MANUAL

RESEARCH PROJECT

B.Ed (1.5 Year/2.5 Year)

Course Code: 8613

Name:

Roll No.

Registration No.

Semester:

Region:

Theme: Managing children at home

Sub-Theme: Using educational games/apps

Topic: Explore the educational games for increasing the knowledge of students during

covid-19
 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)

_________________________________

(Name of the Student)

Date: _____________________

(Day-Month-Year)
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):

Action research was conducted in New little angels high school canal road samandri.

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)

➢ Background of the Participants:

The participants of the study were grade 5 students who were enrolled in New little

angels high school canal road Samandri. The participants of this study belong to Samandri.

It involves one class consisting of 23 students. The research was conducted through teaching

and learning in the school. I selected this school because I’m the teacher of that school. The

students in this school faced difficulties in remembering the English words. Most of the

participants were quite helpful and were matured enough to understand the purpose of

myresearch. The students’ curiosity in the research led to their overexcitement regarding the

task and interview. As a result the teachers at times found it difficult to maintain order among

the students. Most of them seem eager to remembering the English words but infail. Their

class room environment was not sufficient for effective learning. Most of their parents have

middle economic level, so their study was not fully financially supported by their family.

➢ School Area:

Project School was New little angels high school canal road samandri. School

building containing 8 class rooms. As per school record, there are total 180 (boy 105 & girls

75) students in numbers. Total staff of that school was consisted about 6 including principle,

and teachers. This school system has been appreciated by the public members, as well as

parents, teachers and other respective community members. Quran Majeed was imparted

from the third class. The area close to school as a context factor for teaching style and
students learning environment. The school area belongs to rural area. The school’s

pedagogical focus is to teach competences and abilities with the student as the centre and it

aims to the integral development of the students. Separate playgrounds for upper and lower

school students are located alongside the upper and lower school buildings. All school

ground areas and buildings are clearly signed and signs are accompanied by a simple

illustration depicting the purpose of the area or building. Children are allocated seats in

classrooms and are rotated each term to encourage and facilitate peer to peer exchange and

modelling. The school recently renovated the school building. The location of this school is

far from the main street. Each classroom displays a list of school values, class rules and a

whiteboard showing the learning structure of each day. It makes the situation of teaching and

learning process run well because the situation is conducive and comfortable. The

implementation of the research was carried out from October to November, 2020.

➢ Socio-Economic Status, Occupation/profession and Earning Trends of Participants

Parents

The occupation of an individual is an important factor in determining the life style

and also achieving the economic well beings. It is quite possible that the views and

perceptions of persons can be affected by the changes in occupations and the way the

person socialize at his or her work place. A large majority of the households were

nuclear households and remaining of the total households were joint households. A

majority of the students were residing in ‘Packa’ houses. So, more than half of the

students parents were high income group and remaining of them that is little less than a

quarter of the students were in the low income group. A small numbers of student’s

parents were landless agricultural labourers, Business man, Government and private

employees. The socio-economic backgrounds of the students were upper middle class.

A considerable number of participant’s parents were just functionally literates. Their

 parents were progressive in education but they were still far away from the higher

education which is so important today to create a knowledge based society. The

numbers of participant’s parents were engaged in government services as well as in

private services respectively. Parents’ have high expectations from their children. They

show considerable involvement in their children’s studies by providing them with

facilities for studies and by encouraging them.

Topic: Explore the educational games for increasing the knowledge of students during

covid-19

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)

Reasons of Selecting This Specific Sub-Theme and Topic

I select this topic because I want to explore the grade 5 students knowledge and how

different factors effecting on their remembering the English words in New little angels high

school canal road samandri I also wants to give some suggestions on how Explore the

educational games for increasing the knowledge of students during covid-19. Also there are

many factors which are responsible for selecting this specific sub-theme and topic. Since last

year I observed that in my class students faced problems such as remembering the English

words having poor knowledge, awkward phrasing and unconventional grammar,

inappropriate use of colloquial language, difficulty with sentence structure and word order,

trouble reading back what is written, difficulty with word sounds, knowledge, and meanings.

Such situation enforced me to conduct a study for improving knowledge in English

knowledge at grade 5.
Background of The Project:

Knowledge plays an important part in learning to read. It is harder for a beginning

reader to figure out words that are not already part of their speaking

(oral) knowledge. Knowledge is key to reading comprehension. Readers cannot understand

what they are reading without knowing what most of the words mean. While there has been a

strong emphasis placed on teaching knowledge through a developmental model,

memorization techniques as well as phonics-based approaches are still perceived as valuable

for many students. Therefore, best practice approaches include a combination of activities

and strategies that embody theoretical models (Simonsen and Gunter, 2001).

Educational games/apps are useful for memorizing difficult-to-spell words; good

spellers never rely solely on memory: they depend on a reliable, up-to-date dictionary.

Despite the prevalence of educational apps for children, there is little evidence of their

effectiveness for learning. Children who played the game during the covid-19 answered more

questions correctly than children who did not play the game (Bos et al., 2020).

Educational games help and encourage many learners to learn target language more

easily during covid-19 pandemic. Therefore, knowledge games bring real world context into

the classroom, and enhance students' use of English in a flexible, communicative way.

The role of games in teaching and learning knowledge cannot be denied in covid-19

pandemic (Savant, 2000).

There are many benefits of using games/apps in learning knowledge during covid-19

pandemic. However, games are fun and they make the learning process closer to the

acquisition process, which makes students learn in a more natural way. Games can

encourage, entertain, teach, and promote fluency and communicative skills. But improving

your English knowledge is not impossible: with some patience, you will see a noticeable
improvement in your knowledge by using some educationa games/apps that good spellers use

(McCutcheon et al., 2002).

Though educational games/apps are useful for memorizing difficult-to-spell words, good

spellers never rely solely on memory: they depend on a reliable, up-to-date dictionary. There

are many kinds of dictionaries available, both in print and online. It's important for students

to learn and practice common knowledge patterns during covid-19 pandemic. Once students

learn these patterns, it will help them achieve knowledge success. Games designed

specifically for the purpose of educating children can motivate self learning and problem-

solving skills to a great extent. Game-Based Learning plays important role in teaching by

making students to collaborate, communicate, interact and work in teams.

Strategic games improve the functioning of brain (Fitzgerald, 2019).

Rational of the Study

I selected specific sub-theme and topic because current study is important because of

many reasons. Since the COVID‐19 pandemic has led to nation‐wide school closures, the

transition to remote teaching has caused profound disruption to classroom instruction. In this

article, I share the impact that this forced transition has had on the redesign of the second half

of a French course entitled “Gaming culture and culture of games,” to meet the pedagogical

challenge posed by the pandemic, retain the integrity of the course, and provide useful tools

to mitigate the circumstances. In particular, I examine how the situation was an opportunity

to combine language and culture pedagogy with game design to enable students to think

critically about the course content and contribute meaningful solutions to learning languages

in the age of social distancing.

2. What was your discussion with your colleague/friend/senior teacher or supervisor

regarding the problem? (05 marks)

(Provide your discussion with your colleague or supervisor for better understanding of the

problem and alternate solutions)

Discussion With Colleagues/Friends/Supervisor

Since I began my teaching practice, I have been using as many creative tasks as

possible, not only strictly to teach English reading and improving students knowledge. In my

action research project I am therefore going to explore the English words knowledge

difficulties faced by the students of grade 5. I discussed with my

colleagues/friends/supervisor for better understanding of the problem and alternate solutions.

I told them that since the COVID‐19 pandemic has led to schools, colleges, and

universities nation‐wide to close and transition to remote teaching, the disruption it caused to

classroom instruction has been profound. Even though the affordances of instructional

technology make such a transition to off‐campus instruction a seemingly feasible proposition

albeit not always graceful appearances can be deceiving as online teaching remains a

complex endeavor. Indeed, educational contexts are exceedingly diverse and educators have

seen questions around issues of accessibility and the widening of the digital divide rise to the

surface, while the pressure remains all too real to deliver quality instruction. In my school

majority of students experience problems with English language knowledge.

Further I added that my study will provide information for parents, educators and school

administrator about problems faced by students in remembering the English words. Further I

told them that students faced different problems including lack of knowledge, weak

knowledge skills, failing to structure ideas effectively, poor grammar and syntax skills and

formatting and resource and hard/unfamiliar topics.

 My supervisor claimed that as knowledge is more difficult than reading for three

reasons: Reading involves recognizing words, while knowledge involves reproducing

words. Likewise, producing the knowledge of a word is more difficult than recognizing a

word.

During discussion one of my teacher asked that how can I improve my students English

knowledge? My supervisor repled ways to improve his students knowledge skills. He

suggested that ncourage mastery of the sight words. Make sure your student understands the

different sounds that letter combinations make. Help your child recognize word families.

Help your child memorize common knowledge rules, practice, practice and practice.

One of my respective teacher stated that knowledge is a fundamental skill that every child

needs to learn in order to successfully write the English language. As teachers, it is our goal

to instill these skills in our students so they will develop phonemic awareness, and be able to

accurately represent our written languag.

At the end of our related discussion we suggested some tips and tricks for solving

pronociation problems of class 5th at mentioned school. We suggested that English teacher

play an important role for the betterment of student’s pronunciation and knowledge style.

Teacher can use techniques and practice materials. The most effective way for students to

develop knowledge skills is to have students practice their knowledge words. Each week

have students write their knowledge words at least five times each. Repeatedly writing these

words help students build knowledge, enhance learning, and develop their knowledge skills.
 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)

Review of Literature

I made an attempt to review research reports and journal articles related to the topic

of knowledge instruction with the focus on the literature review examining studies related to

knowledge instruction and knowledge behavior.

Games can make the students more focus in learning, because they do not feel that they are

forced to learn during covid-19 pandemic. Games can lower anxiety, thus making the

acquisition of input more likely. They are highly motivating and entertaining, and they can

give shy students more opportunity to express their opinion and feelings. They also enable

learners to acquire new experiences within a foreign language which are not always possible

during a typical lesson. Games can be media that will give many advantages for teacher and

the students as well. The use of games attract the student to learn English because it is fun

and make them want to have experiment, discover and interact with their environment. Some

experts have also figured out characteristics of games that make knowledge learning more

effectively. Knowledge acquisition is increasingly viewed as crucial to language acquisition.

However, there is much disagreement as to the effectiveness of different approaches for

presenting knowledge items. Moreover, learning knowledge is often perceived as a tedious

and laborious process.

Games are an important part of a teacher’s repertoire. The purpose of games in the

learning process is to reinforce what has already been taught. During the game, learners are

engaged in an enjoyable and challenging activity with a clear goal. Often, students are so

involved in playing the games that they do not realize they are practicing language. So games
can provide knowledge practice. Knowledge games facilitate initial practice and periodic

revision of knowledge in an enjoyable context, thus making classroom knowledge study an

amusing and satisfying experience for teacher and student at the same time. Some games are

played with the whole class, often with the students divided into two teams, while others can

be played in pairs or small groups.

Beaulac (2019) admitted that no matter what the reason for improving your

knowledge skills is, whether writing better business emails, creating a better impression,

gaining confidence in writing social media comments, you need to keep on polishing these

skills. Playing On-Line Games results to a positive effect in the social behavior of the

respondents. The Academic Performance of the respondents is not affected even if they

play online games. Their grades are still good enough even if they spent time for playing.

Educational mobile games can not only stimulate a child's interest in learning but

also can promote and increase language development, critical thinking, emotional

development, intelligence, and imagination. Therefore, educational games could be seen as

having an important role to play in a child's development.

Rippel (2019) stated that some kids are just naturally “good spellers.” (My daughter

was a natural speller). And then there are those who need all the help they can get. (My son

was in this category!). If knowledge doesn’t come easily to your child, you’ll want to give

him all the help you can, and that includes teaching the effective knowledge strategies that

come naturally to good spellers. It pains me to see knowledge programs that rely only on

visual strategies, such as looking at a word list and writing each word ten times. Other

programs rely on phonetic strategies, which work well at the beginning levels but leave

students without an effective strategy when approaching words like knowledge or bicycle.

Moats (2002) said that English knowledge is problematic for native speakers and

language learners similarly. For the reason that English developed from several different
language families and it so easily engrosses new words from other languages. The English

language has many altered ways to spell the same sound and numerous different methods to

pronounce the same knowledge. But improving your English knowledge is not impossible:

with some endurance, you will see a visible improvement in your knowledge by using some

techniques that decent speller’s usage.

Nies and Belfiore (2006) report knowledge to be an essential and complex skill and

an important component to the language arts curriculum but one that has been characterized

by teachers and students as boring, and one of the least favorite academic areas. The range of

strategies, materials, and methods available to teachers is probably smaller and less variable

than in any other basic skills area. Knowledge has been found to be an essential literacy skill

and research has shown that knowledge and reading are linked. They can improve cognitive

abilities, such as increase visuospatial cognition, mental rotation, attention, and help

individuals overcome cognitive limitations. Video games can also prime

natural positive aggression, helping behaviors, and prosocial behaviors.

Malatesha et al. (2009) found Using games in teaching knowledge skills develops habits and

skills of dialogue speech, promotes students’ speaking initiatives and enhances the natural

communicative orientation of the lesson. The authors suppose that while playing games

students involuntary memorize new lexical and grammar material. Thus using games in

foreign language teaching is one of the most effective ways that provide students with

speaking opportunities and at the same time, motivate them. In learning a foreign language,

knowledge plays an important role.

Varasarin (2007) Admitted that Rhymes and songs make words and information

easier to remember. One of the best-known knowledge rhymes is “i before e except after c or

when sounding like a as in neighbor and weigh.” This rhyme tells you when to write “ie” and

when to write “ei.” You can listen to another rhyming song about knowledge from Between
the Lions. You can also make up your own. An acronym takes the first letter of a few words

and puts them together. You might already use acronyms online or in texts. LOL, for

example, stands for “Laughing Out Loud.” BRB is “Be Right Back.” One way to remember

some tricky knowledges is by turning each letter into a word. For example, to

remember “rhythm” just remember “Rhythm Helps Your Two Hips Move.” Turn difficult

words into silly sentences and you will remember them in no time.

Cox (2019) suggested that the most effective way for students to develop knowledge skills is

to have students practice their knowledge words. Each week have students write their

knowledge words at least five times each. Repeatedly writing these words help students build

knowledge, enhance learning, and develop their knowledge skills. A fun way schools are

helping students practice their weekly knowledge lists is by having them visit the website (or

app) Knowledge City. Students can go to this site or app and practice their words by taking

practice tests and playing a variety of knowledge games. Here are a few more activities to

help students practice their knowledge words.

4. What was 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?)

Key Terms in the Project/Major Variables:

A word that serves as a key, as to the meaning of another word, a sentence, passage,

or the like. The key concept is usually the main idea in the essay question. A good technique

for finding the key concept is to reword the question. To provide the readers a better

understanding of the frequently used terms in the study, the following terms are defined

operationally:

Variable
 A variable is defined as anything that has a quantity or quality that varies. The

dependent variable is the variable researcher is interested in. An independent variable is

variable believed to affect the dependent variable. Confounding variables are defined as

interference caused by another variable.

Knowledge

Knowledge is the all the language and words either used or understood by a person or

group of people. An example of knowledge is all the words that a toddler understands.

An example of knowledge is the language used by doctors

Educational games

Educational games are games explicitly designed with educational purposes, or which

have incidental or secondary educational value. Games are interactive play that teach us

goals, rules, adaptation, problem solving, interaction, all represented as a story.

Educational apps

Designed to anything from provide advanced study methods - such as a Flash Card app - to

preventing procrastination - block the use of those apps you sink all your time into -

educational apps are revolutionizing the world of education.

English knowledge

The noun knowledge (or vocab for short) refers to the words used in a language. The

word knowledge can have at least three different meanings: 1. all of the words in a language.

New words are constantly being added to the knowledge of English

Dyslexia
 Dyslexia is a language based learning difference commonly associated

with knowledge difficulties and reading problems. And while not being able to spell can be

helped through spell-check and proofreading, reading difficulties are far more serious as they

can cause kids to quickly fall behind at school.

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)

Objective/Purpose Of The Study

Research objectives are more focused than research problems. The objective of academic

research, whether by sociologists, political scientists, or anthropologists, is to try to find

answers to theoretical questions within their respective fields. In contrast, the objective of

applied social research is to use data so that decisions can be made. Following are the

statements of research problems and the related research objectives.

1. To study what types of educational games/apps strategies, activities, and techniques

are represented for vocubualry buliding.

2. To determine the Explore the educational games for increasing the knowledge of

students during covid-19

3. To give some suggestions about how to improve students knowledges skills

Critical Question

The study was guided by the following research questions:

The research questions are based on research objectives. The research questions deal with

more detailed aspects of statement of the problem. Answers to research question are resulted

from the analysis of the information (data) collected and contain knowledge of patterns, rule,

and regularities of the object being studied. To achieve the mentioned objectives, I tried to

answer the following questions:

 1. What types of educational games/apps strategies, activities, and techniques are

represented for vocubualry building?

2. What is the Explore the educational games for increasing the knowledge of students

during covid-19?

3. How to improve students knowledges skills?

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)

Focus group or focus group interview is a qualitative technique for data collection. A

focus group is a group comprised of individuals with certain characteristics who focus

discussions on a given issue or topic (Anderson, 1990). The participants of the study were

grade 5 students who were enrolled in New little angels high school canal road samandri.

One more issue was they can’t understand the statement of the problem or the statement of

the question written above the equation. All of them were facing difffrent pronounciation

problems. During these days, I had the chance to see different activities, like a class based on

a book reading, a task based on the book and later a test. During these three instances, I saw

behavioral issues, especially when the teacher was giving instructions or when he asked them

to participate. The teacher gave the instructions of next class’ activity where they have to

create a poster based on a character from the book or a scene. Students were listening while

this happened which caused that at the end of the class a lot of students asked again what

they had to bring for next class. During the observations, I asked to sit in a chair placed in an

out-of-the-way spot designated by the teacher, and from there was able to see most of the

classroom. I took notes regarding the student and teacher activities, and tried to avoid making

eye contact or speaking with any of the students or the teacher during the observation. The
overall performance of all the students (participants) was not sufficient in English speaking

as compared to other sub-skills. Most of their parents have middle economic level, so their

study is fully financially supported by their family. The participants of this study were

consisting of 40 students ranging in the same age group of 5-10 years. Large age indicates

level of maturity of individuals in that sense age becomes more important to examine the

response. I observed that students were being afraid of speaking English; (b) had lack of

knowledge, and (c) not being good at grammar. There were ten more weak students in this

class. Though they were students from Public schools, so their level of proficiency are not

that much high.

7. How did you try to solve the problem? (10 marks)

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

This answer presents the methods that were employed to achieve research objectives. The

answer is structured into research design, location of the study, target population, sampling

techniques and sample size, research instruments, of the instruments, data collection and data

analysis.

Action Research

Action research encompasses small scale systematic inquiry and contains of a number

of stages which frequently persist in cycles. Like planning, action, observation and reflection.

This type of research has become gradually widespread all over the world as a method of

professional learning. It has been especially well developed in education, specifically in

teaching, and is now used broadly across the professions. Classroom action research was

separated into two cycles; they were cycle I and cycle II and each cycle contained of four

interrelated activities, specifically: Planning, Action, Observation and Reflection. It was

crucial to reminder that early reflection was normally used in a classroom action study. Plan

is prospective to action, action is deliberate and controlled, observation is responsive,

reflection is evaluation to make it apparent, and the design of present classroom action study

would be described as follows. In the present study, data collection was based on following

steps.

Method of The Study

The methodology of this research was comprised on an action research to found out

and solve the problem. The social phenomenon under scrutiny was the problem faced by

students in prounicing the English words at primary level in class 5. Questionnaires,

interviews, field notes and observations were used to collect the data needed to provide the

information and insight necessary to answer the research questions.

Population

The entire group from which a sample is chosen is known as the population. All the

students who were enrolled in New little angels high school canal road samandri was

population of this study. It was quite convenient for me being a teacher of that school and a

resident of Attock to accumulate quality data from the chosen school.

Sample

Sample is smaller representation of large whole. Generally, it consists of some of the

observations that represent the whole population. In the existing action research grade 5

students of were grade 5 students who were enrolled in New little angels high school canal

road samandri, Pakistan was sampled for this study.

Sample Size

The numbers of observation included in a sample is called size of sample. The 40

students of the grade 5 were selected for this class based action research.

Research Instrument
 Interview schedule is referred to formal meeting between the respondent and the

interviewer. In this technique a number of questions were designed according to the

requirement and relevancy of researcher being conducted. The questionnaire was prepared to

attain study objectives as discussed earlier.

Ethical Considerations

From the inception of this research I was extremely particular to carry out an ethical

inquiry and therefore gave serious thought to all ethical aspects this study would entail. As

teacher-researchers, my primary responsibility was to my students. An action research is

considered ‘ethical’ if research design, interpretation and practical development produced by

it have been negotiated with all parties directly concerned with the situation under research.

Permission to conduct the study was first sought from the principal and school governing

body. Permission was sought from school head. Permission was granted by the Education

Department for this study to take place at the school where I was teaching. The rights of the

participants (grade 5 students) were spelled out clearly i.e. they could refuse to be audio

recorded and they could demand to see any notes or recordings.

Collection of Data

The term questionnaire is often used interchangeably with survey. It is common and

easy method of data collection in action research. Similarly, it is quickest, cheapest,

confidential method of collecting data from students. I collected data through well-structured

research tool (Interview schedule). So in such type studies, it is very necessary during

development of measurement tool for quality data to keep all aspects in mind. Quantitative

method was used to get important and meticulous information. Information was collected

through questionnaire consisting only close ended questions relative to research objectives.

The close ended questionnaire was made for data collection.

The four main phases of the Action Research Cycle

Action Research cycle

Plan

Planning was the first step of the research procedure. This activity covered the

problem identification. On the very first day the researcher herself will discusses among

their critical friends about this action research and will meet the principle and English and

Urdu teacher of the excellent lab school to implement action research plan. Researcher will

ask the principle of said school for allow sufficient time for the work with students. The

principle of mention school gave permission to start the action research in the school which

is his under supervision and also ordered the English and Urdu teacher to co-operate with me

in completion of this research. Researcher also discuss about data collection procedure

(questionnaire) with principle of school and also developed plan to start the research. For the

execution of this research fifteen students of grade 5 selected as sample and give them a

questionnaire to achieve study objectives.

Action

After the planning was completed, then the researcher carried out an action. In step

first I discussed about action research. Total 40 students were selected by mutual consult

with teacher. I interviewed them according to the given instruction. Checklist is collected,

after all the students had filled it. Checklist is attached as evidence in Annexure.
Observation

In this classroom action investigation, I acted as an observer. In this study, I observed the

situation of classroom during the present action study. I observed the activities of students in

teaching learning process in order to know the effectiveness of learning process and whether

or not the strategy could improve the students’ class environment. This was an observation

step and interest and competence level of students was assessed through the need base

assessment documents or checklist.

Following are the main points of the collected data after observation.

1. Students answer the questions according to their interest and competence level.

2. I see about improvement of class environment charts on the wall

3. Studnts were facing English wordss pronounciation problems

4. Most of the students did not follow the rules because of their rude attitude

5. Students want to learn about improvement of class learning environment

Reflection

After the observation and evaluation, the researcher did the reflection. Its
aim was to find out the teaching learning process based on lesson plan that had been made
successfully done or not. Also in this study, the researcher would analyses the application
of the strategy or technique including both the strengths and weaknesses. The finding in
each meeting and the result of each test would be considered as the input to improve the
result of the next cycle. If the first cycle was not successfully done to improve the
students’ writing skill, the research should be continued to the next cycle that was cycle II.
The researcher used the result in first cycle as the consideration whether the study would
be ended or continued to the next cycle. This is data analysis step. Researcher and critical
friends reflected the data and observation.
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.)
Data Collection

Data collection is the process of gathering and measuring information on targeted

variables in an established system, which then enables one to answer relevant questions and

evaluate outcomes to answer the research problem. In this Action Research, I kept all ethical

consideration in mind. The researcher discussed the plan with the students and also took

permission from the management, students and parents’ before initiating the action cycle. I

used following instruments for data collection.

Research Instruments

Research instruments are a way of gathering data concerning the research focus.

Gathering data using different research instruments is in fact creating different ways to study

the social event being researched.

Questionnaire

Questionnaires are a convenient way of collecting data from a large number of

individuals. In this study, I developed the questionnaire to obtain data on the behaviour of the

learners in the classroom.

Rating Scale

A rating scale is a tool used for assessing the performance of tasks, skill levels,

procedures, processes, qualities, quantities, or end products, such as reports, drawings, and

computer programs. These are judged at a defined level within a stated range. I also develop

rating scale to judge student’s performance.

Case Study

A case study is usually an in-depth description of a process, experience, or structure

at a single institution. In order to answer a combination of ‘what’ and ‘why’ questions, case

studies generally involve a mix of quantitative (i.e., surveys, usage statistics, etc.) and

qualitative (i.e., interviews, focus groups, extant document analysis, etc.) data collection
techniques. I analyze quantitative data first and then use qualitative strategies to look deeper

into the meaning of the trends identified in the numerical data.

Checklists

Checklists structure a person’s observation or evaluation of a performance or artifact.

They can be simple lists of criteria that can be marked as present or absent, or can provide

space for observer comments. These tools can provide consistency over time or between

observers. Checklists can be used for evaluating databases, virtual IM service, the use of

library space, or for structuring peer observations of instruction sessions. I also used

checklists for effective data collection.

Interviews

A qualitative interview is an interaction between an interviewer and a respondent with

the interviewer pursuing a certain direction with the interviewee in order to elicit certain

information from the students. A focus group interview involves the asking of open-ended

and close ended questions based on the topic being investigated. Through these questions, I

prompt the interviewee for detail information regarding my study themes. My role as

researcher was to pose the questions and I used the responses of the students to prompt them

for more detail if I thought it necessary. On several occasions, the interviewees’ responses

led to discussions not pertinent to the research and I had to focus their thoughts on the topic.

In the course of these discussions, their understanding of the topic was revealed. The

complete interview was audio recorded and the recorder was placed in such a way that

everybody could see it.

Observation
 The collection of data takes place simultaneously with the action. Observation is

important for subsequent reflection and action. In order to ascertain the level of discipline in

the classrooms, I decided on observation as a method of collecting information. In my

opinion, observation is an excellent instrument to gain a rich picture of any social

phenomenon such as the behaviour of learners in a classroom. In the case of this research, I

took care to minimise possible error by verifying the results of the observation by comparing

these with the results obtained from multiple data collecting instruments. As an insider

researcher, I assigned this role to myself. I could observe the learners and the educators

without interfering with their daily classes.

Students Portfolio

Portfolios can be a physical collection of student work that includes materials. I check

students portfolio such as written assignments, journal entries, completed tests, artwork, lab

reports, physical projects (such as dioramas or models), and other material evidence of

learning progress and academic accomplishment, including awards and honours.

Field Notes

Field experiences support candidates to better understand and apply the themes

through their work with students. To understand in simple words field notes are draft/rough

notes taking while sitting in a class. So based on these field notes I was prepared my final

observation. I also took field notes. Field notes were taken during and immediately after

each interview, specifically to identify classroom areas mentioned by English and Urdu

teacher during the interviews. The uncoded photographs were also used for correlation with

specific classroom areas and activities mentioned by the English teacher. A total of three

interviews were conducted for this study, and approximately 30 photographs of each

classroom.
 9. What were the findings and conclusion? (Provide instruments and analysis as

appendix) (10 marks)

A robust knowledge improves all areas of communication — listening, speaking, reading and

writing. Knowledge is critical to a child's success for these reasons: Knowledge growth is

directly related to school achievement. There are many benefits of using games in learning

knowledge. However, games are fun and they make the learning process closer to the

acquisition process, which makes students learn in a more natural way. Games can

encourage, entertain, teach, and promote fluency and communicative skills.

Appendix

Scale

1. Often 2. Sometimes 3. Never

Sr.
Indicators Often Sometimes Never
No.

Learning proper English knowledge is necessary for

1 45% 50% 5.0
academic performance during covid-19 pandemic

Students get enough opportunity to practice speaking

2 35% 10% 55%
English during covid-19 pandemic

Students get enough chance to practice speaking

3 50% 40% 10%
outside the classroom

Your teacher put emphasis on English knowledge

4 45% 50% 5.0
while taking English classes

Your teacher correct English English knowledge error

5 50% 45% 5%
in class

6 Your teacher uses local accent, while teaching English 65% 25% 10%
 Does your techer allow you to practice English words
7 65% 0 35%
pronounciation with your class fellows

8 Does your techer use English knowledge podcasts and

20% 0 80%0
videos in classroom

9 Does your techer play a English cartoon movies for

0 15% 75%
improving English pronounciation

10 Do you watch television and listen radio for

65% 35% 0
improving English pronounciation

The major findings of the project are listed below.

Major Findings

1. Study found that 45% of the students stated that learning proper English knowledge is

necessary for academic performance during the lockdown

2. It was found that 55% of the students did not get enough opportunity to practice

speaking English during covi-19

3. Half 50% of the students accepted that their teachers put emphasis on English

knowledge while taking English classes

4. More than half 55% of the students stated that their teachers correct English English

knowledge error in class

5. Majority 65% of the students stated that their teachers uses local accent, while

teaching English

6. Majority 65% of the students stated that their teachers allow them to practice English

words English knowledge with your class fellows

7. Good majority 80% of the students claimed that their teacher did not use English

knowledge podcasts and videos in classroom

 8. 75% of the students claimed that their teacher did not play a English cartoon movies

for improving English English knowledge

9. Majority 65% of the students watched television and listen radio for improving

English English knowledge

Conclusion

English English knowledge problem is a common phenomenon in many countries

where English is a second or foreign language. that the schools and the teachers do not

emphasize on English wordss English knowledge skill. The teachers have little idea of

different approaches to teach English knowledge. Besides, they do not get enough time to

work on students English knowledge problem. Moreover, this study also found out that use

of local accent of both teachers and students is working as a major reason behind the English

knowledge difficulties of students in the sub-urban areas of Attock.

Recommendations

Based on findings and conclusions, I made the following recommendations:

These problems and challenges can be resolved by several remedial measures at individual as

well as institutional level.

1. Teaching should focus on both recognition and production i.e. teachers should

recognize the English knowledge errors and correct them and teach the students how

to pronounce these sounds correctly.

2. The study suggests that there should be English knowledge lessons ranking the same

as lessons in other skills e.g. Grammar, and knowledge and sentence structure to draw

the attention of the SSEs to the importance of English knowledge in learning English.

3. Difficulty of production should not be too great because the above consonant sounds

are produced at the front of the mouth; this motor skill is not too difficult to learn.
 4. I think it is also worth looking at the dictionary for checking the correct English

knowledge of words.

5. It is advised that the teachers in pre-university stages have good knowledge of

phonetics and phonology because this will provide a basis for teachers to pronounce a

word correctly and identify the physical reasons for inaccurate approximations of

foreign language sounds, enabling them to give precise instructions which help SSEs

correct, faulty English knowledge.

6. By watching cartoon films, the students are expected to have a better understanding

of their English knowledge.

10. Summary of the Project (05 marks)

(What and how was the research conducted – main objective, process and findings)

Many students feel weak when speaking in English, but in the real sense they are

weaker in English pronounciation than they write. English knowledge can be defined as the

way in which a person speaks words of a language while speaking. Students in the English

language or another spoken language have difficulty in English knowledge of the particular

language. As a teacher, my students had some problems with English knowledge of English

wordss. So I conducted this research to exploe the provlems faced by them and also examine

the roleof teacher in solving these problems. The study found some reasons why Grade 5

students at Government Boys Primary School Anjar Afghanin, Tehsil Jind District Attock,

have limited knowledge of the English knowledge of English wordss. Due to lack of

language skills, large classes, disqualified teachers, and non-native students, students

experienced difficulty in English knowledge of English wordss. Some students are less

cautious of their performance and some students have a learning disability and these things
are a hindrance to announcing student performance. There are reasons for abuse, including

physical illness or deformity, intentional poor earnings. Similarly, social media, conflicting

opinions from teachers, lack of analytical and diagnostic approaches to learning, and large

and unstructured class sizes also have a negative impact on the structure and conversational

accuracy of student sentences.

Purpose of the Study

The objective of action research is to use data so that decisions can be made. Following

are the statements of research problems and the related research objectives.

1. To study what types of educational games/apps strategies, activities, and techniques

are represented for knowledge building.

2. To determine the role of educational games/apps in building student’s knowledge at

primary level

3. To give some suggestions about how to improve students knowledge’s skills

Process of Data collection

A collection of data is the most important stage in research work. The instruments

that are employed to gather new facts or to explain new fields are called tools. It is very

important to select suitable instruments or tools for data collection. Different tools of data

collection are used for different research and it is based on the type of research work

interviewing schedule was used as a tool of data collection. Action research method was used

for existing research. Action research involves direct interaction with individuals on a one to

one basis or in a group setting. Observation, focus group interviews, questionnaires and field

notes were used to collect the data. The interviews used in this study were semi-structured. A

series of close ended questions were used to draw information concerning to the discipline of

learners and the teaching strategy of educators. A survey was conducted by direct interview

of students at their school during their free time. All information was collected through
interview schedule (questionnaire), as research instrument including some multiple choices

in the form of and close-ended questions regarding study objectives. Tape recorded data were

transcribed, analysed and then discussed. The head teacher introduced me to the class

teacher. I assured that the study is the sole purpose of writing a research project and that the

data collected would be treated with utmost. The Statistical Package for Social Scientists

(IBM SPSS Statistics 20) program was used for data screening, data transformations and

analysis. Study identified a significant, causal, and reciprocal relationship between classroom

effective environment and students learning.

Findings of the Study

Study found some reasons why grade 5 students in New little angels high school

canal road, Samandri have limited knowledge about English knowledge. Students faced

problems in writing including lack of proficiency in the language, large classes, unqualified

teachers and unmotivated novices. Some students are less careful about their performance

and some students have learning disabilities and these issues hinder students’ writing

performance. There are causes of handwriting problems including brain damage, physical

illness or deformity, intentionally poor penmanship. Similarly, social media, inconsistent

feedback from teachers, learner’s lack of analytical and evaluative approach, and large and

unmanageable class sizes also negatively impact the structural and communicative accuracy

of the student’s texts.

Recommendations for Further Study

Further action research work in this area is needed to determine the students writing

problems especialy inprimary level. Since the sample of this study was selected from male

students only, further research needs to be conducted on female students to check the role of
teacher in problem solving faced by students in remembering the English words the English

words. It is well known, in this part of the world that female students respond differently to

different writing styles. There is also a need to carry out further research on the importance

of libraries, stationaries and playgrounds inside school buildings. Finally, further research

work should be carried out for developing creative writing among students.

11. How do you feel about this practice? What have you learnt? (Self-reflection) (10

marks)

Feeling about this Practice/Action Research

Action research provides me a structured process for customizing research findings,

enabling educators to address specific questions, concerns, or problems within their own

classrooms, schools, or districts. I had mixed feelings with research. I was bit nervous and

somewhat curious to learn action research. I attend all of the meeting to reach 80%

attendance to learn about how to do action research effectively. My experience regarding

current research was informative. In this regard my respective supervisor helps me a lot.

Self-Reflection

Self-reflection is like looking into a mirror and describing what you see. It is a way of

assessing yourself, your ways of working and how you study. Reflecting and composing a

piece of self-reflective writing is becoming an increasingly important element to any form of

study or learning. Self-reflection helps to build emotional self-awareness. I called on students

by name and used information about them (from the information sheets they filled out during

the first class period) in the examples I gave. Unfortunately, I spent so much time on the

presentation stage of the lesson that we had to rush through the other activities. There were

few obstacles that the researcher encountered while conducting this research and collecting

data. The researcher was a student therefore she had regular classes alongside. Moreover,

while observing classes there were some interruption from other classes. Students from other
classes came to the teachers for their purposes and the teachers had to solve their problems.

Furthermore, during class observation some students did not cooperate. While taking

interview some of the interviewees were imitating the answers of others. So the researchers

told them and made them understand repeatedly not to imitate others and to give their own

answers.

From my observation as a teacher, the students usually reading in whisper because

they felt worried if they made errors in remembering the English words. They get difficulties

especially in English vowel sound. In producing different sounds, the learners are sometimes

influenced by the native language process which is used frequently. The interference of

native language process influences the lerners’ imitation. Hence, the errors in mastering new

language cannot be avoided. For example, they may pronounce the word read is said (red)

not (ried), another example when they pronounce theword like is (lik) not (laik).

This study will give the data of several English knowledge problems which are the

most often performed by the students in their advanced speaking practices. Since avoiding

misEnglish knowledges is vitally important to avoid misleading speech in public speaking,

that finding will give a contribution to the students, especially those who are studying

English English knowledge, in identifying what English phonemes which are the most

problematic so that such English knowledge problems can be prevented or even stopped.

This also will help English English knowledge teachers to emphasize what English phonemes

to make the students practice more in order to lead them to right English knowledges. The

finding of this study can be used as a teaching guideline by teachers to help them choose

which English phonemes to be taught more intensively than others so that the strategyin

allocating the teaching time can be formulated.

12. What has it added to your professional skills as a teacher? (05 marks)
 This action research helped me to maintain classroom management through effective

discipline practices for effective writing skills. I learnt that positive teacher expectations are

associated with high academic performance or academic gains; whereas negative teacher

expectations resulted in decrease in academic performance. From this practice I’m able to

assess the problem in my class. Now I can identified, process and solve the problem through

scientific way which results better than previous which was beating about bush. Action

research is a form of research that is authentic and meaningful to the teacher-researcher

because it is conducted by the teacher in his/her own classroom space. Action research helps

me to pick up threads suggested in academic circles, and weave them in my own classroom.

Action research allows me to take ownership over my teaching and occurs when teacher

researchers contemplate a classroom or instructional issue, design a study, execute the study,

track data and results, and reflect. The action research progression is interactive; it is not a

passive process, as teacher-researchers are active constructors of knowledge. As teachers

construct new knowledge while linking prior knowledge, learning occurs. This research

provides me with data from my own experiences and my own students. This is the

meaningful evidence that I need to be able to tell other stories. I strongly believed that there

is no better way to communicate your story than to stand up in front of my peers and share

the journey of action research. This study added my professional skills as trainee teacher that

sharing useful strategies with students and provide them examples enhance their English

knowledge skills. I will give assignments to students that offer appropriate practice with

feedback. Writing is a complex skill which most students actually need in order to

successfully go through college. Because everything is based on writing during academic

years, a student who possesses good writing skills will automatically do better at everything,

including exams, essays, assignments, and so on. I’m talking about general and specific tips

and tricks on how to approach a specific type of essay. For example, you can emphasize the
importance of creating clear and concise outlines before they start writing. As a teacher, my

role is to help each and every student improve themselves, acquire new skills, and become a

better individual by the end of their time spent in college. Even though one cannot improve

their skills without working hard and having a desire to make progress, a teacher can

definitely get involved and make huge differences concerning this matter. I will follow

these tips, for improvements in my students' writing skills.

13. List the works you cited in your project (follow the APA manual – 6th Edition). (05

marks) Examples of format are available on websites.

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