
clothG.
According to geographers map means to cover the earth or
to cover any part Of the earth.
-.. I4p356a%7#
Every su#ect that is taught to the children has certain
asic elements and !undamentals. The )no(ledge of the
map .lling in geography is very "mportant for the students.
The map gives a clear vie( of the entire area. "t <elps to
locate a particular place easily.
Thus a research is very important to develop the s)ill of
map .lling in Students of ST* %T<
Maps also have a practical Gimportance for our lives through
the help of map Ae can .nd the direction and eBact
location of any continent' country' state. Ocean ' city ' river
etc.
-.) N##" 8 I4p356a%7#
Maps are said to e the main tool of the geographer and
the chief instrument of teaching' learning geography. Actually
>>H of the geography is taught Aith the help of the map.
Thus there is a need to enale student to .ll a map.
Arite out a map and Thin) in terms of map. These
maps can also e used for comprehensive study and for
revision of the topic.
2urrently the researcher is pursuing 5
nd
year *.Ed' course.
<e has oserved
that the students have lac) of interest in su#ect li)e social
studies i.e.
I<istory' 2ivics' $eography. EconomicsJ and lac) ehind.
The main need of this research is to create interest
increase curiosity and
2reativity among the student to especially learn the su#ect
(ith the help of map.
-.( S6a6#4#%6 39 A4&
A study of efectiveness of program developed to
minimi,e the prolem of map !illing in $eography for %T<
Std student.-

1.5 Op#5a63%al D#:%63%
ST* %T< 0 those students studying in %T< Std and (ho are
passed in %
th
Std in

Academic year'
Map0 A pictorial representation of the surface of the earth
is called as map
Program0 it is a group activity in (hich (e give treatment
to students.
1.6 O;<#76$#=
1. To .nd out the diDculties faced y the students during
map .lling.
2. To develop a programs to minimi,e the prolem of map
.lling.
3. To study the efectiveness of that
program.
-.> A==u4p63%
1. Students )no( the map.
2. Students )no( the concept of map.
-.? H@p36!#==
4 . R#=#a57! !@p36!#==0 if there (ill e signi.cance
diference et(een pretest Then post test .lling to
develop program.
5 .Null !@p36!#=#=0 there (ill e no signi.cance diference
et(een pre tests and post test after they are taught map
.lling to develop program.
-.A SCOPE AND LIMITATIONS
SCOPE0 This research is applicale for all %T< Std student.
LIMITATIONS 0 This research is limited to only %T< Std
student of $overnment Ashram School .
CHAPTER NO. .
REVIE1 OF RELATED
LITERATURE
..- REVIE1 OF RELATED LITERATURE
Revie( of related literature a ac/uaints the researcher (ith
the (or)
*one y other researcher (hich may e useful to conduct
the research The revie( of related literature has some
purposes0
1. "t helps to highlights the gaps in the eBisting )no(ledge.
2. "t <elps in limitation prolem.
3. "t helps in deciding
K
he research methodology tools
and instrument of Study.
4. "t $ives recommend for the further research.
5.5 REVIE1 OF PREVIOUS LITERATURE
"ndian educational revie( 0L.Shree)ant 3olume087' numer05'
Muly 5NN:' page 74' point0>.
O#ectives +0
4J The map pointing is an important aspect covered in
$eography and <istory. Eut this map pointing should
not con.ne to routinely as)ing to *ra( the outline
maps and simple location of places.
5J This could e made "nteresting y interrelating several
aspects as it is done in the oard of Manipur.
7J This (ill eliminate the role memori,ation' identi.cation
and ?ocation of places. Eut even in the case of
Manipur also (hile <istory Cuestions have this )ind of
/uestions of understanding level of the $eography "tems
sufer from the same prolem as eBplained aove.
..) INNOVATIONIN RESEARCH 1OR0 AND ITS
USEFULNESS
"n the aove research researcher tells the importance of
map. Map plotting is An important aspect covered in the
geography. Eut this should not con.ne to routinely as)ing to
dra( the outline maps and simple location of place "n the
second revie( $eography teaches should use Atlas for
efective Teaching . Atlas should e used as maps are very
important in geography.
CHAPTER N/. )
IMPLEMENTATION OF
RESEARCH

).- M#6!3" 39 5#=#a57! a%" %a6u5# 39 "#=B%
I%653"u763%
"n previous chapters researcher has ta)en revie( related
literature. "n This chapter' researcher has given the detail
of the methodology and Procedure. Research is the
systematic and scienti.c activity or an attempt To otain
the ans(er of meaningful /uestion' educational
phenomena Events and students.
Mohn A. Eest has oserved in his oo) Research in
education as the
Secret of our cultural development has een pushing
ac) the real of "gnorance y discovering ne( truths
alternatives to truths and therefore to Research to get
nearer to the truth.
M#6!3"=
There are 7 methods of Action Research.
Method
<istorical *escriptiveOSurvey
EBperimental
1. H=6357al
"t is application of scienti.c method of in/uiry of historical
prolem. "t helps in description and analysis of past events.
"t is organi,ation of <istorical factors in support of the ne(
concept to e developed.
.. D#=75p6$#
"t is concerned (ith conditions or relationship that eBists
opinions that Are held processes that are going on. Efect
that are evident or trends
that are developing.
). ECp#54#%6al
EBperimental research provides a systematic
and logical method !or ans(ering the /uestion in this is
done under carefully controlled
2onditions Ahat (ill e happenedP EBperiments manipulate
certain stimuli
Treatments or environmental conditions aid oserve ho( the
conditions or Eehavior if the su#ect is afected or changed.
Their manipulation is *elierate and systematicQ They must
e a(are of other factors that could "nRuence the outcome
and remove or control them so that they can estalish
A logical association et(een manipulated factor and
oserve efect. EBperimentation provides a method of
hypothesis testing After eBperimenter de.ne or hypothesis
they test the hypothesis and con.rm or Refuse it in the
light of the controlled variales relationship that they have
Oserve it is important that the con.rmation or proaility
rather than certain
D#=B%
P5#6#=6
$roup4 $roup5

Teaching (ith traditional method
ne( method

Pre test
$roup5 Treatment
$roup
Teaching (ith traditional method
ne( method
Post test
7.5 P3pula63% a%" =a4pl%B
P3pula63%
All students of %T< ST* in $overnment Ashram School
Sa4pl%B
$overnment Ashram School ST* %T< 5N student only
7.7 T33l= U=#" F35 Da6a C3ll#763%
There are 8 tools in Action research
Tools
Oservation Cuestionnaire "ntervie(
Test
The researcher uses eBperimental method for data
collection
so researcher selected % students for this eBperiment. "n this
all 5% are girls. The Researcher had prepared the /uestion
set for them. Ey administrating pre0test Mar)s (ere allotted
to them.
After pre0test teacher teach the student map .lling after
implementation of
program. Post test (as administered and mar)s (ere
allotted to this post0test.
The score of pre0test ant post test (ere analy,ed and
conclusion
).( STATISTICAL TOOL
The data collected during the eBperiment (as analy,ed
using the
follo(ing statistical tool Itest of signi.cance of diference
et(een meansJ t0 Test+
"t is a techni/ue of determining (hether the mean
performance of t(o groups is signi.cantly diferent.
The follo(ing formulae (ere used for calculation and the
otained t value (as tested N.N% level.
n
diff
D t /
6
0
= =
Section-B
The following flow chart depicts the procedure for the Action Research Stud.
Preparation and finalization of tools

Preparation and finalization of programme

Execution of pre-test

Execution of programme

Execution of post-test

Analysis and Interpretation of ata

!onclusion.
The researcher too! guidance of his guide to finali"e the tools of data collection.
Students (ere selected for eBperiments out of 5%
students y administrating pretest mar)s allotted to these
students. After imitation of program post test (as
administered and mar)s (ere allotted to this post test
(ere analy,ed and conclusions (ere dra(n.
This program (as conducted in 4N days time schedule
4N days program
*ay 4 Teaching
*ay 5 *o planning of Pre test
*ay 7 Pre test
*ay 8 Allot the mar)s of Pre test
*ay 9 Again teach the topic using teaching aids
*ay : *o planning of Post test
*ay = Post test
*ay > Allot the mar)s of pre0test and post0test
*ay 4N Statistical Evaluation
CHAPTER &' (
COLLECTION OF
INFORMATION 8
DATAD ITS
SYNTHESIS 8
ANALYSIS
8.4 PRESENTATION OF INFORMATION 8 DATA
The researcher uses the eBperimental method during this
research.
Tale 4
Na4# 39 6!# =6u"#%6
P5# 6#=6
C
P3=6 6#=6
@
MA6E P@MA 45 48
"T1AR 2<A"TA?" 4N 45
E<O6*E 3"S<"A1<A = 45
*A?3" AS<AA6" 4N 47
*ESMA6E M"6"6AT< > 45
E<O6*E 3ARS<A 44 47
PAAAR 1ARA6 : 4N
E<O6*E 3ARS<A % >
PA?AMEE MA*<@1AR 45 47
MA$TAP <ARS<A 47 48
$<A63AT PRAT"1 4N 45
P<@?ARE P@MA 44 45
*"6ES< PA$ARE 4% 48
1O6*<A?1AR SA1S<" 4N 45
*AMA?E MALA > 44
S<"3AR1AR PRAT"1S<A : >
RO1A*E SA1S<" 45 4N
1<OM6E P@MA 48 4%
<O?E 3ARS<A 4N 45
E<O6*E MO<"6" 4N 4%
5N% 578
Tale 5
Na4# 39 6!#
=6u"#%6
P5#
6#=6 C
P3=6
6#=6
@
D E @'
C D.
MA6E P@MA 45 48 5 8
"T1AR 2<A"TA?" 4N 45 5 8
E<O6*E 3"S<"A1<A = 45 8 8
*A?3" AS<AA6" 4N 47 7 >
*ESMA6E M"6"6AT< > 45 7 >
E<O6*E 3ARS<A 44 47 5 8
PAAAR 1ARA6 : 4N 7 >
E<O6*E 3ARS<A % > 8 49
PA?AMEE MA*<@1AR 45 47 4 4
MA$TAP <ARS<A 47 48 4 4
$<A63AT PRAT"1 4N 45 5 8
P<@?ARE P@MA 44 45 4 4
*"6ES< PA$ARE 4% 48 04 4
1O6*<A?1AR SA1S<" 4N 45 5 8
*AMA?E MALA > 44 5 8
S<"3AR1AR PRAT"1S<A : > 5 8
RO1A*E SA1S<" 45 4N 05 8
1<OM6E P@MA 48 4% 4 4
<O?E 3ARS<A 4N 45 5 8
E<O6*E MO<"6" 4N 4% 5> 5%
5N% 578 5> 45%
(.. ANALYSIS OF DATA AND INTERPRETATION
"n this chapter the researcher intends to analy,e the
data that (as calculated from the respondent ased on this
data. She (ill interpret the information and the .nding
gained from this .eld (ord.
Analysis is concept of putting data into meaningful
prescription. "t ma)es relationship et(een diferent units
and ma)e the data appear and meaningful.
After implementing the remedial action plan (e got the
outcome or the result of the proof aout the result are
compiled then this proofs are composed (ith the proofs
compiled prior to the implement of the remedial action plan
oth the proofs are compared and then only conclusion are
dra(n regarding the efect of the remedial action plan.
The mar)s of pretest and posttest. !ind out the mean of
the pretest.
Ml0 $etting mar)s of the studentOstudents
S 5N%O5N

S 4N.5
M50 $etting mar)s of the studentOstudents
S 578O5N
S 44.N:
8.7 INTERPRETATIONS OF DATA
"n this (ay the researcher has completed this research
and succeeded
to calculate the t value i.e. : higher than tale t value
4.:4> at N.N%
signi.cance level. So from aove eBplanation'
There is signi.cant diference et(een pretest and post test
mar)s and
calculation higher than TtU tale so null hypothesis is
re#ected and search hypothesis i= accepted so (e can sat
that the program developed to see the efectiveness to
minimi,e the prolem of map .lling in the su#ect
$eography y %T< std students.
The graph of the pre test and post test mar) allotted to
the students
P#57#%6aB# 39 6!# p5# 6#=6 ,
Total mar)s of the student V 4NN
Total numer of the student mar)s of
eBam
S 5N%O5N V 4NNO5N
S %4.5
P#57#%6aB# 39 p3=6 6#=6 ,
Total mar)s the student V 4NN
Total numer of the student mar)s of
eBam
S 578O5N
S %=.%
2hart
4.* S
n
D
1
=
S 5>O5N
S 4.8

CHAPTER NO. 5
SUMMARYD
CONCLUSION
RECOMMENDATIONS
Su44a5@
The movement of modern education in "ndia is almost t(o
centuries
Old. Over the decades great educationists have contriuted
to(ards the
*evelopment and evolution of education as a discipline.
Thus Education in "ndia has een enriched a lot.
More and more geographical concepts develop geography
image from a *escriptive approach of the classical
times to the analytical approach of the Present time.
I4p356a%7#
The )no(ledge of the map .lling in geography is very
"mportant for the students. The map gives a clear vie( of
the entire area. "t <elps to locate a particular place easily.
Thus a research is very important to develop the s)ill of
map .lling in Students of %
th
ST* student of &illa
Parishad Primary School' Shendgevasti Solapur.
N##"&
Maps are said to e the main tool of the geographer and
the chief instrument of teaching' learning geography. Actually
>>H of the geography is taught Aith the help of the map.
S6a6#4#%6 39 A4&
A study of efectiveness of program developed to minimi,e
the prolem of map !illing in $eography for %
th
ST* student
of &illa Parishad Primary School' Shendgevasti Solapur.

Op#5a63%al "#:%63%
Map0 A pictorial representation of the surface of the earth is
called as map
Program0 it is a group activity in (hich (e give treatment
to students.
O;<#76$#=
1 To .nd out the diDculties faced y the students during
map .lling.
H@p36!#==
4 . R#=#a57! !@p36!#==0 if there (ill e signi.cance
diference et(een pretest Then post test .lling to
develop program.
5 .Null !@p36!#=#=0 there (ill e no signi.cance diference
et(een pre tests and post test after they are taught map
.lling to develop program.
A==u4p63%
4.Students face prolem (hen .lling map.
5.Student )no(s the concept of
map.
S73p# a%" l46a63%
4.S73p#0 All students of %T< ST* of all school.
5.L46a63%'P54a5@0 School of %
th
ST* student of &illa
Parishad Primary School' Shendgevasti Solapur.
P3pula63%
All students of %T< Std. in &illa Parishad Primary School
Shendgevasti' Solapur
Sa4pl%B
&illa Parishad Primary School Shendgevasti' Solapur
Std 9
th.

5.- C3%7lu=3%=
This research is very important for the $eography teachers.
Eecause maps are said to e the main tool of the
$eographer the chief instrument of teaching learning
$eography.
This research develops the interest curiosity of student. "t
helps to develop The s)ill of map .lling. Every student is
evaluating (ith the help of research And it can help to
develop them.
"n the research researcher use many tools and techni/ues
for evaluate the Student. And to reach to(ards the
conclusion.
5.. R#7344#%"a63%
" .$eography teacher should use the maps to teach the
students.
2. Teacher should teach the students using
diferent maps.
?i)e0Political map.
3. Teacher should teach the students using outlined map.
4.teacher should .ll the map then tell the student to .ll the
map'
%.Teacher should use efective method to teach the student
due to this achievement level is increased.
5.) SuBB#=63%
1. Every geography teacher should have proper )no(ledge of
map .lling
". $overnment should )eep the compulsory topic of map
.lling.
#. Researchers should do ig research on map .lling.
App#%"C
1. Prof. EA Macnee, Modern Teaching of Geography -
Google Books Result
books.google.co.in/books?isbn=812611875X...S.M. ai!i " 2##5 "
$22 %ages.
2. &n!ian e!'ca(ional re)ie* "+.S,reekan( -ol'.e"/$,
n'.ber"2, 0'l1 2##7, %age $1, %oin("2.
PRE'TEST
"dentity the follo(ing places ; .ll the map
4J Europe 5J To)yo 7J atlantics ocean 8J "ndia
%J 6epal 9J Asia :J Africa =J Mapan
>J Australia 4NJ San !rancisco
P3=6 T#=6
"dentity the follo(ing places ; .ll the map
5J Europe 5J To)yo 7J atlantics ocean 8J "ndia
%J 6epal 9J Asia :J Africa =J Mapan
>J Australia 4NJ San !rancisco