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D.I.E.T SUBMITTED BY ANSARI HURAIRA S.Y.D.T.ED DIV – A ROLL NO. 23 GUIDE BY MRS. AATEKA MAM M.C.E. SOCIETY JR. COLLEGE OF EDUCATION A AM CAMPUS PUNE – ! "ENGLISH MEDIUM# 2$!2%2$!3

CERTIFICATE

This is to certify that Miss. Ansari Huraira has completed the study incorporated in this action research report a study of effectiveness of “A Programme Develop For Std 5th mproving Dra!ing "f A #eometrical Figures n Maths$ of School% su&mitted &y Ansari Huraira !as carried out under my guidance such material as has &een o&tained from other source has &een duty ac'no!ledge in the report.

Date ( #uide Mrs. Shehna) mam

SELF DECLARATION

do here&y declare that made this study on the pro&lem ““A Programme to Develop For Std 5th mproving Dra!ing "f A #eometrical Figures n

Maths$ of ********** School% on the &asis of relevant source material and the field !or' that carried out% the date collected and conclusion dra!n in the thesis are my o!n they are not previously pu&lished. The &oo' and articles referred to are listed in the &i&liography and the +uantities are ac'no!ledged.

**Place(* Date( * Ansari Huraira
**

Sign

(0 First of all !ould li'e to than' to Mrs./. Principle Sa&rina . Then !ould li'e to say than's to principal of *******School for giving a permission to conduct the research in her school After that !ould li'e to say than's to Mrs Aate'a Mamfor their valua&le guidance a&out 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.A&'()*+.han for giving permission to do this practical.-. -esearcher Ansari Huraira ..

0"32/D#/M/0T .T "0 0". 0AM/ "F ST1D/0T PA#/ 0".5 4.HAPT/."22/.0".H S.0".4 4.H MP"-TA0.HPAT/.H STAT/M/0T "F TH/ P-"82/M "P/-AT "0A2 D/F 0 T "0S "8:/.0"./2T= "F -/S/A-. * 4 0T-"D1.INDE1 .T "0 0//D "F TH/ -/S/A-."P/ A0D 2 M TAT "0S .HAPT/0".H ASS1MPT "0S A0D H=P"TH/S S "F -/S/A-./D1-/ "F P-"#-AMM/ 4./S "F -/S/A-. /3 "F -/2AT/D 2 T/-AT1-/ 0T-"D1. ? 6 M/TH"DS "F ST1D= M/TH"D "F -/S/A-.5 4.AT/ D/..HAPT/.T "0 STAT ST .T .> .H 1S/F120/SS "F ST1D= .H A0D D/S #0 P"P12AT "0 A0D SAMP2/ T""2S "F DATA ./-T F .7 4./ "F -/S/A-. ? 5 -/.6 4.A2 T""2 P-".9 4. T T2/ .2A-AT "0 A.< 4.

0".T "0 P-/S/0TAT "0 0T/-P-/TAT "0 "F DATA A0A2=S S A0D D S. 5.4 5.21S "0 -/.0"."0. * 5 S1MMA-= .H -/F/-/0.7 . * 7 P-/S/0TAT "0 A0A2=S S A0D 0T/-P-/TAT "0 "F DATA 0T-"D1.HAPT/.21S "0 A0D -/.F1T1-/ -/S/A-.1SS "0 "F DATA ."MM/0DAT "0 S1MMA-= ./S APP/0D @ .6 5.. ."0.5 5."MM/0DAT "0S S1##/ST "0 F".HAPT/.

CHAPTER NO. INTRODUCTION % ! NEED OF THE RESEARCH IMPORTANCE OF RESEARCH STATEMENT OF THE PROBLEM OPERATIONAL DEFINITIONS OBJECTIVES OF RESEARCH ASSUMPTIONS AND HYPOTHESIS OF RESEARCH SCOPE AND LIMITATIONS .

The &asic concept at geometry figures at primary level is useful for secondary level as !ell as future life so% this is very important su&Aect in school curriculum.INTRODUCTION OF THE PROBLEM !. #eometry is one of the parts of mathematic !hich deals !ith lines. NEED OF RESEARCH -esearch is one of the important parts of D.!. every !here !e use geometry for eBample to &uild the house. #eometry is also useful in our day to day life. /d sylla&us . Student fined difficulty in alge&ra &ut they find greater difficulty in geometry. I(02)-3&04)( Mathematics is very important su&Aect in all school su&Aect of primary level out of all the su&Aect in school mathematics and geometry has attached to each other given to the special attention to the research. !.2 NEED 5 IMPORTANT OF RESEARCH.

. n every field geometrical figure is very useful and !e use different measurement so students gets &enefits of geometrical figure. -esearch is an important is in future !ho may &e find a difficulty regarding geometry in higher classes. t is also important to inculcate moral values as !ell as as neatness and accuracy in the !or' of the students.!hile ta'ing practice lesson research find that most of students are found that those students !ere facing a pro&lem in dra!ing geometrical figures in mathematics su&Aect. n the primary sylla&us the mathematics is very important su&Aect as !ell as compulsory su&Aect those !ho are studied the students must possess certain intellectual +ualities li'e accuracy and neatness. IMPORTANCE OF RESEARCH. So the researcher is important to improve a status of education of today. Those !ho are facing a pro&lem in dra!ing geometrical figures on this &asis research is very important. So dra!ing s'ill is develop in students accuracy and neatness also &e develop those !ho are important in day to day life.

. To find the pro&lem of student !hile dra!ing of geometrical figure in mathematics su&Aect.3 STATEMENT OF PROBLEM. .7.th Std Dra!ing #eometry ? ? ? The student !ho passed 7th Standard . To study effectiveness of programme dra!ing of geometrical figure in mathematics su&Aect. A study the effectiveness of a programme developed for std 5th in mathematics of School .!.7 OPERATIONAL DEFINITION. Programme ? it means diagrams.$ 4. To develop a programme to solve these difficulties of dra!ing geometrical figure in mathematics su&Aect.82&9.5 OBJECTIVES )6 2. !. dra!ing mean a pencil s'etch part of mathematics su&Aect !hich deals !ith different types of lines and measurement.

To give the guidance to the students for dra!ing a figure in geometry then the student dra! the figure accuracy. Practice ma'es a man perfect so s'ill of dra!ing figure is develop in the students. HYPOTHESIS RESEARCH HYPOTHESIS n 5th std students if the techni+ue and o&servation is develop and conducted every !ee' then the s'ill of dra!ing figure is develop.:. .:. Student committed a mista'es !hile dra!ing geometrical figures.!. Different techni+ue and o&servation is understood the students thus the student are not dra!ing a accurate figure. ASSUMPTION. NULL HYPOTHESIS. !.

!. SCOPE.T. . And t is also useful for all D. SCOPE AND LIMITATIONS. This is limited for 5th std students only. LIMITATION. t is &eneficial for the geometry su&Aect. This research is &eneficial for all the students of 5th std student of School t is &eneficial for all the geometry or mathematics teachers.<./d students as they are futures teachers.

– 2 REVIEW OF RELATED LITERATURE INTRODUCTION NOVELTY OF RESEARCH USEFULNESS OF STUDY .CHAPTER NO.

I(02)-3&04)( After penali)ing the pro&lem of the research it is +uite essential to ta'e a revie! of related literature . revie! of related literature help in analy)ing and interpreting the finding of the study ..+40.* )6 2.C98=0.28032. Student if eBperimental group found less pro&lem in geometry .+80. in the light of the previe! finding -evie! of related literature DATA A-1MA 4>>C.2 2 R. 1se of audio and visual as !ere effective from the convention methods The eBperimental group should more interest in the lesson then the control group . There !as improvement after treatment in the student . . 2earning disa&ility in resorting po!er of student in geometry diagnosis prevention M8?)2 64(-4(.>4. revie! of literature help the researcher to &uild up his study and &ac'ground as !ell as provide &asic of formation of hypothesis revie! of related literature help the researcher !ith may &e useful to conduct the research .

M8?)2 64(-4(. nter relation after Sighiri .S !@@$ A study of relationship of school in the formation of geometrical concept among school children. 2earning disa&ility in the reasoning po!er of the student in geometry diagnosis prevention. • The eBperimental group sho!ed more interest in the lesson than the group.S JADHAV !@@$ a study of relation ship oCf school in formation of the geometrical concept among the school children.isual material and techni+ue achieved significantly more than the control group taught &y the conventional method. YADAV R. DUTTA ANIMA !@@$.ontry after the concept of formation REVIEW OF PREVIOUS LITERATURE !. • 2earning through audio visual material caused more prolonged retention than through the conventional method. • The eBperimental group taught &y audio*. .7.R.

3.% • nteraction effect significantly after the concept of formation in geometry at &oth the levels.th mathematics &oo's. GURUSWAMI !@@$ A diagnostic study of the errors committed &y student of @ in sho!ing pro&lem in geometry. .7.7.% • t !as found that the student !ere committee !hile solving pro&lems there !as improvement in sho!ing pro&lem after giving the treatment . Action research and innovation 0irali pra'ashan Std . s Primary and secondary ho!ever the interaction had no significant effect over concept formation in geometry at primary level.M8?)2 F4(-4(. M8?)2 F4(-4(.

NOVELTY.so this research !as on lo!er primary level .T. The eBperimental method !as used . This research is useful for D.% n previous literature researcher found that most of research !as on the higher level .% This research is useful for the teacher as they understand the difficulties !hen student are dra!ing geometrical figure. . B./D student as they !ill understand the other difficulty in the future in schools students . USEFULNESS.% !. .NOVELTY AND ITS USEFULNESS IN RESEARCH .

– 3 METHODS OF STUDY METHOD OF RESEARCH AND DESIGN POPULATION AND SAMPLE TOOLS OF DATA COLLECTION STATISTICAL TOOL PROCEDURE OF PROGRAMME .CHAPTER NO.

2# S32>. Methods E4D /Bperimental method E5D Survey method E6D Historical method !# H470)24&8+ /.( AD Method of study for the research the methodology is very important all the follo!ing methods can &e used for the research.! M.24/.2 N) – 3 3.7. )6 -.A /.09)-.% /Bperimental research is conducted to understand the effect of the factors li'e tg method 0o of students in the .C98=0.% The survey method included the gathering of information regarding current situation.09)-7 )6 2.82&9 8(.74. t is used to get opinion a&out certain form large no of responses at a time representing. 3# EB=.(08+ /.!# M.(8032. This is used to find out eBact mining !hich event accurs in the past or through an fact found out a&out event.09)-7 )6 703-A 3.% t is the past oriented method.09)-.09)-.

The students form 5th std of F.( As the researcher has conducted research &y eBperimental method and he has used the one group design in the research !or'. C# S8/=+. B# D.P)=3+804)( 8# P)=3+804)(.2 S8/=+4(. .74.classroom on the factor li'e their motivation attitude interest. There is only one group of student for the eBperiment.% The population is a group at individual !ho have common characteristics.P. 3. The population may &e all individual at a particular type or more restricted part of the group. Primary School is the sample of the research.% Sample is a part of the population !hich indicate the eBact position of !hole population.. The researcher has used the eBperimental method for the present research !or'. 8(.

-esearcher has used GTH test for analysis of data. 3.% To analyses the collected information statistical tools are very important statistical tools are important to dra! a correct conclusion a&out the information.D S0804704&8+ 0))+.3. . They are use many tools li'e +uestionnaire o&servation and intervie!. -esearcher has collecting the related information +uestionnaire is the systematic compilation of the related +uestion.3 T))+7 )6 -808 &)++.&04)( For the research !or' the information or opinion are very important.

=2).3.28//. . aD Procedure NORMAL TEACHING E PRE – TEST E TREATMENT E USE OF AUDIO VISUAL AID E POST – TEST E CONCLUSION E SUGGESTION. 8(.5 P2)&.-32.

. At the last researcher too' the Post ? test &y the student at the same content.C# P2). Date 4 5CIC9I5C45 5 6 7 54IC9I5C45 55IC9I5C45 56IC9I5C45 Day Monday Tuesday 3ednesday Thursday Programme -esearcher gives the Pre ? test to the students regarding geometry. -esearcher too' the practical of dra!ing geometrical figure. -esearcher taught the content &y using audio*visual aid.28//.( -esearcher conducted the programme in the school as follo!( 0o.

% D PRESENTATION ANALYSIS AND INTERPRETATION OF DATA INTRODUCTION PRESENTATION INTERPRETATION OF DATA ANALYSIS AND DISCUSSION OF DATA .CHAPTER NO.

.CHAPTER NO – D PRESENTATION ANALYSIS 5 INTERPRETATION OF DATA. 7.4 PRESENTATION -esearcher made +uestionnaire to 'no! the pro&lems of student !hile dra!ing geometry researcher too' +uestionnaire in 5 th std students the test !as ta'en at 4C mas's from that she has seen that the student s'ill regarding the dra!ing geometrical figure.

A PA-AR #"SSAIN SA00A1 S"DHA-.H 0 T/0#2/ . ."MA2 8 D#A.D/ #A0/SH SH/2A.S1SHA0T MA0/ A0AT A T/0#2/ P-ASHA0T T/0#2/ SH=AM 2A. 1& 1! &2 &' 1! &( &' 1& 1! 1& &. 1& 1& &* &2 1& 1*& . 12 1* 1' !& SARIKA GANJ T"S#AR $#%R J%GITA KA) S"S#.AS HA0DA2 A0A.A../T HA0DA2 DATTA HA0DA2 SAT SH Pre test 1! &' &* &.Analysis of data:Pre-test Table Sr.SH1SHA2 SH/2A.S"M0ATH HA0DA2 SA. Name of the Students No. 1 ! ( + / . /T T/0#2/ 01TA0 HA0DA2 SA0. 2 * ' 1& 11 1! 1( 1+ 1/ 1.

Post-test Table Sr.D/ #A0/SH SH/2A.S1SHA0T MA0/ A0AT A T/0#2/ P-ASHA0T T/0#2/ SH=AM 2A. 1/ 1* 12 1. 12 1* 1' !& SARIKA GANJ T"S#AR $#%R J%GITA KA) S"S#. 12 (!& . 1 ! ( + / ./T HA0DA2 DATTA HA0DA2 SAT SH Post test 12 1.S"M0ATH HA0DA2 SA. /T T/0#2/ 01TA0 HA0DA2 SA0..AS HA0DA2 A0A. . 2 * ' 1& 11 1! 1( 1+ 1/ 1.A."MA2 8 D#A. 1( 1/ 1( 1.SH1SHA2 SH/2A. Name of the Students No. 1* 1/ 1! 1* 1/ !& 1+ 1! 1.H 0 T/0#2/ .A PA-AR #"SSAIN SA00A1 S"DHA-.

+ 1 1. !+ & -1 . ! & -.ANALYSIS OF DATA 3 4 3m y 4 ym ( & -1 -( 1 ( -! & ( -. & 1 + 1 & ' 1 ' & 1 . 1 & -( -1 ( & 1 ' & 1 ' 1 ' + & ' (. & 1 ( 1 -( 1 1 -1 -! 1 1 & ! -1 -+ ! -1 + -! -+ & -1 ! 1 & -( -1 -( & 1 ( & -! ( -+ . + 1. & 1 ' 1 ' 1 1 1 + 1 y! 1 & + 1 1.

! & -.H 0 T/0#2/ .H 0 S1SHA0T MA0/ A0AT A T/0#2/ P-ASHA0T T/0#2/ SH=AM 2A./T HA0DA2 DATTA HA0DA2 SAT SH Pre test 1! &' &* &.S"M0ATH HA0DA2 SA. 1 SARIKA GANJ ! ( + / . & 1 ' 1 ' 1 1 1 + 1 y! 1 & + 1 1.A PA-AR #"SSAIN SA00A1 SA. 1& 1! &2 &' 1! &( &' 1& 1! 1& &. 12 1* 1' !& T"S#AR $#%R J%GITA KA) S"S#. 1* 1/ 1! 1* 1/ !& 1+ 1! 1. & 1 + 1 & ' 1 ' & 1 . /T T/0#2/ 01TA0 HA0DA2 SA0. 2 * ' 1& 11 1! 1( 1+ 1/ 1.SH1SHA2 SH/2A.. . & 1 ( 1 -( 1 1 -1 -! 1 y4 ym 1 & ! -1 -+ ! -1 + -! -+ & -1 ! 1 & -( -1 -( & 1 ( & -! ( -+ . 1 & -( -1 ( & 1 ' & 1 ' 1 ' + & ' (. 1/ 1* 12 1.D/ #A0/SH SH/2A. + 1 1. Name of the Students No. 12 (!& 34 3m ( & -1 -( 1 ( -! & ( -. 1& 1& &* &2 1& 1*& Post test 12 1. + 1."MA2 8 D#A. 1( 1/ 1( 1.AS HA0DA2 A0A.Analysis of data:Sr. !+ & -1 .

5oeffi6ient of 6o4relation 7 = 7 (..&( d7 7 7 7 7 t7 7 7 7 2.' 7 N₁ N₂ .

7 !& !& 7 +& 7 (* 7 &..' 8 &.1/* ! ! 2. % 5 SUMMARY CONCLUSION AND RECOMMENDATION SUMMARY CONCLUSION RECOMMENDATIONS SUGGESTION FOR FUTURE RESEARCH REFERENCES APPENDI1 .1/* CHAPTER NO.

Students !ere facing the pro&lem in the dra!ing geometrical figure. -esearch felt that research is important as in future.$ OPERATIONAL DEFINITION.INTRODUCTION Mathematics is very important in all school su&Aect of primary level geometry is the part of mathematics su&Aect !hich deals !ith the line and measurement students find a difficulty in alge&ra also they found greatest difficulty the geometry dra!ing. STATEMENT OF PROBLEM. !. . A study the effectiveness of a programme developed for std 5th students to improving geometrical figure in mathematics of School .2 NEED 5 IMPORTANT OF RESEARCH. NEED . Figure ? it means diagrams.. IMPORTANCE.

+4/40804)( 7&)=. t is &eneficial for all the geometry and mathematics teacher. L4/40804)(.% t is limited for 5th student inSchool.ASSUMPTION. .( Sample the part of population !hich indicate the !hole population. 8(.747 After daily practice of dra!ing a geometrical figure for student then there !ill &e no improvement in student. S&)=. S8/=+4(. Student !ill co*operate !ith researcher. HYPOTHESIS f there is daily practice of dra!ing a geometrical figure for student then there !ill &e improvement in student. N3++ HA=)09.

To over these pro&lem come recommendation !ere put through the researcher. 5. • Most of the students did not 'no! ho! to hold an apparatus. • Most of the students !ho did not 'no! !hich apparatus !hich are used to dra! a geometrical figure. Teacher should teach students !hich apparatus is used to dra! a geometrical figure.! C)(&+374)( From the a&ove research can &e conclude that • Most of the students find difficulty !hile dra!ing of geometrical figure.&)//.3 R. Teacher should introduce the topic firstly properly. . • There is not neatness in the !or' of the students.(-804)( n the research researcher found the pro&lem !hile dra!ing of geometrical figure.5. • Most of the students get confused &et!een rectangle and s+uare.

5...82&9 -esearcher should conduct research on the geometrical figure. R. Teacher should ta'e a practice to dra! a neat figure. .5 S3.Teacher should teach them ho! to hold apparatus. -esearcher !ill conduct research &y using method or research tool.7.704)( 6)2 F3032.

:adhav ? 4>>C A study of relationship of schools information of geometrical concept among the school children.D. . S.APPENDI1 • Dutta Aruma ? 4>>C 2earning disa&ility in reasoning po!er of student in #eometry diagnosis prevention.S.=. Mathematics &oo's std .. • 0irali Pra'ashan &oo'.T. • -.

1A dra: a 6ir6le 1ra: a trian.(A.eometri6al @ natural (. -hi6h ty=e of dra:in..le are 1A eCual !A different *.7 #ive the ans!er of the follo!ing +uestions 1.!BB!.+ 2. -hi6h diffi6ulties you find :hile dra:in. SCuare ha9e +D(D! side .le !A dra: a sCuare . trian. -hi6h a==aratus issued to 6ir6le <1 s6ale ! rounder /. 1ra: a line 1&.704)((842. < !.(A+.F3. you li>e < ?. '. 1o you ha9e interest in dra:in.le ha9e 1B1 .le< . The o==osite side of re6tan. Trian. -hi6h A==aratus used to dra: a 6ir6le< ? 1 rounder ! s6ale A +.

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