MANUAL

RESEARCH
PROJECT B.Ed (1.5
Year/2.5/4 Year)
Course Code:
8613/6464

Name:

Topic:

Department of Early
Childhood Education and
Elementary Teacher
Education FACULTY OF
EDUCATION
ALLAMA IQBAL OPEN
UNIVERSITY ISLAMABAD
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 COURSE TEAM
Chairman:
Prof. Dr. Nasir Mahmood
Dean / Chairman
Early Childhood Education and Elementary
Teacher
Course Coordinator: Education Department
Dr. Syed Nasir Hussain
Early Childhood Education and Elementary
Members: Teacher
1. Dr. Fazalur Rehman
Early Childhood Education and Elementary
Teacher
2. Education Department
Dr. Muhammad
Early ChildhoodAthar
Education
Hussain
and Elementary
Teacher
3. Education Department
Dr. Rahmat
Early UllahEducation
Childhood Bhatti and Elementary
Teacher
4. Education Department
Dr. Syed
Early Nasir Hussain
Childhood Education and Elementary
Teacher
5. Education Department
Ms. Mubeshera
Early ChildhoodTufail
Education and Elementary
Teacher
6. Education Department
Mr. Salman
Early Khalil
Childhood Education and Elementary
Teacher
Education Department
Reviewers: 1. Dr. Fazalur Rehman
Early Childhood Education and Elementary
Teacher
2. Education Department
Educational Planning, Policy Studies and
Leadership
3. Department
Dr. Tanvir Teacher
Secondary Afzal Education Department
4. Dr. Muhammad Zafar Iqbal Mir
Secondary Teacher Education Department

Composing: Muhammad Javed

 1. COURSE DESCRIPTION

Pre-service teacher education in Pakistan has been criticized for being heavily
content-ridden on the cost of ignoring practical aspect. No doubt, theoretical
knowledge should be linked with classroom practices to make the teacher
education programs more effective. The Higher Education Commission Pakistan
suggested some radical changes in the teacher education programs. In wake of the
transformation, Allama Iqbal Open University is trying to equip its student-
teachers with skills based on practical works under the supervisions of
experienced and highly qualified teachers. Research Project is one of such
offerings to the students which will provide them some basic skills for being an
effective classroom teacher. It is designed to provide them with critical approach,
scientific attitude and reflective thinking. In the previous semesters, the students
were offered ‘Research Methods in Education’, ‘Critical Thinking and Reflective
Practices’ and ‘Teaching Practice-I’. The experiences from these courses will help
the students to build their narrative and complete this research project.

We have already learnt that action research is a way of solving local problems by
adopting steps of scientific method. It is not uncommon that a teacher faces many
problems of different nature during teaching and at workplace. Action research
provides more valid and reliable solutions of the problems faced by them at
classroom and institution level. So, mastering action research can be an important
step in becoming a more effective teacher. Keeping in view the importance of
action research in the professional life of the teachers, universities of the
developed countries have made action research a part of teacher education
programs. For setting higher standards of pre-service teacher education in
Pakistan, Allama Iqbal Open University has also made it mandatory for B.Ed
students to conduct an action research and write a report. As action research
targets learning teaching through researching teaching and based on some
practical work, it provides an opportunity to change student-teachers’ beliefs
based on practical experiences. It will help the students understand how scientific
method is used to solve classroom problems.

One the most important considerations in action research is ‘context’ – that’s why
we are not bothered about the generalization of the results. It is conducted in the
context of the researcher and the problem relates to the personal context. The
critical question of an action research is mostly narrated in personal pronoun i.e.
I’ and ‘My’. For example, “How can I improve reading skills at primary level?”
or “How can my teaching develop higher order thinking among students at
elementary level?” Sticking to one’s own context provides another benefit. It
provides an insight into the classroom and the institutional practices as a whole.
The other major consideration of Action Research is the ‘reflection’ of the
student-teacher. Action research at this level should be something meaningful to a
student-teacher – lessons which can be carried with as a professional teacher to
make you a wiser, smarter and more effective teacher. Once a student-teacher gets
through action research, he/she gets to know and handle a scientific method to
solve his/her professional problems rather than always looking for trial and error
method.

2. COURSE LEARNING OUTCOMES

At the end of the course, the student-teacher will be able to:

 Identify an educational problem within the classroom / institution
 Review the literature related to the identified problem
 Develop a scientific plan to solve it
 Execute an intervention to achieve the objectives
 Collect data about the problem with the help of a research instrument
 Analyze the data
 Draw conclusions based on the analysis of the collected data
 Use APA manual in writing and formatting a research report

3. INTRODUCTION TO RESEARCH PROJECT

The purpose of research project is to engage student-teachers in action research

process. Action research helps student-teachers to begin a cycle of posing
questions, gathering data, reflection, and deciding on a course of action. Research
project helps to understand a particular problem or phenomenon along with
strengthening their comprehension of research process. They discover first-hand
knowledge about (a) how the steps of the research process are interlinked, (b)
develop an understanding and appreciation of how knowledge evolves, and (c)
adds a contribution to the existing body of knowledge.
The purpose of action research project is either to solve a problem or to improve a
practice in education within local settings. The output of an action research
project may provide immediate solution to a problem at classroom or school level.
What is NOT an action research?
 Action research is nota library project where we theoretically learn about a
topic that interests us.
 Action research is not an attempt of trying to find out what is wrong, rather
it is a quest for knowledge about how to improve a particular
practice/situation.
 Action research is not about doing research on or about people, or finding
 all available information on a topic looking for the correct answers. Action
research involves people working to improve their skills, techniques, and
strategies.
 Action research is not about learning why we do certain things. But it is
about how we can do things better. It is about how we can change our
instruction to impact students’ learning.

4. TEACHING-LEARNING METHODOLOGY

The research project is an activity-based course. The student-teacher will

complete the research project under the guidance of a supervisor. It will be
mandatory that the supervisor has at least an M.Phil degree in the field of
Education. A person holding a degree of M.Phil / MS without thesis will NOT be
eligible for supervision. Furthermore, M.Phil / PhD degree holders in the fields of
natural sciences, engineering, agriculture, languages, and Arts and Humanities
will not supervise students’ project work. In extraordinary circumstances, the
persons holding the required degree in some specific subjects of social sciences
may be appointed as a supervisor but only with the prior approval of the
Chairman, Department of Early Childhood Education and Elementary Teacher
Education. Further:
 A 3-day workshop will be held to share the concept and methodology of
action research with the students. The students will be allotted their
supervisors during this workshop. It is more advisable that the topic of
research should also be finalized during this workshop.
 One-on-one meetings between the student-teachers and the supervisor. The
supervisor will get the progress from the student and propose the way
forward. The minimum number of these meetings is nine. The meetings will
be decided with the mutual understanding of the supervisor and the student-
teachers.
 The work (booklet) must be completed within the stipulated period of time
and it will be submitted to the regional office with the approval of the
supervisor.
 The regional offices will permit only those students to submit their report
who have at least 80% attendance of the workshop sessions.
 A supervisor will not supervise more than 25 students at a time. Though in
special circumstances, the number of students may be increased subject to
the prior approval of the Chairman, Department of Early Childhood
Education and Elementary Teacher Education.

Workshop

A 3-days workshop is a compulsory component of the course. At least 80%

attendance in the workshop sessions is mandatory failing which the student will
be disqualified for report submission and evaluation and he/she has to attend
again the workshop. The workshop will be conducted by the concerned regional
 office. The Dean Faculty of Education may appoint some faculty members to visit
the workshops, if needed, to convey to the coordinators / supervisors what is and
what is not required from the students.
During workshop, the students will get acquainted with the purpose and procedure
of action research. A coordinator and two supervisors will be appointed for the
workshop. Only persons eligible to supervise the students will be involved in the
workshop. They will also work as the resource persons. Except in special
circumstances, the number of students in a class should not exceed 75. It is
recommended that the students should be distributed among the same three
persons who were involved in the conduct of the workshop. First two days of the
workshop will be dedicated for the sessions regarding action research. On the
third day of the workshop, the students will work with their supervisors to decide
the topic and plan of their project. The recommended program of the workshop is
given below. However, minor changes can be made to adjust to the local
requirements.

Day Session Activity Timing Duration

1 I Inauguration of the workshop, 2:00 pm to 1 hour
communication of purpose, pattern and 3:00 pm
schedule of workshop
II Introduction and importance of Educational 3:00 pm to
Research 4:00 pm
III Introduction and importance of Action 4:00 pm to
Research in teacher education program 5:00 pm
IV Identification and selection of problem for 5:00 pm to
Action Research 6:00 pm
V Sources of Locating related Literature and 6:00 pm to
Citing it - APA manual 7:00 pm
2 I Data Collection in Action Research 2:00 pm to
Observation (note-taking, anecdotal record, 3:00 pm
checklists, etc.)
II Data Collection in Action Research 3:00 pm to
Interview (survey; attitude / aptitude rating 4:00 pm
scales; formal interview, informal interview,
III etc.)
Data Collection in Action Research 4:00 pm to
Artifact – the physical record (student work; 5:00 pm
portfolios; test scores; attendance record,
etc.)
IV Data analysis and interpretation 5:00 pm to
6:00 pm
V Distribution of students in groups and 6:00 pm to
allotment of the supervisor 7:00 pm
3 I 2:00 pm to
3:00 pm
II Students’ presentations on their topics 3:00 pm to
4:00 pm
III 4:00 pm to
5:00 pm
IV Finalizing research topics 5:00 pm to
6:00 pm
V Time Frame and scheduling the meetings 6:00 pm to
7:00 pm
Selection of Topic
The Dean, Faculty of Education will provide a theme and a set of sub-themes. The
Director Regional Services will disseminate this list to all regional centers and the
concerned Regional Director will be responsible to convey it to all supervisors at
the time or before the workshop of the course ‘Research Project’. This practice
will be followed every semester as for each semester new theme and the sub-
themes will be provided by the Dean, Faculty of Education.

The selection of the sub-theme – the topic of the research project for each student
is up to the mutual understanding of the student and his/her supervisor. The
supervisor is responsible to give almost equal weightage to each sub-theme. It
means that if a supervisor is going to supervise the work of 25 students and there
are 08 sub-themes given, every sub-theme should be selected by at least 03
students. In simple words, divide the number of students by the number of sub-
themes; and in this way, equal weightage to each sub-theme should be ensured.

Writing Project Report

You must consider the following points at the time of writing your project report:
 Write you report concise and brief. You are supposed to write your report on
the given space as it is not permitted to attach extra sheets by your own.
 The report must be written in English language ONLY. A report written in any
language other than English will be awarded zero marks.
 Do not copy your report from some other student. If two or more reports are
found to be similar, all such reports will be awarded zero marks.
 If you are already a practicing teacher, use your classroom to conduct this
action research. And if you are not a teacher, you can conduct your research
during Teaching Practice-II (CC-8608).

Dear student
You are required towriteyour response on the given blank spaceONLYin the
manual issued by the department. Write brief and concise; keep in view the space
specified for a particular portion. Don’t use extra sheets. Only handwritten
responses will be accepted. Don’t write in any language other than English.

5. ASSESSMENT OF PROJECT REPORT

Research project is a practical course. There will be no written examination at the

end of the course. At completion of the project, the manual will be submitted to
the concerned regional office of Allama Iqbal Open University. The project
manual must be signed by the supervisor on the given form provided in the
manual. Without the signature of the supervisor, the manual will NOT be
accepted. Furthermore, the concerned regional office will ensure that the said
student has at least 80% attendance in the workshop failing which the student will
not be allowed to submit the manual. Though attendance in the workshop bears no
marks yet it is mandatory for manual submission.
The final date of submission will be communicated by the DRS to the regional
centers. No submission after the deadline will be accepted. If a student is unable to
submit the report within the stipulated time or falls short of the minimum
attendance of the workshop, he/she will have to reregister in the course. The
student will pay full fee of the course (the fee is subject to any change by the
university administration). He/she will be given two chances to reregister in
consecutive two semesters (offerings) and if the student remains unable to pass or
avail these chances, he/she will be considered fail and has to get fresh admission
when the course is offered.

The project manual will be evaluated against total number of 100. The
distribution of marks is provided against each part. Adequacy, relevance, quality
and language will guide the scoring of responses.
 TOPIC APPROVAL FORM
(Note: This form must be filled and signed on the last day of the 03-days
workshop)

Student Name:
Registration Number:
Roll Number:
Programme:
Supervisor Name:

Theme
Sub-theme
Topic of Research Project:

Workshop Coordinator Signature:

(Name)
Resource Person-1 Signature:
(Name)
Resource Person-2 Signature:
(Name)
Date of Approval of Topic:
 DECLARATION
(To be filled and signed by the student and retained by the Controller of
Examination)

I Daughter / Son of

Roll No. Registration No. ,a

student of B.Ed Program (1.5 Year / 2.5 Year) at Allama Iqbal Open University

do hereby declare that the research project entitled

submitted by me in partial fulfillment of B.Ed (1.5 Year / 2.5 Year) program is

my original work and has not been submitted or published earlier. I also solemnly

declare that it shall not, in future, be submitted for obtaining any other degree

from this or any other university or institution.

I also understand the zero tolerance policy against plagiarism of the

university and the HEC and if my work is found to be plagiarized or copied from

someone other’s work at any stage, even after the award of the degree, the work

may be cancelled and the degree confiscated.

(Signature of the Student)

Date:
(Day-Month-Year) (Name of the Student)
 Research Project Submission Approval Form
(To be filled by the student and signed by the supervisor and the RD)

This research project entitled

submitted by (student name)

Roll No. Registration No.

Program (1.5 Year or 2.5 Year) was conducted under

my supervision. I have read it and found it to be satisfactory regarding its

originality, content, language, relevancy, consistency, citation and reference list.

It is ready for submission for evaluation to Allama Iqbal Open University as a

partial fulfillment of B.Ed (1.5 Year / 2.5 Year).

(Signature of the Supervisor)

Date:
(Day-Month-Year) (Name of the Supervisor)

Certified that the student has completed at least 80% attendance and all required

components of the workshop.

(Signature of the Regional Director)

Name of the School(where the action research was conducted):
_________________________________________________________________________
Overall background of the participants of the project; area / school: (socio- economic
status, occupation / profession – earning trends of majority of the parents, literacy
rate, academic quality, and any other special trait of the community where the school is
situated) (10 Marks)

I select, the participants of my project or my research are grade 7th to grade 10th .It is a local
research that called action research before starting my project it is necessary for me to
know the background of the students.
So, for this purpose I made a performa to collect the overall background information of the
students Firstly, the school is situated at the corner of my area. This school was building
about 5 year ago. There are ten rooms and two offices and one beautiful and wide assembly
ground.
 Scio-economic status/occupation profession.

It is in Cantt area most people are attached with factory as a worker where 35% parents of
students are factory worker ,5% in teaching profession and 8% are labor and servants
etc,2% parents were in offices and well educated jobs in army and police department.
Few have their poultry farms and animal farms outside our cant area because many of
villages are located close to our Cantt.
So, each parent has different method of earning.
Literacy rate:
It has the highest literacy rate in all of Asia effectively 99.9% .This small city has two
chartered universities, one medical college and many school and colleges. Students from
Wah Cantt can be found studying at many of top institutes of Pakistan and abroad.
It is a part of Taxila Tehsil of Rawalpindi District .It is the 22 nd largest city of Pakistan by
population.
Special Trait of community:
The community where the school is situated people have good hobbies like greenery
plantation and playing cricket and rugby football student are participants in games and then
go on the high level. Many people migrate from different areas or city for children’s
education. The private schools which are present in this cant are providing best education
for student.
 Theme:

Sub-theme:

Topic:

1. Why did you select this specific sub-theme and topic? Relate it to your
experience / problem in your classroom / institution. (10 Marks)
(Give the background and rationale of the study)

The present topic has been selected for action research because self-control is complex
skill that develops over time. It allows kids o slow down and think through their action.
Some kids take longer to develop self control.
I am trainee teacher and choose MP elementary school for my research project. We know
that action research is totally based on practice so my class was (the so I observe the
student self-control in class and outside the class.
Self-control could appear easy; however it’s extremely a fancy ability, in fact, and its part
of bunch of skills that enable children to manage their thoughts, action and emotions so
that they will get things done.
Having self-control helps children altogether areas of life however it’s particularly vital
once it involve meeting.
Self-control develops over time. IT starts building once children area unit terribly young
and continues into their 20’s
SELF-CONTOL FEELS LIKE A STUDENT:
Self-control plays enter alternative ways, reckoning on things and setting children area unit
in. Here are with some samples of what self-control appearance like.
IN CLASS: Children wait to be referred to as on rather than blurting out answers. They
take time to accept what teacher aforesaid.
The concept of self-control is incorporated in the theory of individual interpersonal choice
by modeling individual at a point in time is assumed to be both a farsighted planner. So this
is the economic theory of self-control. Similarly, self-control helps us manage motivational
conflicts. A Motivational conflict is when motivation clash in ways that prevent action.
People have many motivations, most of which benefits themselves and society. Our
motivations to eat arise out as a natural concern to ensure our own survival. My topic is
how to enhance self-control in student of grade 5. By becoming teachers we made a
commitment to shaping young mind and positively influence the next generation but you
do realize teaching algebra, geography and the most basic lesson in self-control
In the field of education, teaching and learning go side by side. Education is the only tool
that aims to equip and empower its learners with the right knowledge. In order to provide
the youth and masses with correct information the teacher are focal figure and have to set
standards accordingly for their students. Therefore I have selected this topic for my
research because I feel this topic give novel insight in developing self-control via solid
motivation which enables students to assimilate more from the learning process by
empowering them to ask relevant questions and discuss doubt.
2. What was your discussion with your colleague / friend / senior teacher or
supervisor regarding the problem? (05 Marks)
(Provide y o u r discussion with your colleague or supervisor for better
understanding of the problem and alternate solutions)

I discussed how we can develop self control in the student.

1st teacher suggested that students should be give positive attention from caring adults
when they are feeling sad can help young children begin to understand that they can take
charge of their feelings.
All were agreed with this suggestion. Another teacher said that we should play games that
help practice of self control. At that point another teacher suggested that on this account we
can play games like traffic signals colors red and green. They can understand to wait.
A teacher said that we should develop a habit of planning which is important component in
self control.
A teacher gave a suggestion that children should be taught to respond positively to
correction. Form of gaining self control is learning to take others feelings and welfare into
account.
Positive attention from caring adults when there are feeling sad can help young children
begin to understand that they can take charge of their feelings play games that help.
Preschools practice self control
Planning is an important component of self discipline people are more likely to succeed
when they think about the obstacles they face.
Teach Children to respond positively to correction.

3. What did you find about the problem in the existing literature (books /
articles / websites)? (10 Marks)

(Explore books and online resources to know what and how has been already
done regarding this problem)
Individual scoring higher or the traits of self-control are less likely to engage in unhealthy
behavior, procrastination, substance abuse, and delinquent behaviors, and more likely to
have successful careers are trusted by others and enjoy stable teacher student relationship.
They present research is explored whether self-control is associated with perception of
meaning in life. The self-control to be positively associated with general sense of meaning
in life and daily experiences.
Self-control represents capacity to override tempting desire for the sake of long-term goals.
Most existing definitions of self-control emphasize the ability to engage in goal-directed
behavior and successful goal progress is often mentioned among the most important
benefits of high self-control.
Individuals scoring higher on trait self-control are less likely to engage in unhealthy
behaviors, procrastination substance abuse and delinquent behavior and more likely to have
successful careers.
Self-control represents the capacity to override for sake of long-term goal. In addition, high
levels of self-control are associated with less impulsivity and a stronger reliance on
established daily routines and beneficial habits. Hence, strong self-control is likely to
promote goal progress and has the potential to bring more order, structure and coherence
into individual’s life. Both goal progress and a sense of structure are central to the
perception of meaning in life.
Taken together, as self-control is associated with successful goal progress and involves the
ability to organize and structure one’s life, potentially imbuing it with coherence,
Comprehensibility, and order we propose that the benefits of self-control might extend
beyond general life success and happiness, additionally facilitating the perception of one’s
life begin meaningful.
To date, evidence for self-control training effect on real life behavior rests mostly on self
reports or behavioral measures that were assessed during or shortly after the practice
intervention. In addition to self-control on academic self-regulation, the present study
looked at objectively measured grade point average as a focal outcome of a self-control
practice intervention delivered from exams that took place six months after the self-control
training.
In the present study, we examined four mechanisms that could potentially account for an
effect of practicing self-control on academic self-regulation and performance changes in
inhibitory control, resistance to fatigue, motivation to avoid effort, and beliefs about
willpower. We will outline these mechanisms in following:
The idea of improving self-control by regularly practicing it was originally developed in
the context of strength model of self-control.
The muscle metaphor is intuitively appealing. However, it is of limited explanatory value
since it does not provide any deeper explanations about the psychological mechanisms
involved in self-control training effects. Some evidence suggests that practicing self-
control may increase inhibitory control linked to successful self-control in everyday life.
For example it is a negative predictor of unhealthy eating behavior etc.
Beyond inhibitory control and resistance to fatigue, as possible cognitive mechanisms we
investigated on every day self-regulation. In the present day, we examined four
mechanisms that could potentially account for an effect of practicing self-control on
academic self-regulation and performance changes in inhibitory control, resistance of
fatigue motivation to avoid effort and beliefs about will power.
Self-control was considered to have various characteristics such as being structured,
hierarchical, and being both descriptive and evaluative. However someone’s perception of
their self are many and varied and it perhaps remained unclear regarding what exactly
should be measure. So there research has explicitly explored or confidence biases and
result have varied across studies and contexts.
4. What were the major variables / construct of your project? Give definitions /
description from literature.
(05 Marks)
(What are the key terms in your topic or study? what do you mean of these
terms? What particular meaning you will attach to the term when used in this
project?)

Self-control:
Definitions:
“The ability to control oneself in particular one’s emotions and desires, especially in
difficult situation”
“Self- control has also been defined as the ability to delay immediate gratification of a
smaller reward foe a larger reward later in time. The ability to forego the immediate reward
reflects self-control.
Description:
Self-control, an aspect of inhibitory control, I the ability to regulate one’s emotions
thoughts and behavior in face of temptation and impulses.
Monitoring: Involves keeping track of your thought, feeling and actions.
Standards: are guidelines that steer us towards desirable responses.
Strength: Refers to energy we need to control our impulses.
5. What did you want to achieve in this research project? (05 Marks)
(Objective / purpose of the study; what was the critical question that was tried to
be answered in this project)

The objective of self-control includes an ability to defer gratification, the tendency to be

cautions and diligent, cognitive ability and sensitivity towards others. Basically self-control
is a thing king skill the helps children learn to control their feeling and behavior in order to
make good decisions, while aiding in reducing impulsive actions and dealing effectively
with frustration. For example, a child may use self-control when encountering a difficult
problem on a test. The major purpose that self-control can be Bothe learned and
strengthened. One long-term health study found that people who were rates as having high
levels of self-control during childhood continued to have high level of physical and mental
health.
6. Who were the participants in your project? (05 Marks)

(Give details of the individuals or groups who were focused in this project e.g. the
early-grade students whose handwriting in Urdu was not good or the students of class
VIII who did not have good communication skills)

The objective of self-control includes an ability to defer gratification, the tendency to be

cautions and diligent, cognitive ability and sensitivity toward other. Basically self-control
is a thinking skill that helps children learns to control their feeling and behavior in order to
make good decision, while aiding in reducing impulsive actions and dealing affectively
with frustration. For example, a child may use self-control when encountering a difficult
problem on a test. The major purpose that self control can be both learned and strengthen.
One long-term healthy study found that people who were rated as having high levels of
self-control during childhood continued to have high level physical and mental health.
7. How did you try to solve the problem? (10 Marks)

(Narrate the process step-wise. Procedure of intervention and data collection)

My research topic was to enhance the self control among the student of grade 5 and the
participants of my research was given below with individual details,
1) Students
2) Colleagues
3) Parents of students

Individually each participants plays different role.

Students:
My research is conducted at grade 7th to grade 10th.Main participants were students. Many
students give me positive response but some of this giving poor response.
Parents:
I held many meeting of student’s parents. I observed a huge difference between educated
and uneducated parent’s children self control.
According to my topic, problem is to enhance the self control among the student. I choose
grade 4th to grade 7th for my project .firstly I judge the problem and I prepare a Performa
and observation sheet then I know actually about the problem, then finally I decided to
solve the problem of self-control through electronic media.
I solve the problem through Games, Cartoons, Google voice and different
A.V aids.
1) Games
2) Cartoons
3) Google Voice
4) Tablets
5) AV Aids
6) Practice

Games:
A very useful instrument for covering the problems of self-control using games for
teaching self-control is a well established practice. Playing games like ludo is closely
linked with self-control. For example if the student loss it is okay but because it’s only a
game which help to improve self-control.
Cartoons:
By the help of cartoon like TOM and JERRY or Ogy.I will try to improve the student self
control problem.
Tablets:
I will try to solve the problem by use of table and Google voice because children take
interest in colorful things.
Practice:
I use continuously 40 days practice and electronic devices. I watch the student, different
games, Cartoon, Google voices.
Students were interested in this activity. I said before starting my lecture discussion
friendly about the topic of self control among the students. That it this was the reason
students was interested and enjoying my all classes. The result I saw after daily practices is
that I saw a great change in students. There are some other strategies which can try to solve
the problem while research suggest self control has its CE on limitation psychologist also
found that it can be e strengthen with certain strategies.
Practice using self control
While your control might become the depleted in short term, regularly engaging in
behavior that required you to extract self control will improve your willpower overtime
think of self control as a muscle while hard work may exhaust the muscle will grow
stronger over time as you continue to work.
Focus on one goal at a time:
Setting a lot of goals at once is usually and ineffective approach depleting your power in
one area can reduce self control in other areas. It is best to. Choose one specific goal and
focus your energy on it. Once you turn the behavior needed to reach a goal into habits you
will not need to devote as much effort two word maintaining them. You can then use your
resources to achieve other goals.
Meditate
Meditation is a great way to strengthen your self control muscle. If you are new to
meditation meet fullness meditation is a great place to start learning how to be more self
aware so you can better exist temptation.
8. What kind of instrument was used to collect the data? How was the
instrument developed? (05
Marks)
 (For example: observation, rating scale, interview, student work, portfolio, test,
etc)

Experimental group
An experimental study design utilized in this study consisted of an experimental group
and collected group
Control group
The experimental group received treatment while the control group received no treatment
Random selections
Random assignment for selection of subject was considered and pre test and post-test
control group design of experimental research was used for this study.
The sample of study consisted of 80 students and role in Secondary Education and role for
2 years. 30 students were randomly selected as a participant of study and distributed
randomly to the experimental and control groups
Surveys:
Three Types of instruments were used to collect data. In the first step an academic interest
survey was filled by both groups of students together information about what motivates
students to learn.
Pre - Test and Post-Test methods
In the next step students were assessed by pre-test and post-test and for testing to
achievement test related about self-control.
Post teaching and lessons election
Expert Opinion was taken for the validity of Tides. The improved version underwent a
pilot study and Alpha reliability of test was computed at 0.93. Finally post teaching survey
was conducted to analyze lesson taught to both experimental and controlled group students.
The research was conducted for grade 5 to enhance the self control among.
9. What were the findings and conclusion?

(Provide instruments and analysis as appendix) (10 Marks)

Self control an aspect of inhibitory control is the ability to regulate one's emotions thoughts
and behavior in the face of temptation and impulses full stop as an exclusive function self
control is a cognitive process that is necessary for regulation once behavior in order to
achieve specific goals.
It is easy to believe that achieving a goal is simply a matter of controlling your behavior.
The majority of people surveyed and strengthened. In some experiment students who
exhibited greater self discipline had better grades highest test score and were more likely to
be admitted to a competitive academic program. The study also found that when it came to
academic success self control was more important factor than IQ score.
The benefits of self control are not limited to academic performance. Once long time
healthy study found that people who were treated as having high levels of self control
during childhood continued to have high level of physical and mental health in adulthood
Self control is also important for maintaining healthy behavior what you eat for breakfast
how often you workout and whether you go to the doctor regularly are all decisions that are
impacted by your levels of self-control and have the potential to affect your health
While your control might become decorated in short term regularly engaging in behavior
that requires you to extract self control will improve your willpower overtime. Think of
self control as a muscle the muscle will grow stronger over time as you continue to work it
A motivational conflict is when motivations clash in ways that prevent action will stop
people having many motivation most of which benefits themselves and our society. Our
motivation to eat arises out a natural concern to ensure your our own survival where as the
motivation for intercourse arise out of unnatural concern of Passover genes to next
generation. Motivation to seek affiliation and to protect ourselves and loved ones from
Harm also offer example of basic fundamental motivations that promote individual and
collective well brings
In order to develop higher order thinking skills to enhance self control it is important to
conduct lesson using activity based teaching. Teacher training program on activity based
teaching may also be conducted educational institution to enhance teachers teaching skills.
We may conclude that here is significant differences between activities based instruction
and conventional methods of teaching poster it is indeed the basic skills were acquired
during the experimental studies. Hence activity based instruction is effective and efficient
in learning for all levels of education full stop based on the result and discussion this study
concluded that activity-based teaching and her students motivation and improve academic
achievement in education at Higher level teaching styles attract students and play a positive
role in student motivation and improve academic achievement for better result in the
learning.
 10. Summary of the Project (05 Marks)

(What and how was the research conducted – main objective, process and findings)
Self control is the capacity to override and impulse in order to respond appropriately. We
use self control when we eat carrots instead of crispy doughnuts. Self control helps us
manage motivational conflict. Self control can prevent us from engaging in motivated
behavior people have natural motivation to survive by eating but they used self-control to
resist their Temptation to eat unhealthy food. Motivations to ham transgressors are
overridden through self control because forgiving others faster individuals social and
cultural value means self control has three main parts
Monitoring
Monitoring involves keeping track of your thoughts feeling and actions
Standard
Standard are guidelines that steer us toward desirable response.
Self control improves life in three ways.
Children well being
Self control relates to better health. Physically self control children sleep better live better
life. They also enjoy better mental health. Self control relates students to law exactly and
depression behavior that related to mental health problem
Relationships
Activity based teaching strategy describe a range of pedagogical approach to learning
teaching its core premises include the requirement that learning should based on doing
some hand experiments. The idea of activity based approach is routing in common notion
that children are active learners Brighter Than passive recipient of information.
This study investigates the effect of activity base introduction approach and academic
performance of students integrated Sciences which focus on the level of success in this
method.
11. How do you feel about this practice? What have you learnt? (self-
reflection)
(10 Marks)

Learning by students through activity based teaching with motivational strategies on the
experience you get it is great important because of education sector with many goals and
the advantages and benefits. I believe students should improve their skills with teacher who
motivates them to have good writing skills for which teacher have to motivate them to do a
good writing by providing instruction in writing process and rule of writing such as
grammar rule and writing process strong writing skill may enhance students towards
positive activities changes for success. Language Curriculum Must Think about the
multidimensional nature with good self-control in instructional practice evolution
procedure and student self control development
The research project has helped me become a better teacher because I have more patience
towards students I don't blame the student but I tried to enter 5 the problem that causes
such mistakes as I also handled that cause such state so I also handle this problem with
motivation and focusing on activity based teaching method full stop so students need self
control on every step to meet their academic need and workplace requirement
Some critical self reflections are as follows
The teacher should increase the student attention and willingness towards self control
In order to develop higher order thinking skills about self control it is important to conduct
lesson using activity based teaching
Encourage for work in group for cooperative learning process
Encourage the students to take responsibility for their own learning
12. What has it added to your professional skills as a teacher? (05 Marks)

This research has made me aware of responsibility that that on a teacher to motivate his /
her student towards studies. At teachers job is not only to teach the students. A teacher also
developed a positive attitude of student towards studies so they feel and courage to acquire
education and do not feel burdened it is mandatory for teachers to make their lesson plans
interesting and motivating for students to make part in daily class activities
In my opinion I acquired self control is a difficult issue among new learner specially for
Pakistani learners it is found that most of learners at all levels believe that self control is
most difficult skills to master or a sophisticated skill compare with others case and teacher
should everything for controlling it
this research has contributed a lot of my professional career as well because it was
equipped me with research technique to use in my profession I have become more update
with the current trends of research and that made me more capable of teaching with more
suitable approaches to stop after this research my attitude has also been changed towards
student now rather than n winning about their mistake I try to find out reason and find the
best possible solution and I think that's an achievement in self
This research has made me a more confident and better teacher who looks for solution to
solve the student’s problem. I have learnt to facilitate the proper learning and activity based
teaching to ensure their comprehension.
13. List the work you cited in your project (Follow the APA Manual-6th Edition)
Examples of format are available on website. (05 Marks)
i. Ackerman , P & wolman, S(2007) Determine and validity of self-estimate of
abilities and self concept measure.
Journal of Experimental Psychology: Applied 13(2) 57-78
ii. Archer L. Dewitt, j., Osborne j. Dillon j. Willis, B. , & Wong, B. 2010 Doing
science Versus being a scientist: Examining 10/11 year old school children’s
construction of science through the lens of identity. Science Education, 94 (04),
617-639
iii. Arens, A.K Seeshing yeung, A., Carven R., & Hasselhorn M. (2011). The two
fold multidimensionality of academic self control: Domain specificity and
separation between competence and affect components journal of educational
psychology, 103 (04), 970-981
iv. Bandwray, A. (1977) Self efficiency toward a unifying theory of behavioral
change. Psychological Review, 84(02) 191-215
v. Chen P, & Zinmerman, B. (2007) A cross-national comparison study on
accuracy of self control beliefs of middle school of mathematics students the
journal of experimental education 75(03), 221-224
vi. Eccles, J. (2009) who am I and what am I Going to do with my life? Personal
and Collective identities as motivators of action. Educational Psychologist
44(02), 78-79
vii. Huang, C. (2011) self control and academic achievement: a meta analysis of
longitudinal relations. Journal of school psychology, 49 (05) 505-528
viii. Marsh, IT. , Craven R, & Debus, R (1999) Separation of competency and affect
components if multiple dimension of academic self control: a developmental
perspective Merrill-Palmex Quarterly, 45(04), 567-601
ix. Mullis, I., Martin , M., Ruddock, G., O Sullivan, C., & Preuschoof C. (2009)
TIMSS assessment frameworks, chestnut hill, masssachusells; time and Pirls
international study center, lynch school of education, Boston college.
x. Usher, E., Pajres, F. (2008b). Source of self efficiency in school critical review
of literature and future directions. 78 (04) (751-796)