AN ACTION RESEARCH ON EFFECTIVENESS OF

KNOWLEDGE EXCHANGE METHOD IN

MATHEMATICS AT PRIMARY LEVEL
Thesis Submitted to Abdul Wali Khan University Mardan in the Partial
Fulfillmentof the Requirement for the Degree of

DOCTOR OF PHILOSOPHY
IN EDUCATION

By

SHERAZ KHAN

Reg. No: 12-AU-SES-M-30

DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES
ABDUL WALI KHAN UNIVERSITY MARDAN
2017-2020
AN ACTION RESEARCH ON EFFECTIVENESS OF
KNOWLEDGE EXCHANGE METHOD IN
MATHEMATICS AT PRIMARY LEVEL

By

SHERAZ KHAN

Reg. No: 12-AU-SES-M-30

Thesis submitted in Partial fulfilment of the requirement for the degree of

Doctor of Philosophy in Education

Supervised by:

Dr. Amir Zaman

DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES
ABDUL WALI KHAN UNIVERSITY MARDAN
(2017-2020)
 AUTHOR’S DECLARATION

I, Mr. Sheraz Khan, S/O Shahbaz Khan, Registration No.12-AU-SES-M-30

student of Ph.D. at the Education Department, Abdul Wali Khan University do hereby

solemnly declare that the thesis titled “An Action Research on Effectiveness of

Knowledge Exchange Method in Mathematics at Primary Level”, submitted by me in

partial fulfillment of Ph.D. Degree in Education is my original effort, except where

otherwise acknowledged in the text and has not been submitted or published earlier and

shall not in the future, be submitted by me for obtaining any Degree from this or any

other university or institution.

________________

Sheraz Khan

Dated; 11.11.2020

i
 PLAGIARISM UNDERTAKING

I solemnly declare that research work presented in the thesis titled “An Action Research

on Effectiveness of Knowledge Exchange Method in Mathematics at Primary Level”, is

solely my research work with no significant contribution from any other person. Small

contribution/help wherever taken has been duly acknoeledgeed and that complete thesis

has been written by me.

I understand the zero tolerance policy of the HEC and Abdul Wali Khan University

Mardan toward plagiarism. Therefore I as an author of the above titled thesis declare that

no portion of my thesis has been palgiarized and any meterial used as reference is

properly reffered/cited.

I undertake if I am found guilty of any formal plagiarism in the above titled thesis, the

University reserves the rights to withdraw my PhD degree.

SHERAZ KHAN

ii
 DEDICATION

To

MY PARENTS, BROTHERS, WIFE, AND CHILDREN

WHOSE PRAYERS, LOVE, AND PATIENCE

TAKE ME TO APEX OF GLORY AND

TRANSFORM MY DREAM INTO REALITY

iv
 ACKNOWLEDGEMENTS

My first thanks must go to The Almighty Allah Who provided me the opportunity

to accomplish this task. He is Allah. All blessings for the Holy Prophet (PBUH) -The

Last Prophet of Allah, who is, forever, a torch of guidance and knowledge for humanity

as a whole.

I would like to express my cordial gratitude to my supervisor Dr. Amir Zaman

whose kind support and encouragement made the completion and accomplishment of this

research study possible. At a time, he is a teacher, a guide, and a facilitator as well as a

best friend.

I would also like to express my heartiest gratitude to my co-supervisor Dr. Abdul

Ghaffar, who provided me valuable nurturing and guidance in a proper channel. He is a

man of letters and employs all his faculties in grooming and helping the scholars. One

can see a real democratic leader in his personality.

I would also like to thank my colleagues Mr. Muhammad Rafiq and Mr. Imtiaz

Ali, Ph.D scholars, AWKUM, for their support, cooperation, and encouragement. In the

last, I would like to express my feelings of love to my sweet dolls Aiza Sheraz and Atifa

Sheraz.

Sheraz Khan

v
 Abstract

This research is an action research carried on to develop the students' performance in

Mathematics as well as teachers teaching skills by implementing the Exchange of

Knowledge Method, this teaching is a practical approach. It produces a conducive

environment in the classroom context. This research aimed to evaluate the strength of the

researchers' effort to change the previous methods as well as to improve the students'

performance in mathematics and point out the factors that hindered students from

Mathematics learning and suitable teaching arrangements.

The target group was class five students at the primary level. This research was

completed in four cycles: there were many basic topics in cycle one. The majority of the

activities were the new activities which changed the class environment as compared to

the past. The second cycle was adapted through the reflection of cycle one. The learning

sessions were reduced and students’ practice were focused. The strategies of motivation

(rewarding and producing a good learning environment) were employed to develop the

skills. Cycle three was spared only for research practices. Learning sessions of research

cycle four were set according to the students’ requirements. Co-operating and questioning

techniques were utilized more in this cycle to enhance students’ authentic use of

mathematics work.

Learning in all four cycles of the research was deported through different

practices: pair work, working in group collaboration, and students’ presentations in front

of the class for developing the student's skills. Also, the researcher tried to modify his

past teaching method from the knowledge giver and controller to the facilitator of the

learners’. Practical teaching resources were also used in this study to develop effective

vi
teaching and learning. The data were gathered through teachers' observation, interviews,

and the students’ portfolio, and the data were analyzed through thematic analysis of a

qualitative method. Data from each cycle was analyzed and was also used to improve for

the next cycle.

The outcomes of the research showed that the knowledge exchange method could create

an effective learning environment that was different from the past as well as the learners’

positive attitude toward learning and self-confidence to do Mathematics. Students

improved their performance in mathematics in every cycle. Furthermore, it made the

researcher confident, to implement any practical teaching approaches further for

promoting the students’ competency in the future. A similar study can also be conducted

for other levels of the students’ e.g. middle and elementary level and also in other

subjects’ areas.

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 List of Abbreviations and Acronyms
________________________________________________________________________
G Group
HCF Highest Common Factor
LCM Least Common Multiple
Std Student
WIHIC What is Happening in Classroom
____________________________________

viii
 TABLE OF CONTENTS

No. Contents Page

Abstract……...………………………………………………………….. vi

CHAPTER-1 INTRODUCTION

1.1 Rationale of the Study .............................................................................. 3

1.2 Statement of the Research Problem…………………………………...... 5

1.3 Objectives of the Study ……………………………………................... 6

1.4 Research Questions ……………………………………………………. 6

1.5 Delimitation of the Study……………………………………................. 6

1.6 Significance of the Study………………………………………………. 6

1.7 Conceptual Framework………………………………………................ 7

1.8 Research Methodology ……………………………………................... 8

CHAPTER-2 LITERATURE REVIEW

2.1 An Overview of the Student-Centered Learning Approach.…………... 10

2.1.1 Features and Benefits of the Leaners-Centered Approach….................. 13

2.2 National Curriculum for Mathematics ………....................................... 15

2.2.1 Standards and Benchmarks of Mathematics Curriculum….... ………... 16

2.3 Traditional and Constructivist Mathematics Instruction.......................... 16

2.4 Effective Mathematics teaching …………………………........................ 21

2.4.1 Factors for Effective Teaching of Mathematics ………………………… 22

2.4.2 Factors affecting student’s achievements in Mathematics curriculum… 23

2.5 Problems and Issues in Mathematics Curriculum at Nationally and

Internationally …................................................................................. 24

2.6 Knowledge sharing..........................................................……………. 26

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2.7 The concept of knowledge exchange ……………………………… . 26

2.7.1 Perspectives on knowledge transfer...................................................... 26

2.8 Factors responsible for knowledge exchange ……………. ………… 28

2.8.1 Social interaction……………………………………………………… 29

2.8.2 Workplace influences the social interaction........................................... 30

2.8.3 Willingness.............................................................................................. 30

2.8.3.1 Motivation................................................................................................ 31

2.9 Ability to understand which knowledge can be beneficial ..................... 32

2.10 Cooperative Learning and Knowledge Exchange Method....................... 32

2.10.1 The Framework Cooperative Learning .................................................... 32

2.10.2 Cooperative learning ............................................................................... 34

2.10.3 Cooperation in the learning process.......................................................... 39

2.11 Learning Environment and Knowledge Exchange Method…………….. 40

2.12 Student Attitudes toward Mathematics .................................................... 42

2.12.1 Knowledge Exchange Method and Students’ Attitudes........................... 43

2.12.2 Motivating Students in Classroom............................................................ 46

CHAPTER-3 RESEARCH DESIGN

3.1 Pragmatism Research Philosophy………………………………………. 48

3.2 Research Methodology…………………………………………………. 49

3.2.1 Choosing of action research as my research method…………………… 49

3.2.2 Action Research………………………………………………………… 49

3.2.3 Cycles of action research ………………………………………………. 49

3.3 Research Questions ................................................................................. 54

3.4 Participants in Research Study................................................................. 54

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3.5 Data collection......................................................................................... 55

3.6 Cycles of Action Research ................................................................... 56

3.7 Informed consent................................................................................... 56

3.8. Research cycle one................................................................................ 57

3.8.1 The stage of planning............................................................................ 57

3.8.2 The stage of implementation................................................................. 57

3.8.3 The interview......................................................................................... 59

3.8.4 Reflection.............................................................................................. 59

3.9 Research cycle Two.............................................................................. 59

3.9.1 The planning stage................................................................................. 60

3.9.2 The Interview ........................................................................................ 61

3.9.3 Reflection............................................................................................... 61

3.10 Research cycle three…………………………………………………. 62

3.10.1 Context ……………………………………………………………..... 62

3.10.2 The planning stage................................................................................ 62

3.10.3 Stage of implementing ........ ................................................................. 62

3.10.4 The interview.......................................................................................... 63

3.10.5 Reflection................................................................................................ 64

3.11 Research Cycle Four............................................................................... 64

3.11.1 The planning stage.................................................................................. 64

3.11.2 The stage of implementing ..................................................................... 65

3.11.3 The interview........................................................................................... 66

3.12 Summary.................................................................................................. 66

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CHAPTER-4 ACTION OF RESEARCH CYCLE ONE AND ITS OUTCOMES

4.1 Planning for the cycle one....................................................................... 67

4.2 The implementation of the research cycle one......................................... 67

4.3 Responses of the students from the interview.......................................... 76

4.3.1 Comments of the students’ about previous and this method.................... 77

4.3.2 Changes were suggested by the students for next cycle........................... 81

4.4 Reflections................................................................................................ 82

4.4.1 Change due to learning environment........................................................ 82

4.4.2 Research reflection ................................................................................... 85

4.4.2.1 Performance of the Students’ in Mathematics.......................................... 85

4.5 Students’ performance in cycle one......................................................... 86

4.6 Changes for next cycle.............................................................................. 88

CHAPTER-5 OUTCOMES AND ACTION OF SECOND CYCLE

5.1 Context for the second cycle..................................................................... 89

5.2 Second cycle planning................................................................................ 90

5.3 Implementation of second cycle....... …………………………………..... 91

5.4 Changes were made after cycle one........................................................... 98

5.5 Responses of the Students’ from the interview.......................................... 99

5.5.1 Favorable responses from the students....................................................... 99

5.5.2 Students’ unfavorable judgment on changes.............................................. 102

5.6 Reflections................................................................................................... 104

5.6.1 Reflection on change................................................................................... 104

5.6.2 Research reflection ..................................................................................... 106

xii
5.6.2.1 Performance of the Students’ in Mathematics............................................. 106

5.6.2.2 Student’s performance in Fraction............................................................. 107

5.7 Changes required for the next cycle.......................................................... 109

CHAPTER-6 ACTION AND OUTCOMES OF THE THIRD CYCLE

6.1 Context for the third cycle ....................................................................... 111

6.2 Third cycle Planning................................................................................. 111

6.3 Research cycle three Implementations...................................................... 113

6.4 Changes created in the third cycle............................................................. 119

6.5 Responses of Students’ from the interview............................................... 120

6.5.1. Students positive responses....................................................................... 121

6.5.2 Changes on behalf of students’ suggestions.............................................. 124

6.6 Reflections.................................................................................................. 127

6.6.1 Reflection on change.................................................................................. 127

6.6.2 Reflection on research................................................................................ 129

6.6.2.1 Performance of students’ in Decimals........................................................ 129

6.7 Necessary changes for the next cycle......................................................... 131

CHAPTER-7 ACTION AND OUTCOMES OF THE FOURTH

CYCLE

7.1 Framework for the fourth cycle............................................................... 133

7.2 Cycle four planning................................................................................. 134

7.3 Research cycle four Implementations..................................................... 135

7.4 Changes made in the fourth cycle........................................................... 142

7.5 Responses of the students from the interview......................................... 143

xiii
7.5.1 Favorable responses from students.......................................................... 144

7.5.2 Criticism and suggested changes............................................................. 146

7.6 Reflections............................................................................................... 147

7.6.1 Reflection on change............................................................................... 147

7.6.2 Research reflection.................................................................................. 149

7.6.2.1 Performance of the students..................................................................... 149

7.7 Conclusion of the fourth cycle................................................................. 151

CHAPTER-8 SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

8.1 Outcomes of Implementing Knowledge Exchange Method in

Classroom................................................................................................. 153

8.2 Factors that Support or Hinder Development of Students’

Competence.............................................................................................. 158

8.3 Students’ performance after each research cycle...................................... 163

8.3.1 Table 4.2 presents an overview of the student’s performance at the

end of the first cycle.................................................................................. 163

8.3.2 Table 5.2 presents an overview of the student’s performance at the

end of the second cycle............................................................................. 164

8.3.3 Table 6.2 presents an overview of the student’s performance at the

end of the third cycle............................................................................... 165

8.3.4 Table 7.2 presents an overview of the student’s performance

at the end of the fourth cycle................................................................... 166

8.4 Implication of this project for teaching in mathematics.......................... 167

xiv
8.5 Recommendations ................................................................................... 168

8.6 Research strengths and weaknesses ………………………………........ 169

8.6.1 Research strengths.................................................................................... 170

8.6.2 The research weaknesses.......................................................................... 170

8.7 Limitation of the study........................................................................... 171

8.8 Recommendation for further Research………………………………... 171

xv
References .......................................................................................................... 173

APPENDICES

Appendix I..................................................................................................... 204

Appendix II................................................................................................... 205

Appendix III................................................................................................. 206

Appendix IV................................................................................................. 207

Appendix V.................................................................................................... 208

Appendix VI................................................................................................... 209

Appendix VII.................................................................................................. 210

Appendix VIII................................................................................................ 211

Appendix IX................................................................................................... 212

Appendix X..................................................................................................... 213

xvi
 List of Tables Page

Table 3.1 Learning sessions of the first cycle................................................ 57

Table 3.2 Learning sessions for the second cycle........................................... 60

Table 3.3 Learning topics for the third cycle.................................................. 62

Table 3.4 Learning sessions of the fourth cycle.............................................. 64

Table 4.1 Research cycle one learning content .............................................. 67

Table 4.2 Performance of the students’.......................................................... 86

Table 5.1 Contents of cycle two..................................................................... 90

Table.5.2 Comparison of students’ performance with second cycles............ 107

Table 6.1 Learning topics for the third cycle................................................. 112

Table 6.2 Students’ performance in Decimals............................................... 129

Table 7.1 Topics for cycle Four..................................................................... 135

Table 7.2 Performance of the students (the comparison of all cycles).......... 149

xvii
 CHAPTER - 1

INTRODUCTION

Mathematics is a fundamental subject that helps in building mental ability and

encourages logical reasoning. Moreover, Mathematical knowledge is instrumental in

learning other disciplines like different sciences, social studies, and art. Mathematics is a

subject that is not only vital in school education but also not properly understood by the

majority while understood by only a gifted minority. The history of the curriculum

reveals that in Greek and medieval history Geometry and Algebra were two of the seven

liberal arts, this historical background of Mathematics because it provides mental

discipline for learning in the other fields as well. Besides Mathematics is a part of our

human cultural heritage as well and the preservation of this heritage leads the school

curriculum to give a central place to mathematics as well. Integrating mathematics with

other subjects is worth addressing the issue as it provides a base for learning in those

subjects as well. It is always a debate among educators whether to offer mathematics as a

separate subject in other disciplines or integrate with the core curriculum of those

disciplines.

This research is following the goals of the National curriculum that emphasis all

Pakistani teachers to shift from the traditional approach of teacher-centered position in

the class to a learner-centered approach. A cooperative learning environment like the

knowledge exchange method may help the prevailing situation to improve in favor of

students and consequently may result in more effective and multidimensional

development of the students. This idea as advocated by John Dewey long ago

1
 We never educate directly, but indirectly through the environment.
Whether we permit chance environments to do the work, or whether we
design environments for the purpose make a great difference. John Dewey,
Democracy and Education, 1916.

The spirit of learner-centered practice is clearly emphasized in this quote from John

Dewey where he believes that to design good models of curriculum, a new paradigm shift

is essential in which the teacher-centered model of teaching should be replaced with the

learner center model of teaching.

A learning approach where active learning and cooperative group work is dominant and

the student is held responsible for his learning is not new for those who are formally

trained from a college (Nanny, 2003). However, it is a fact that the traditional “teacher-

centered” situation is still observed by many teachers where teachers control passive

students in the classroom, and students' famous responsibility is to read and do their

homework. As a practicing teacher and popular perceptions held by other colleagues

highlight this old practice of teacher center practice that they feel easy to control students

and make them listen to lectures. Moreover, teachers particularly in third-world countries

are not easy to accept change and adopt new traditions.

Effective teaching is not possible without quality teachers (Retallick, 1993). Therefore,

we cannot refuse to search for changes and adopting new approaches to adopt the new

practical teaching-learning method that can match the challenges of the 21st century.

Lerman (1990), it also supports the view that teachers’ knowledge about mathematics

must be examined and improved for bringing change along with the innovation in the

teaching of mathematics “little will be achieved in terms of development and change in

the mathematics classroom” (p. 54). This change is more important in a country like

Pakistan where the dropout rate at the primary level is alarming. This dropout rate has

2
many factors like financial reasons and parents' awareness etc. but one of the factors is

teachers' role as well whereby teacher-centered environment students do not show

enthusiasm and thus lose their interest in schooling at all.

In the exchange-of-knowledge method, where students are made to be involved in a

group an equal opportunity of mutual interaction on the learning task and encourage them

to communicate mutually. Therefore research for such a work is of fundamental

importance to help the practicing teachers by transform in such a situation of teacher-

centered classrooms to learner-centered place. Students’ attitudes towards mathematics

which is often discouraging due to the dry nature of mathematics and overall classroom

learning environment, the other important perspective worth investigation as they are

most relevant for changes in the old paradigm to a new one.

1.1. Rationale of the Study

I am a primary school teacher and have worked for about ten years at the primary school

level. The school’s education at present is offered from nursery level to grade five with a

total of about 400 students and about six teachers are working here. The school has a

philosophy to develop the educational quality of the students. Many parents, therefore,

send their children to study at the school expecting good care and treatment for their

children and also good academic performance.

This School has a vision and policies for continual development in many crucial aspects

which are expected to enhance the quality of educational outcomes, especially for our

students. The most important policy of the school is to promote and encourage our

teachers to continually develop as professional teachers. Therefore, change in teaching

3
and learning practice of our teachers who mostly still utilize traditional teacher-centered

teaching methods was set as one of the priorities.

The teachers wanted to implement the student-centered learning approach in the

classroom. In reality, in many schools including such an approach is still used only

occasionally by teachers. To implement a student-centered approach in the classroom is

still a challenge for many teachers.

In the case of the primary school level, through my experience as a mathematics teacher,

I have found that our school also faced the problem of having many less able students

who have a low academic learning performance in many subjects. It is unfortunate

because when our grade five students are promoted to six grade, most of them leave

school to study at the secondary level.

The students who continue, therefore, are rather less capable learners with low academic

learning outcomes (This conclusion is based on data from each student’s learning

transcript). Such problems of having so many less capable students at the primary level

sometimes create a negative image for the school to achieve low academic learning

outcomes when they complete their schooling.

Moreover, the traditional teaching method as cited above, in my opinion, is also one of

the important factors affecting students’ low learning performance by creating inactive

learners. I started to realize that my current teaching practice which still employs the

teacher-centered approach, focusing on rote learning is inappropriate and outdated and

does not accord with my aspiration to change and develop my teaching practice to

improve students’ learning achievement and meet the aim.

4
Adopting a new teaching approach was not easy for me even though I had read about

teachers implementing the student-centered approach in the classroom. I never had an

opportunity to observe an actual situation of a teacher using a student-centered approach

in the classroom. I simply knew about its principles and could imagine its practice.

Furthermore, although I had many opportunities to participate as a teacher, most of these,

which accorded with the research report of Silapasatham, 2007, p.2, only presented an

abstract outline for this practical approach to teaching Mathematics. Thus even teachers

who were real practitioners never experienced student-centered at all.

Therefore that was the problem facing by me and other teachers in my school. I wanted to

change the tradition and enhance the students learning outcomes.

1.2 Statement of the Research Problem

A student-centered environment in the classroom is always the emphasis in the modern

world so that students can express themselves during learning activities instead of just

passive receivers of information. This practice will lead them to comprehensive

development including their subject-specific attitude as well.

Research work on this particular aspect, investigating the students’ center methods of

teaching and its relationship with outcomes in the mathematics classroom. The research

presented in this study will investigate how student-centered learning is beneficial to the

traditional method. After this study, conceptual learning will be organized. It will also

point out the positive aspect of the student-centered approach. This research will also

help teachers how to teach Mathematics as well as to students.

5
1.3 Objectives of the Study

The objectives of the study are;

1. To find the outcomes of implementing a knowledge exchange method in the

classroom.

2. To find out those factors that support or hinder the development of students’

Mathematics competence.

3. To investigate that how knowledge exchange method results in the classroom

environment.

4. To know how far knowledge exchange method helps in student’s attitudes towards

Mathematics.

1.4 Research Questions

1. What are the outcomes of implementing a knowledge exchange method in the

classroom?

2. What are the factors that support or hinder the development of students’ Mathematics

competence?

3. How knowledge exchange method results in the classroom environment?

4. Does knowledge exchange method helps in student’s attitude towards Mathematics?

1.5 Delimitation of the Study

The study was delimited to the parameter of the classroom learning environment to only

three aspects i.e. Classroom support, Classroom environment, and students' attitude.

1.6 Significance of the Study

This study is likely to inform teachers regarding their teaching practices so that they can

get effective results concerning students’ outcomes. They can benefit how students’

6
motivation towards a subject can be improved and thus making a better classroom

learning environment. It could assist teachers to become aware of the specific classroom

environment factors that promote students’ attitudes and achievement in mathematics.

Secondly, this study is likely to inform the school administration so that they can

encourage teachers to make innovation in their teaching methods for school improvement

at large. Thirdly, it is always desirable that students should possess positive perceptions

not only of the subject but also of their classroom environments. It is investigated that

with such an environment the students are not only expected to perform well in school

mathematics but they may opt for mathematics-related discipline in the future. As a

result, students are likely to become competitive nationally and internationally and will

contribute a lot to society. Fourthly, the study is unique that not only focuses on the

cognitive side but also may touch the behavioral aspect of the students as such related

attitude and classroom environment are major objectives of the study.

1.7 Conceptual Framework

The primary focus of this work is to evaluate the exchange-of-knowledge method at

primary level mathematics students. As cooperative learning in nature so apart from

promoting academic achievement, it has been found to influence students’ attitudes as

well (Putnam, Markovchick, Johnson, & Johnson, 1996). Cooperative learning is

instrumental in shaping students' behavior (Johnson, & Johnson, 1975).

Students’ outcomes in this study is not limited to academic achievement in the form of

test score rather it means here as overall confidence and understanding of the content.

The cooperative environment in the knowledge exchange method helps them to express

their understanding with peers.

7
The second objective of my study is to find out those factors that support or hinder the

development of students’ Mathematics competence. In this objective, the researcher

observed the factors that support or hinder the student’s competencies. The third

objective of my study is to investigate how the knowledge exchange method results in the

classroom environment. In this, the researcher had given the result of all four cycles and

also observe the learning environment. The fourth objective of my study is to know the

knowledge exchange method helps in student’s attitudes towards Mathematics. The

researcher had taken an interview with the students to know the attitude of the student

about the knowledge exchange method.

1.8 Research Methodology

The research design adopted for this study is action research which aims to solve an

immediate problem faced by working teachers. Although there are different kinds of

practical research methods, this particular action research utilizes the model of Kemmis

and McTaggart (1988), who developed a concept for action research. They proposed a

spiral model comprising four steps: planning, acting, observing, and reflecting. It is in

line with the fundamental aim of changing and improving practice in school teaching.

Figure 1.1

Carr and Kemmis’s Action Research Model (1988)

8
The model was used by the researcher because the research design is action research. In

this study first of all the researcher made planning for the study then adopting the planned

section in real situation among the participants. During the acting, the observation and

data collection were also in process. After that, action was taken. The said process was

completed in four cycles.

9
 CHAPTER - 2

LITERATURE REVIEW

Mathematics is the subject of vital importance for education, so far in this study past

researches will provide a very fruitful situation. Past studies are very important in many

ways for every new research. The review can be documented how this study will add to

existing literature and to convince the teachers and students why this study is needed

(Creswell, 2006).

A review of the scholarly literature provides a focus on the goal to assess the

effectiveness of the use of the knowledge method of Grade five mathematics students.

The primary objective of knowledge Exchange Method is to provide all the activities for

the students which offer an equal learning environment, work collaboratively with each

other. The said task will encourage the students to learn appropriately. The knowledge

exchange method was assessed in this research related to students' views regarding the

environment inside of the classroom and the student's and teachers' responses towards the

learning of mathematics concepts and their performance in Mathematics to be assessed.

2.1 An Overview of the Student-Centered Learning Approach

The reforms that took place in 2006 highlighted the importance of child-centered

approaches in Pakistan. These approaches have become very popular among students and

teachers. Among other reforms, students centered approaches towards learning

particularly gain special attention from the stakeholders. These approaches are brought

for the betterment of student’s learning, individual abilities, and competency. Researchers

expect that it can be more practical than past methods that controlled the education

10
system in Pakistan. In this literature student-centered learning is abounded with other

teaching strategies some definitions are confused, self-directed learning, learner-focused,

cooperative and independent learning. These approaches are rooted in the learning

concept that emerged from the constructivist philosophy of education which more

focused on students’ activities (Sparrow et al., 2000).

Nanney (2003), suggested that learning approaches where learners are more exposed to

knowledge creation are the replacement of traditional classroom lectures where students

are supposed to receive already created knowledge. By adopting the newly emerged

concepts in teaching and learning, traditional lectures are being replaced with active

learning. By integrating the concepts of self-directed learning self-paced learning in

education. In this structure students are more aware of what type of learning is required

and, in this way, they become more responsible for education. Students are considered

participants of the learning process rather than the receiver (Tudor, 1993).

According to Harmon and Hirumi (1996), students work both in the group and

individually in student-centered learning where students explore their ideas and become

active participants rather than passive like in the traditional methods. They suggested that

“teachers become a guide, mentor, facilitator, and further helps in student-centered, while

students gaining their expertise not only in the studied area but also learn how to learn by

discovery and problem solving” (Harmon & Hirumi, 1996).

According to McCombs and Whistler (1997), individual and group activities for self-

directedness and cooperative strategies in learning are the focus of student-centered

learning. Gibbs (1992) cited in Sparrow et al., (2000), narrated that students gain control

over their learning and subject matter, learning needs, their learning styles, and the

11
continuation of their studies. These approaches feature three elements of encouraging the

students, ways of learning, and what they learned. Students centered approaches enable

the learners to reflect on their learning and learning processes. Students are expected to

be self-directed learners and high-level achievers as the result of these approaches

(Sparrow et al, 2000).

Nonkukhetkhong et al., (2006), in accordance with Gibbs (1992), suggested that the

student-centered approach provides opportunities for students to experience lifelong and

self-education by making them more responsive and responsible for their learning. This

shift requires teachers to be a facilitator instead of providers and students to creator

instead of the knowledge receiver. It promotes creativity skills among the students.

Matsau (2007) stated that the teaching approaches focused on students explaining the

students’ needs of learning, learning condition. It focuses on what students are doing in

their classrooms, which creates the responsibility of learning.

According to Nonkukhetkhong et al., (2006), in students centered approach students will

provide their own choice of learning processes, particularly the majority of young

students show quality in learning. Thus, developing a curriculum is the result of the

mutual negotiations between teachers and students. The levels and degrees are depending

upon the student’s characteristics, that students have the same level or degrees or not

(Nunan, 1988 as quoted in Tudor, 1993; Nunan & Lamb, 1996). The teachers must be

familiar with such a situation of teaching methodologies, learning approaches, and be

flexible while adopting school programs. The development of a student-centered

curriculum needs rich resources (Tudor, 1996). The formulation of this research project is

the formulation of teaching-learning content and activities in the classroom environment.

12
2.1.1 Features and Benefits of the Learner-Centered Approach.

In my experience linking the above definitions of ‘student-centered’, the primary

characteristics were identified as follows: firstly, the students’ needs are valued in this

approach (Pillay, 2002), it provides the responsibility and self-directedness, increase

capacity, and students take the learning process in its self-pace (Hedge, 2000). The

student-centered approach provides sufficient learning activities to the students (Nunan,

2002). Secondly, the learning environment becomes more active and follows the

principle of collaboration. It is visible where the traditional setup exchange with student-

centered approaches (Watanabe, 1999). Thirdly, effective teaching skills are promoted

which give learning opportunities to the students. Fourthly, facilitation is the main role of

the teacher in this approach rather than a knowledge giver as in the traditional method in

the past (Pulist, 2002).

Problem-solving, skills of team-work, learning ability how to learn, and betterment are

the key elements of a student-centered approach when the students work in a real

situation they need these elements. (Cook & Cook, 1998). The students centered learning

has the potential to provide an enjoyable environment for learning and provide the

opportunity for teachers to involve the learners individually. Such a method suggests

main activities, learning atmosphere, address the individual learning interest and needs

(Nanny, 2003). By applying the student-centered approach the teachers keep in mind the

past knowledge and different modes of learning. Students learn the target work through

practice instead of just hearing from the teachers, just listening from others is unreal for

them (Rogers, 2002). Different learning situations, students’ beliefs, attitudes toward the

nature of learning, and selection of learning experiences are brought by a student-

13
centered approach. Since active learning is started rather than passive learning, this type

becomes more responsive, relevant, practical, and long-lasting (Rogers, 2002).

In all these definitions the common thing is arousing the motivation of the students by

more interactive pedagogies. The students' centered approaches are agreed on by creating

a motivational environment (Root, 1999). Ames and Ames (1989) are suggested that

motivating is the act of goal-seeking and creates a sense of intention in the students

because learners are more active and determined towards the goal setting, It happens in

any context (Ngeow, Karen & Yeok-Hwa, 1998). Oxford and Shearin (1994) stated that

hope for the achievement of something with the combinations of energy is work as a

motivation for that task. Motivation is one of the main elements that determine success in

developing.

Extrinsic and intrinsic are the two types of motivation. Intrinsic is the one which is the

inner satisfaction related to that specific task while the extrinsic is the one which is

conditioned with some external benefits of the task. Extrinsic motivation is when giving

awards to the learners for good work or gives punishment when they do not work

properly. Sometimes any regulation does not depend upon motivation, whether extrinsic

or intrinsic (Dornyei, 2001). According to Krashen et al., (2006), learners with high

motivation, self-confidence, a good self-image, and a low level of anxiety are good for

success in learning acquisition. In this research, the motivational strategies were applied

for creating a good learning atmosphere, rewarding, helping, give suggestions, and

helping students.

14
2.2 National Curriculum for Mathematics

Mathematics curriculum was started in 1975-76. The said curriculum was revised two

times in 1984-85 and 1994-95. The last time curriculum was revised in 2000 and 2002.

Now the dynamic curriculum development process was strengthened for grades 1-12 in

all subjects. National and international demands, students' understanding are the focused

area of the revised curriculum of mathematics. The mathematics curriculum focuses on

two aspects. It was the content and benchmarked set for the mathematics curriculum.

Also, each content area is focused separately and set a separate benchmark for each area.

Five standards stages provide to indicate the student’s expectations of learning.

The first stage includes the first two levels of education. That is grade one and two. From

three to five classes considered as stage two. Stage three comprised of class sixth to

eighth. The fourth stage includes the ninth and tenth classes. Eleventh and twelfth years

of education are in the fifth stage of the mathematics curriculum. Each stage has

distinctively set according to the development level of the child.

The following themes were provided by the mathematics curriculum at the national level.

The National Curriculum for Mathematics.

i. The curriculum is developed to build the foundation of mathematics on concrete

conceptual understanding that enables them for daily life.

ii. Geometrical concepts for enhancing the logical thinking skills of the students.

iii. Curriculum forced interpretations of mathematical expressions.

iv. The application of blended learning in mathematics classroom and learning.

Curriculum expectations are used for the evaluation of the curriculum. It was intended for

the maximum learning of the students. The strategy guides the students to bring variety in

15
their learning approaches. Learning will be effective if there is a quality curriculum,

quality assessment system, and effective feedback. The textbook has a key role in

teaching and learning. It is a basic source of providing knowledge at all levels of

education. Primary and secondary education specifically focused on textbooks. There is

an importance of textbooks and other materials provided for teachers and students,

including guides and any electronic-based materials.

2.2.1 Standards and Benchmarks of Mathematics Curriculum

Standards of Mathematics National Curriculum is divided into five stages according to

the student’s ability. Each standard has the following contents.

Standard one includes numbers and operations, standard two includes algebra, standard

three includes measurement and geometry, standard for includes information handling

and standard five includes reasoning and logical thinking (Pakistan, 2006)

2.3 Traditional and Constructivist Mathematics Instruction

Mathematics has a long recorded history. Mathematics has progressed to a separate field

during the past few centuries. It took place in the field of agriculture and economics

(Braddon, Hall & Taylor, 1993). A large number of educators still practicing the existing

methods and modes of teaching in mathematics which highlight the individual abilities in

the relevant contents (Robinson, 1992). Organizations, such as the National Council of

Teachers of Mathematics. (NCTM, 1989, 1991, 2000), the National Research Council

(NRC, 1989) and the National Governors Association Center for Best Practices (2010)

suggested that to increase Mathematics command and upgrade students ’favorable

outcomes instructions of the classroom must be changed. The connection between

Mathematics and the student’s situation in the real world must be changed according to

16
the need. Another shift is from traditional teaching methods to a firsthand model, in

which learners diligently donate their learning process. The twins of these refine

endeavors are supporting the innovation of learners’ parts in the learning rooms from

restricted learners to unrestricted learners (McNair, 2000).

Battista (1999) suggested so that: “For most students, school mathematics is an endless

sequence of memorizing and forgetting facts and procedures that make little sense to

them.” The main objective of mathematics is the provision of energetic learners in

mathematics amongst students (Ross, 1996). Some conventional classroom teaching

opposed the concrete learning of students and involves them in rote and memorization

skills. Traditional teaching methodology does not inspire the distinctive degree of

scholastic mastery or think logically analytical skills while learners needed to be zealous

in general(Silver & Stein, 1996).

According to Schifter and Fosnot (1993), the traditional method is based on educational

theories and methods that are fundamentally different from those that encourage current

reform efforts, and teachers argue that classroom teachers are the first personal

alternative to change their thinking. NCTM advocates that for the promotion of high-

level thinking, problem-solving, and understanding of Mathematics procedures the

students are more actively engaged. Advising the teachers to change the teacher-centered

method into the student’s center method is a very difficult task, but attainable. Duit and

Treagust (1998) suggested that the old-fashioned notion of schooling as a submissive

procedure frequently has placed what considers as good effort in educational institutions.

Conventional methods involve students in recalling only information. Traditionally,

teachers force the students on the only memorization without understanding and the only

17
methodology of reality and course of action. Year after the alike themes can be instructed

and reinstructed, they do not comprehend the students. The teachers teach too many

subjects and cover too many skills in the traditional method, which leads to only confuse

students not mastering the skills. Reasoning and problem-solving skills are not

generating in the traditional method (Silver & Stein, 1996).

Several studies show that traditional methods of mathematics instruction are not effective

in the development of student’s mathematical and critical thinking skills (Battista &

Larson, 1994).

Schifter (1996) suggested that many hardworking mathematics teachers skill to use the

traditional method today because some specialists believe that youngsters do not integrate

and manage in actual life experience. In this way, the researcher center the exchange-of-

knowledge technique in his research was pertinence to mathematics learners’ out-of-

school understandings. In this era, the educator should use the students' centered method

because now it is the demand for education (Whitin & Wilde, 1992).

The National Research Council (1989) suggested that students of the college in

mathematics class need to take classes based on what was taught in high school before

taking courses of mathematics at the college level. Also, the training of mathematics must

provide to the staff business and administration to teach in schools, colleges, and

universities (Battista, 1999). The demand for Mathematics is increasing day by day in a

competitive, technological, and global society. According to Battista (1999), mathematics

miseducation, the only time when Americans were made aware of mathematics teaching

in their country to change mathematics teaching. Policies of mathematics and

18
mathematics teaching were so embedded in schools that the majority of the students can’t

grasp hidden development.

In Third International Mathematics and Science Study (TIMSS) it was discussed that

German and Japanese students are more achievers in mathematics than the USA because

in German and Japan the mathematics portion is greater than USA mathematics books

(Schmidt, McKnight, & Raizen, 1996). Ross (1996) suggested that mathematics skills

have decreased, although it is easier for teachers to teach traditionally and do not have

large capacity skills. However it is not good for future scientists, mathematicians and

engineers will not be able to gain significant mastery and trust in their potentialities.

Capacity building approach is that learners are facilitated in designing their apprehension

of the subject of thought. For learning and teaching the constructivist furnishes a

reasoning and key structure for mastery (Tobin & Tippins, 1993). There is a link between

Constructivist principles and the exchange knowledge method (which is a focus of my

study) in this way the knowledge of the students is constructed. The students learn

actively and the teachers facilitate the students’ learning process. Mathematics

instructors accept that understanding is not constructed inactively but constructed

diligently by learners. The foundation of the constructivist principle is active learning, In

the constructivist teaching-learning process, the teachers, as well as the students, are

active learners (Von Glasersfeld, 1989). Steier (1995 suggested that the teachers are

providing the skills for mathematical understanding to the students. They provide their

activities which are helpful for the students in the teaching-learning process.

The constructivism theory of Vygotsky’s (1987) provided the basis for social and

motivational influences in learning. This theory is based on the three elements of social

19
interaction, other sources of learning when the students in close development. Social

interaction plays a central role in the development process, secondly, the learner more

closeness to the place of development helps to learn more fruitfully. Access to the place

of learning means that students reach the zone of learning and development. As a result

of these interactions, learning becomes more reciprocal for the learning counterparts of

students and teachers (Wertsch & Sohmer, 1995). Knowledge is not only produced by

oneself, but it is also generally conciliated within a constructivist approach (Prawat,

1993; Taylor, 1993). Here the focus is not only to create knowledge in isolation but

socially mediated.

Like the overall philosophy of education, the thinking behind mathematic education has

been changed. It is now students centered rather than teacher-centered. Constructivist

beliefs in the student’s active involvement in the learning process. Suitable instructions

and a classroom environment are the elements of active knowledge acquisition. Only

learning is not rooted in what the instructor conveys, but also shared the outcome of prior

details and new knowledge of learners (Allen & Fraser, 2007; Duit & Treagust, 1998).

The study has manifested that in any academic activity existing knowledge of students’ is

a major component. Constructing new knowledge based on previously learned materials

is the essence of the constructivist paradigm. According to the views of the constructivist

on education, learning is designed as a national change instrument in which somebody

using his or her existing knowledge to develop new information. Notional change is a

learning technique in which learners develop their new propositions by existing designs,

or by interchanging that change present propositions for new designs (Hewson, 1981,

1982).

20
According to Duit and Confrey (1996) that Conceptual change is needed for learning

mathematics more than the method of conceptual growth when there is movement all

over the time after the national change when new connections can be created. Conceptual

growth is interpreted just as expanding one’s national system.

2.4 Effective Mathematics teaching

As stated in the Australian Association of Mathematics Teachers

’Standards for Excellence in Teaching Mathematics in Australian Schools, “Effective

schools are only effective to the extent that they have effective teachers” (2006).

Because in research literature the term effective has been used in various ways of the past

time, the clarification of the term in the context of this study is necessary. According to

Stanford (2001) that when a teacher achieves desired effects upon students is the degree

of effectiveness. In other words, how much and how well students achieve the knowledge

effectively. Generally, the meaning of the term effective in the context of Mathematics

learning is applying the best approaches that make it ensure the desired results of

mathematics education (Stanford, 2001).

For mathematics teachers, some strategies are in common that they applied in classrooms.

They will ensure the students' best performance in the subject. Because of this

mathematics teachers are more effective than other teachers (Larson, 2002). Ingvarson et

al. (2004) narrated the conditions for effective learning of mathematics in schools:

- The condition of schools must be able for the students to learn.

- The teacher’s professional skills and experiences are necessary.

- The teachers’ capacity in terms of knowledge, belief, and understanding.

21
 - The practicum part of the teachers' professional life perform in the classroom is

necessary.

Posamentier and Stepelman (1999) suggested for mathematics teachers to use effective

strategies for mathematics teaching. As far as the professional career of the teachers is

concerned they need to select the best teaching strategy to develop creativity in lesson

presentations. This type of teacher considers the most effective teacher. An important

aspect of the teacher is to select the best strategies for a lesson to develop creativity in the

classroom. Determine classroom strategies is considered a basic quality of an effective

teacher. Teacher in this process work as a resource person. The literature on the

effectiveness of teacher and classroom strategies shows that there is an attribution of an

effective Mathematics teacher and the best attribution is to involve the learners in

achieving the goals. After all, effective teaching and effective learning are directly

related. Posamenteier and Stepelman (1999) reported that Effective Mathematics teachers

develop their students’ positive attitudes by recognizing students’ needs for success, by

involving students in their learning, and by making Mathematics enjoyable. Seah (2007)

suggested that interactions between teachers and their students to create a learning

environment is effective teaching in a real sense.

2.4.1 Factors for Effective Teaching of Mathematics

Sanders and Rivers (1996) suggested that mathematics teachers in Brunei contributed to

Mathematics teaching effectively themselves in upper secondary Mathematics, whereas

the administration has low participation in the effectiveness of Mathematics. Teachers'

knowledge of the subject, understanding of the students’ needs, and their activities in the

classroom are the factors responsible for mathematics learning. These factors are

22
considered as influencing domains in Mathematics learning. Stronge (2010) also supports

previous research for the positive relation of teachers' understanding of the subjects and

students' learning in the subject. Teachers must know about the matter when a teacher

comes to school for student improvement and student learning, and there are many

factors within schools, “besides the teacher, there is a no more powerful instrument for

student success” (Stronge, 2010). Findings suggested by students in this research reported

that teaching practice has an important effect on the affective outcomes of their

Mathematics learning.

2.4.2 Factors affecting student’s achievements in Mathematics curriculum

The following factors are suggested by Schunk (1990), which affect the students’

achievements.

i. Students Attitude towards Mathematics

Many researchers have conducted studies that point out that there is a relationship

between Mathematical understanding and attitude. When there is a positive attitude of

students towards Mathematics then the achievement of students in Mathematics will be

good and also the interest in Mathematics of students will be good (Callahan, 1971).

ii. Attitude of Parents

Parents' attitudes play a vital role in students' achievements in Mathematics. Because

when parents provide resources to their children to take admission in Mathematics, so

due to the provision of such resources student’s interest will increase in Mathematics. For

students' success and failure in Mathematics, the expectation of the parents' for their

children have significant factors (Kulm, 1980).

23
 iii. Gender Differences

Student’s gender differences are another important factor that influences mathematics

achievement. According to Husen (1967), females do not take interest in mathematics,

therefore female students have reduced remarkable participation in mathematics

education.

vi. Parents level of Education

The education status of the parents also one of the factors of mathematics achievements.

Because parents’ level of education will affect students positively if they are educated,

will affect negatively if they are uneducated (Ainley, Graetz, Long & Batten, 1995).

2.5 Problems and Issues in Mathematics Curriculum at Nationally

and Internationally

There are some problems and issues at the national and international level in the

mathematics curriculum which have been identified. These problems and issues are as

followed:

i. Function of Curriculum

There is a wide gap between teachers teaching in schools and teachers teaching

university. The gap may be removed from school teachers and university teachers which

may construct one forum. Need and capacity-based training should be arranged for

teachers in the mathematics curriculum. The training for schools and university teachers

should be aligned. Also, the involvement of school teachers in the curriculum

development process is mandatory.

24
 ii. Textbooks and teachers guides preparation

Teachers involved in the development of the textbooks must be encouraged especially

junior level teachers. In the preparation of Mathematics textbooks, teachers are ignored at

national and international levels. Talented and experienced teachers of the junior classes

should be encouraged in textbook development. When they are involved in textbook

development the outcome will be better because they know the need of students at this

level.

iii. Trained Teachers

There is a shortage of mathematics trained teachers at the national and international level.

The trained and well-qualified teachers in Mathematics are in short not only at the

national level but also at the international. The proper training and refresh courses in

mathematics have not been arranged properly. The proper workshops, training, and

refresh courses for the mathematics teachers must be arranged by the government for all

teachers.

iv. Shortage of library books

The availability of books in Mathematics content is always deficient. The available books

are not sufficient to meet the needs of the students as well as of teachers. Besides the

textbooks, teachers' guide and supporting documents of the curriculum also not available

for teachers' use.

v. The examination system

Quadling (1986) suggested that the traditional examination system is adopted in schools,

colleges, and universities, due to the said examination system student’s memory is

strengthen. Bloom taxonomy is not followed during the paper setting. Students’ logical

25
thinking is not strengthening in the question paper of this Examination system. The

students make cheating in the examination hall for solving the paper.

2.6 Knowledge Sharing

Gibbert and Krause (2002) suggested that the willingness of individuals in an institute to

transform the knowledge with others, which students have needed or created is a concern

with knowledge sharing. The sharing of knowledge could be done via communication or

some knowledge archive. Knowledge can only be encouraged and facilitated by the

teachers, it cannot be forced.

Changing the behaviors of the student is generally considered to be the most crucial

challenge facing teachers to increase their members' knowledge sharing behaviors. But

like motivational factors must be involved to create in the students (Szulanski, 1996).

Motivational forces derive from, social interactions with each other and students'

personal beliefs, i.e., values, norms, and practices which are shaping students' beliefs

(DeLong & L., 2000).

2.7 The concept of knowledge exchange

Ackerman et al. (2003) suggested that the capacity to promote and transfer knowledge in

an organization provides a competitive environment for learners. More and more abilities

have been received from this operation, especially the concept of knowledge management

has been established. This concept shows how an organization can promote, manage,

transfer, and use knowledge assets as efficiently as possible (Wiig, 1997).

2.7.1 Perspectives on knowledge transfer

Knowledge management is the source of knowledge acquisition and dissemination in

various contexts. Knowledge is considered a moving source that can be transferred to

26
others. Within the research field Perspectives of knowledge management is that it can be

transferred and store in different sources. Knowledge is transferable as an object from

one person to another. It is the role of the organization to identify the location of the

knowledge where is it located and how to bring in front when need. How an organization

can identify the knowledge already exists and to make sure that it stays within the

context. It is also in the form of transformation of knowledge from implicit states to

explicit state. Transformation the implicit knowledge into explicit knowledge is a

challenge. Databases should be used to transfer and deposited knowledge there for future

purposes with easy access. (Styhre, 2003). Although many researchers asserted that the

reason for this is the importance of technical solutions are given, while the significance of

social interaction is overlooked (Desouza, 2003).

Acquisition of knowledge is a process based on social communication. It is not an object

to receive at once. Knowledge is a socially constructed process rather than an object, now

this view is observed in a large number (Jonsson, 2012). The creation of knowledge takes

place among the people by day to day activities and their influence on the behavior.

Consequently, knowledge is fluid and moving from one person to another (Styhre, 2003).

Another view on knowledge is by Alvesson and Kärreman (2001) that knowledge

creation is the result of social interaction rather than transfer through communication.

Thus, for research purposes, this idea is not practical to store information in a certain

place. It is on the fact that treating knowledge is an object, not a dominating idea and

approach (Styhre, 2003).

27
On the other hand, the object-oriented approach has long-neglected the importance of

each individual’s to exchange knowledge, while the action-orientated approach

emphasizes and attaches great importance to this element (Jonsson, 2012).

Depending on the context in which any knowledge comes, it is as different as the transfer

of knowledge. If knowledge is understood by someone, then the transfer of knowledge

between a sender and a recipient is understood as one-way communication. However, if

knowledge was a complex process, a series of knowledge transfer would continue,

affecting the interaction between individuals. In this case, the access to knowledge will

be different for enablers and obstacles. Alternatively, the process-based approach takes

codification and storage at the same time as elements of the storing and transferring

process (Jonsson, 2012).

2.8 Factors responsible for knowledge exchange

For an understanding of the knowledge exchange method in education and its successful

completion, the factors may be noted that prevent the exchange of knowledge in

classrooms (Riege, 2005). Knowledge exchange is a continuous process, a process-

oriented approach takes several steps for completion of the exchange. It is not an easy

process due to its interlinked several steps. Each phase effect the previous and alternate

activity. Several factors are responsible to make it a complicated process (Riege, 2005).

The importance of interaction within a field among students results in successful

knowledge exchange. The knowledge is connected to individuals rather than the

organization is one of the reasons, nowadays it is shared among researchers (e.g.

Desouza, 2003; Chen Huang, 2007). Knowledge sharing is due to each individual’s

willingness is one of the most important factors to achieve a concrete knowledge

28
exchange, the opportunity should be given to the students to share their knowledge in the

group together (Desouza, 2003). The students should be motivated and facilitated in an

organization to share their knowledge. Another factor is accepted to provide abilities in

individuals for influencing the knowledge exchange (Tsai, 2001). According to Jonsson

(2012), besides this, the commonality of culture is also thinking out as a factor of having

an impact on the knowledge exchange method.

The following paragraphs will further discuss these factors.

2.8.1 Social interaction

Knowledge exchange through communication is referred to as Social interaction,

knowledge stored in the mind is transferred through listening, writing, and

communication. In a process-orientated approach, social interaction is facilitating which

plays a vital role in exchange-of-knowledge. So, the facilitation of the students is also

necessary for the smooth process of the knowledge exchange method (Chen & Huang,

2007). Social interaction factor brings two or more students knowledge to the center of

the class, it helps in developing knowledge (Lubit, 2001).To exchange knowledge, the

students are more willing with each other at the same level or with whom the level is high

with social interaction (Nahapiet & Goshal, 1998).

Shortage of time is also one of the hurdles in implying the knowledge exchange method.

Transfer of knowledge is the process of taking enough time on the part of the teacher and

students (e.g. Mårtensson, 2000; Davenport & Prusak, 1998).

Mårtensson (2000) suggested that providing possibilities for transferring knowledge is

required in priority. She suggested that the creation of “formal learning” for individuals

where the transfer of sufficient practices become a part of work. Davenport and Prusak

29
(1998) also emphasized a better way of commination and meeting points of the

communicative members. Different channels of communication can be utilized like

conferences, seminars, education hubs, and other learning forums. These are the

recommended forums for individuals for the exchange of knowledge. Knowledge

exchange takes place due to face to face interaction. Face-to-face meetings and

interaction are essential for knowledge exchange. Informal communication is also

important for the success of an organization. For example, conversations in an

organization with each other often give opportunities and accelerate knowledge

exchange. Therefore, this kind of interaction must be encouraged.

2.8.2 Workplace influences the social interaction

Chen and Huang (2007) suggested that for achieving social interaction sufficient

workplace is needed. Workplace setting greatly influences the knowledge exchange by

daily interaction among the members of the organization. If the workplace between co-

workers and their office is open then it will be better for all of them, and the opportunities

for communication between the organizational members will be significant (Oseland et

al., 2011). Thus, social interaction in the workplace for knowledge exchange is necessary

(Desouza & Paquette, 2011).

2.8.3 Willingness

Various factors are involved in an individual’s willingness to exchange knowledge.

Willingness related factors are divided into three sections of power, motivation, and trust

(Dezousa, 2003).

30
2.8.3.1 Motivation

Motivation gives understanding to the students why knowledge is exchanged. It helps in

the promotion of exchange. Based on an understanding of the reason and purpose of

exchange, they become motivated for the exchange process. So if they are not motivated

internally and externally, they will be not able and appropriate for knowledge exchange

(Jonsson, 2012). According to Bukowitz and Williams (1999), individuals need to

exchange their knowledge for helping one another.

Motivation can be extrinsically and intrinsically. Extrinsic motivation refers to if

someone involves externally, reward, security, and working conditions are examples.

Intrinsic motivation refers to the opportunity for learning, self-realization, and freedom.

Intrinsic motivation has the greatest importance in transferring knowledge (Osterloh &

Frey, 2000).

Several ways are adopted for students to share their knowledge, for example, material

reward, such as prize. Students have a desire to enhance their status and receive rewards.

A feeling of achieving goals, feeling of cooperation, and the feeling of obligation in a

group, and the students desire for exchanging their knowledge with each other (Hislop,

2009). Negative aspects are also concerned with the student’s motivation. If at the

application stage of shared and exchange knowledge, if the students are not able to

communicate so they are demotivated for knowledge exchange (Davenport & Prusak,

1998). In these cases, non-hierarchical management should encourage promoting

knowledge, so that the quality stresses the knowledge, while the source of knowledge is

neglected (Davenport & Prusak, 1998).

31
2.9 Ability to understand which knowledge can be beneficial

According to Jonsson (2012), understanding that knowledge is beneficial or not is so

difficult for students and teachers as well. To explain in words why knowledge exchange

is difficult is to bring it in words. For this reason, knowledge exchange cannot be defined

easily. Concerned authorities are not able to highlight the difficulties related to

knowledge exchange. The actual beneficiaries of the knowledge exchange method are

also not clear. So, it is also one of the barriers to the knowledge exchange method

(Ekstedt, 1999). It can also put the students in difficulties to know from where to find the

knowledge that they needed. Therefore, awareness among students is important that the

students should know kinds of knowledge exchange processes (Lindkvist, 2001).

2.10 Cooperative Learning and Knowledge Exchange Method

Knowledge Exchange Method is basically cooperative learning. Because in Knowledge

Exchange Method as well as in cooperative learning both teachers and students work

cooperatively. Both are discussed in detail.

2.10.1 The Framework Cooperative Learning

Cooperative teamwork was introduced for enhancing academic achievement and

scientific literacy in many countries, in laboratories and science classrooms (Denrell,

2005). Learning and socialization are promoted by cooperative learning (Cohen, 1994).

Classrooms are organized into a collaborative group of learners, where learners study

cooperatively with each other to achieve objectives (Lazarowitz & Hertz-Lazarowitz,

1998; Levitt, 2002; Lin, 2006; Treagust, 2007). In cooperative learning, students help

each other and work in a group. It develops a sense of teamwork, helping others and form

a structure of the group (Gillies, 2002; Slavin, 1995).

32
In cooperative learning, students learn to help others, listen to each other and sharing

their views, respect others' opinions. For coming sessions, they search more on the

discussion topics and help others, accept differences, clarify each other differences, solve

problems, and develop new ideas from these procedures (Gillies, 2003b; Webb, Troper &

Fall, 1995). Three vital areas identified where learners can interconnect under a

cooperative learning environment. (1) competitive, where students competition is

improved; (2) individualistic, students focused on their work, work separately and neglect

other’s negative points; and (3) collaborative sense of group develop in the students,

work cooperatively in small groups, keeping in view that every individual is performing

the given learning material (Okebukola, 1985).

Many studies (Altinok & Acikgoz, 2006; Bilgin, 2006; Bilgin & Geban, 2004; Bilgin &

Karaduman, 2005; Doymus, Simsek & Bayrakceken, 2004; George, 2005) suggested that

there is a positive effect of cooperative learning on students’ attitudes towards

mathematics. Since 2010, the implementation of cooperative learning is required in

schools. Thus, all science teachers, it is required to prepare their lessons based on a

student-centered approach. Introduce such teaching methods that develop student’s

creativity, students thinking skills, and problem-solving skills that obtain new

information through observation and evaluation. Therefore, teachers are shifting from

learning through memorization towards the use of a cooperative learning environment

that develops the problem solving and integrated learning atmosphere. To date, there is

information about work in this field of academic research in Pakistan. Consequently, this

research work investigated the outcome of applying cooperative learning on students’

attitudes towards mathematics.it is stated that the application of cooperative learning is

33
unalike in this context, the following provides the requirements in terms of the grouping

and evaluation of students when using cooperative learning.

2.10.2 Cooperative learning

The structure of the classroom is shaped in small working groups, where students are

directed to achieve their assigned tasks and objectives. They are goal-oriented in a

cooperative manner (Lazarowitz & Hertz-Lazarowitz, 1998; Levitt, 2002; Lin, 2006;

Treagust, 2007). When students work cooperatively with each other, they learn to listen

to each other, sharing ideas, and help in solving problems (Gillies, 2003b; Webb, Troper,

& Fall, 1995). It is a set of teachers’ plans where learners learn, share and help each

other’s (Slavin, 2010). There are several common characteristics of cooperative learning

practices. The following are suggested by (Johnson, Johnson & Holubec, 2008).

i. Positive interdependence

The dependent participation of every learner in a group is a success for learning. Every

student needs to work with each other cooperatively and dependently. The following

steps must be included in successful learning.

Face-to-face (promotive) interaction: Face-to-face interaction is necessary for the

promotion of each individual, providing feedback, arguing in discussion to challenge

others, information, and views exchange encourage the cooperative learning

environment.

Individual accountability: Teachers must evaluate the work of each student in a group.

The said one can be achieved by utilizing assessment strategies in the variety by giving

them and randomly evaluate their group-based tasks and individual contributions.

34
 ii. Group and social skills

Developing the skill of students to learn to share and listening to others, ask a question on

the forum. For this reason, it is the teacher's role to provide opportunities for the students’

for enabling these skills. Teacher efforts ensure mutual communication, cooperation and

acceptance of mutual differences.

iii. Group assessing

Achieving aims in a group must be discussed. Opportunities for assessing the group work

in a class must provide to the teacher. Group processing provides working relationships

in the group, facilitates, cooperative skills and feedback. A higher academic level of

students working is observed in cooperative learning (Johnson & Johnson, 1999). The

cooperative learning model has been adapted from Salvin(1995). It is a simple model.

Good Behavior and attitude enhanced learning and academic achievement. In many

schools, the cooperative learning model for teaching and learning has been adopted for

different stages (Johnson & Johnson, 1990; Kagan, 1994, 1995). Students work in minor

class acquire knowledge in a better way, develop good connections with each other and

develop knowledge than students learning by oneself (Bilgin, 2006; Bilgin & Geban,

2004; Kincal, Ergul, &Timur, 2007; Senol, Bal, & Yildrim, 2007; Wachanga & Mwangi,

2004; Zacharias & Barton, 2004). The effectiveness of cooperative learning proved in

science subjects by several studies (Altinok & Acikgoz, 2006; Bilgin 2006; Bilgin &

Geban, 2004; Bilgin & Karaduman, 2005; Doymus et al., 2004; George, 2005; Jones et

al., 2003). According to Marks and O’Connor (2013) performing jointly for a common

objective, student’s superior propositions and solutions, spend maximum hours on

learning tasks and convey knowledge to others. Johnson and Johnson (1989, 1993)

35
compared learning by traditional methods with cooperative learning strategies of

educators. The results provided that cooperative learning promotes higher individual

knowledge than was learning individually. Moreover, in a cooperative learning model,

the rate of gaining knowledge is greater. In comparison with the traditional approaches,

recent researches recommended cooperative learning strategies for science subjects (Acar

& Tarhan, 2008; Balfakih, 2003; Chang & Mao, 1999; Johnson, Johnson, & Taylor,

1993; Lonning, 1993; Lumpe & Staver, 1995; Winther & Volk, 1994). In the

environment of cooperative strategy, structured groups are recommended than

unstructured (Lumpe & Staver, 1995). Webb, Nemer, Chizhik, and Sugrue (1998)

suggested that organized teamwork provided more structured learning experiences for

learners than unstructured groups. Gillies (2003a, 2008) suggested that structured groups

not only enhance learning but also enhance the behavior and quality of students. Self-

confidence or self-esteem are also the outcomes of a cooperative learning environment

(Box & Little, 2003) and competencies to communicate their perspectives (Shachar &

Sharan, 1994). Hanze and Berger (2007) narrated that collaborative learning is

competence-based. Learners in this environment are more competent than in traditional

classrooms Lazarowitz, Hertz-Lazarowitz, and Baird (1994) suggested that in

collaborative learning learners performed better (Johnson, Johnson, & Taylor, 1993).

Various research works reported the instructors’ understanding regarding collaborative

learning techniques (Al-Yaseen, 2011; Ferguson-Patrick, 2011). One study reported ten

teachers’ perceptions regarding cooperative learning strategies (Gillies& Boyle, 2010).

These teachers suggested that learning is more positive as a result of adopting

cooperative learning strategies. These teachers said that the students in group responses

36
are better which helps teachers in the management of their lessons. The motivation of

students and group development is another issue for teachers. The teachers said positively

about their experiences, its implementation was not an easy task. It was challenging and

need commitment on the part of the teacher.

The effectiveness of the cooperative learning environment in the knowledge exchange

method is exhibited in several studies. To date, there are no such work studies, in this

field, that have been carried out in the area. Consequently, my investigation work will

enlarge this past study by exploring the importance of shared learning in the field of

science.

The 21st-century demand for overall education has been changed. Besides the other

subjects and discipline, mathematics education needs changes in their agenda. The

content, methods, teachers’ professional development and assessment of mathematics

learning outcomes are the fundamental areas that must be changed to fulfill the demands

of changing the environment (National Research Council, 1989). According to Davidson

(1990a), Cooperative learning has a common goal and collective effort made by the

groups for attaining their preset objectives. Johnson and Johnson (1999) narrated the

wide use of cooperative learning in a variety of fields, so it is widely utilized in several

disciplines and degrees. Group formation for educational purposes is an effective way of

knowledge exchange method.

According to Slavin (1990) in cooperative learning allow students to perform activities in

groups which makes them able to learn from each other. They feel responsible for each

other learning. Research findings of cooperative learning in relationship with academic

performance, positive attitude, children having disability, self-respect (Johnson &

37
Johnson, 1981, 1989; Leikin & Zaslavsky, 1997; Sharan, 1980; Tarim, 2003; Tarim &

Artut, 2004).

In elementary-education and secondary-education many cooperative learning methods are

used. One of them was suggested by Leiken and Zaslowsky (1999) acknowledged the

power and efficiency of the command exchange technique. This Jigsaw Method is a

learning approach which gives good result in teaching-learning process (Aronson et al.,

1978) as it allows students to learn in the play way method and teacher role is to explain

their work. It provides an opportunity for the students to do their tasks more properly in

groups as well as individually.

According to Good, Mulryan and McCaslin (1992) knowledge exchange method are

allowing the students to learn and explain the materials to others. The basis of the

knowledge exchange method was cooperative learning. It was initiated for mathematics

classrooms. knowledge by Arthipova and Sokolov (1988).

Effective and long-lasting learning is provided by the cooperative learning method

(Tanişlі & Sağlam, 2006). Millis (1996) suggested that shared learning is a broader term

for group-based work, the group may be small or large. Each assigned with any academic

task. Pupils work to share and interact with their fellow group members.

According to Artzt and Newman (1990) and Sutton (1992), four main principles of

cooperative learning setting are as follows:

i. Student groups should consist of a minimum of two and a maximum of six

persons.

ii. Students are given learning tasks according to the student's understanding

level.

38
 iii. Equal opportunity should be provided to the students'

iv. Each student of the group must donate his energy to the group’s work.

All the above conditions are needed for a cooperative learning setting. According to

Bishop (1985), Clement (1991), and Jaworski (1992), the third condition is noteworthy.

2.10.3 Cooperation in the learning process

Cooperative learning approaches are widely used in education after studying various

approaches and their efficiency in terms of learning outcomes (Hoy & Woolfolk, 2004;

Prapphal, 1991; Goddard et al; 2002 & Liang, 2004), group work is very effective.

Gwyn-Paquetteand Tochon (2002) and Slavin et al., (1985) also suggest group working

due to the tendency of helping each other among students. Cooperative learning is

consisting of team development, organize techniques and rewards based (Kagan, 1985).

Richard-Amato (1988) suggested that cooperative learning is a technique of management.

“Individuals help each other in a group containing four or five students in cooperative

learning to achieve goals. Cooperative learning can be effective at the primary level to a

higher level. It can be used in both languages and science subjects”.

Learners must be encouraged in collaborative group learning to learn better. It was

suggested that cooperative learning chances were allowed for students’ knowingness.

Awareness for learners and awareness of the learning process is very important to

increase responsibility in a common goal (Nunan, 1992; Goddard et al., 2004).

Jacobs et al., (2002), narrated that collaborative learning as "principles for helping

students work together efficiently." an interactive environment can be provided by a

cooperative approach because it develops learning skills (Edge, 1992a; Gwyn-Paquette &

39
Tochon, 2002). Based on their thoughts, I desired to provide opportunities to the learners

to accomplish a goal through working in pairs as well as in a group.

2.11 Learning Environment and Knowledge Exchange Method

The learning environment, which is a part of my research work, has an important

historical background in many previous works of literature (Dorman, 2002; Fisher &

Khine, 2006; Fraser, 1986, 1994, 1998a, 2002, 2007, in press; Fraser & Walberg, 1991).

In previous studies, the learning environment has been used as a dependent and

independent variable. An important combination was the quantitative and qualitative

research methods within the field (Tobin & Fraser, 1998).

Fraser (2001) has suggested that improving the students learning outcome is only

possible on attention to the classroom environment. Students spend a lot of time at

school. Jackson’s (1968) narrated that every student spends about 7000 hours at the end

of elementary school. Rutter, Maugham, Mortimore, Outson and Smith’s (1979) narrated

that a student spends Fifteen Thousand Hours after secondary school. As a result,

students have an interest in a school that what happens to the students at school. Students

give importance to learning at school.

The educational process provides not only achievement in the curriculum but also the

effect of classroom environment on manners of students in which students learn

mathematics (Fraser, 1989). An understanding of students’ perceptions about the

relationships with their friends in class or students' learning and how they complete

different levels in various content areas.

Fraser (1998a, 2007) showed that researchers in the field of science education have led

the world in the classroom environment over the past several decades and that this field

40
has improved the understanding level of the students which can develop science

education. Lewin’s (1936) and Walberg’s (1981) theory suggested that educational

outcomes have developed by students’ perceptions related to their affective, behavioral,

and cognitive learning (Fraser, 1986, 1994, Fraser & Fisher, 1982b; Haertel, Walberg &

Haertel, 1981). Fraser’s (1994) tabulation of 40 previous types of research suggested that

cognitive and affective outcomes are clear from past researches, there should be

relationships between classroom environment and understanding level (Fraser, 1998a, in

press; Majeed, Fraser & Aldridge, 2002).

Traditionally, research and assessment in classrooms have an impact on students learning

outcomes. Many types of research have found that student’s outcomes can also be

affected by the nature of the classroom environment (Haertel, Walberg & Haertel,

1981).

Walberg’s (1981) suggested in his model that the psychosocial learning environment has

a good impact on students’ learning. The said model also suggested that learning is

belonging to motivation, age and ability of students; the quality of schooling and quantity

of schooling; and the home psychosocial atmosphere of the students. (Fraser, Walberg,

Welch, & Hattie, 1987; Walberg, 1986) and National Assessment of Educational

Achievement (Walberg, Fraser, & Welch, 1986), suggested that the environment of

school and classroom were found to be strong predictors of students’ achievement as well

as students' attitudes.

Fraser and Fisher (1986) proposed procedures for improving classrooms, it involves:

first, actual and preferred environments assessment of students; second, pointing the

difficulties between preferred and actual environments; third, take action on reducing

41
those difficulties; and, fourth, assessment of the students of actual environments after

taking action if changes have occurred. Several types of research have proved these

environment i.e in Australia (Aldridge & Fraser, 2008; Fisher, Fraser & Bassett, 1995;

Fraser & Fisher, 1986; Yarrow, Millwater & Fraser, 1997), In England (Thorp, Burden &

Fraser, 1994), South Africa (Aldridge, Fraser & Sebela, 2004) and the USA (Moss &

Fraser, 2001; Sinclair & Fraser, 2002).

The educational learning environment based on social-psychological contexts or

determinants of learning is better for students (Fraser, 1994). In the field of psychology,

sociology, physiology and engineering the said research is also shared (Knirk, 1992; Vasi

& Laguardia, 1992; Weinstein, 1979).

2.12 Student Attitudes toward Mathematics

This study focused on students’ classroom learning environment and their attitude as the

result of the knowledge exchange method. Because the classroom environment has been

proved by the researcher as a strong predictor for academics and attitude towards

mathematic. So this research is also focused on the learning environment as the result of

the knowledge exchange method. The attitude in terms of definition and assessment is

discussed in this section briefly.

In past the definition of effective outcomes on the part of the learner creates confusion.

According to Peterson and Carlson (1979), without motivation, a developing attitude is

not possible. Motivation is the key to build an attitude for something. Krathwohl, Bloom,

and Masia (1964) taxonomy were suggested for the attitude domain in which the

development of attitude showed hierarchically. Misunderstandings about the affective

attitude are cleared in this taxonomy. Klopfer (1976) suggested that a taxonomy of

42
attitude for mathematics learning may be created based on the above-said taxonomy.

Mathematics education needed its attitude and its classification. This structure involves

three categories: no formal study is required in mathematics education for awareness;

students’ collaboration in science activities which means world understanding in the

perspectives of the students and inquiry about scientific processes. In Klopfer’s second

category attitude scales were used, which shows students’ attitudes toward their activities

in science subjects especially in mathematics.

Several measuring tools have been applied to measure students’ attitudes toward

mathematics. Including interviews, open and closed-ended questions and preference

rankings. (Laforgia, 1988). Measuring tools for students attitude have been used in past,

which extract the attitudes of students toward science (Martin-Dunlop & Fraser, 2007;

Fisher, 1973; Fraser, 1978, 1981; Mackay, 1971; Wubbels, Creton, & Hoomayers, 1985).

Most of them have been criticized on conceptual and empirical grounds (Gardner, 1975;

Munby, 1980; Schibeci, 1984) and the contextual suitability is also one of its weaknesses

(Schibeci, 1986).

2.12.1 Knowledge Exchange Method and Students’ Attitudes

This section provides previous studies on students’ attitudes towards Mathematics and

several surveys used in past researches to assess students’ attitudes.

The definition of attitude is not a straightforward but difficult concept because its direct

observation is not possible. There are definitions of attitude. For example, the elements of

attitude are several things. These are feelings, fears, convictions and beliefs (Chave,

1928). Fishbein and Ajzen (1975) defined it as attitude is something learned and exhibits

to different phenomena favorably or unfavorably. According to Shrigley (1983), there are

43
five key elements linked with the concept of attitude. These elements are that elements

are learned, it can be predicted, social factors affect attitude, it can be evaluating and

judging. Attitude involves emotions. When a person has a good or bad, pleasant or

unpleasant, harmful, or beneficial attitude towards something so such judgments come

under the umbrella of attitude. Such judgments are called an attitude object (Crano &

Prislin, 2006). Previous studies indicate that students’ choices and variety of sources will

affect attitudes (McCown et al., 1996). According to Social scientists, behavior is

learned and can be modified. Cognition, effect and behavior are three components in the

description of attitudes (Rajecki, 1990). According to Reid (2006), knowledge is about

beliefs, ideas (cognitive); feeling (affective); and a tendency-towards-action (behavioral).

Some researchers have the opinion that attitude is a way to provide a basis for judgment

(Crano & Prislin, 2006).

In the context of this study, the explanation of attitude in the words of Reid’s (2006)

provides a close link to the elements of the attitude. The familiarity of the science subject

motivates us to performed certain activities in the context of science learning (Kind,

Jones, & Barmby, 2007). Ormerod and Duckworth (1975) highlighted the attitude

towards science while working on previous studies related to the attitude towards science.

This study was taking place in the United Kingdom. The study was stated in the words

‘The flow of students toward science and technology in higher education began in 1965

through an inquiry’.

The final report (Dainton, 1968) termed as ‘swing from science’ worked as a foundation

for the phenomenon. The swing takes many explanations suggested for it. These included

low interest in science and non-interference from students in science and technology. So,

44
the issues of swing related science become clear and understood as a result of these

explanations (Osborne, Simon & Collins, 2003). The research suggested ways that

learning environment and cooperative learnings both at a time how to effect the attitude

for learning in mathematics science classrooms.

i. Past Research Related to Students’ Attitudes

Standardized definitions and devised measuring tools are difficult to find out in the

context of mathematics learning. However, a common pattern was highlighted in the

literature. Two common patterns have emerged. Firstly, the decline of attitude towards

mathematics in secondary school has been observed it confirmed by George (2006) and

Reid and Skryabina (2002). Secondly, the differences between male and female students

in attitude regarding mathematics. Male observed with a more positive attitude toward

mathematics than females (Barmby, Kind, & Jones, 2008). Based on careful examination

that students’ have more negative attitudes toward school science than real science and

the benefits of science remain stable (Osborne et al., 2003). Previous studies suggested

that attitudes change time by time; however, these studies have different results. Some of

them suggested that attitude at the primary level not satisfactory regarding science

(Murphy & Beggs, 2001; Pell & Jarvis, 2001). While some of them reported the same

fact in words that secondary students have a better attitude toward science as compared to

primary students (Yager & Yager, 1985). Further, studies reported that at the secondary

level students’ attitudes towards science is better than at the primary level (George, 2006;

Reid & Skyrabina, 2002; Yager, Simmons, & Penick, 1989). Others have suggested that

students’ attitudes towards science are good at primary to secondary level (Hobbs &

Erickson, 1980).

45
Studies conducted in the past on attitude towards science are different from each other.

These differences are characterized by various factors. Nature of the students, changing

learning contexts, attitude pattern with time, and low validated results of the research

studies itself. Schreiner and Sjøberg (2007) focus on the’ ‘identity building’ of students

through which students are informed. The involvement of the students plays an important

role. Their involvement in science activities as real practices is featured with them. It is

slightly different from what occurs in the past. This tells us that it is difficult to transfer

the results of past research from one context to another. Students’ attitudes should be

considered as a feature of the context in which the research is conducted (Barmby, et al.,

2008). It is, therefore, simple conclusions is not easy.

2.12.2 Motivating Students in Classroom

Literature showed a lack of serious struggles for devising motivational strategies for

increasing mathematics learning. Dornyei (2001) stated “an increasing number of

publications have reported techniques of motivation, but many types of research

committed to stimulus motivation, which has remained less than the total number of

research on stimuli”

According to Dornyei (2001) “learners can be motivated by teacher skills which should

be seen in effective teaching”. Teachers must see an atmosphere in which students

require adjustments for learning conditions. McCombs and Pope, (1994 cited in Dornyei,

2001) that “under the right conditions students can be motivated to learn, and these

conditions may be provided in the classroom by a teacher”. Ngeow, Karen Yeok-Hwa

(1998), assess in applying the learning activities, the educator must know that learning

46
must focus on application in different fields, opportunities must be provided to the

students which are appropriate in several contexts.

Motivational strategies for students’ learning were suggested by Dornyei (1994). For

teachers, these strategies are very beneficial who are seeking to apply these motivational

strategies for students’ performance in the classroom.

The cooperative learning strategy works in three dimensions. Increase student efficiency,

decrease anxiety, and work as boosting motivation. The fourth dimension is helping in

attaining objectives and finally make courses attractive. Besides those Dornyei and

Csizer, (1998) and Williams and Burden, (1997, cited in Dornyei, 2001) also suggested

‘macro strategies’ called ‘Ten factors for motivating the students’ hints for teachers when

using strategies for motivation in the teaching-learning process (Niederhauser, 1997).

Becoming better learners is the goal of teaching-learning. When the teacher use learning

strategies continually then he can control (Chamot, Barnhardt, El-Dinary, & Robbins,

1999). In this project, I have realized its importance and enhancing students’ activities

although I was applying the research methodology and I hope that it will be used in the

future as well.

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 CHAPTER – 3

RESEARCH DESIGN

This chapter presents the research design chosen for this study. The chapter describes the

research paradigm that fits the epistemological stance of the research, research methods

and research methodology that were chosen by the researcher

3.1 Pragmatism Research Philosophy

According to Saunders et al., (2012), pragmatism research philosophy accepts the

relevant concepts only if they support action. Pragmatics “recognize that there are many

different ways of interpreting the world and undertaking research, that no single point of

view can ever give the entire picture and that there may be multiple realities”.

Positivism and interpretivism are two extreme mutually paradigms about the sources as

well as the nature of knowledge. Many research topics fall widely within one of these two

paradigms. At the same time, there is an occasional need for seasoned researchers to

“modify their philosophical assumptions over time and move to a new position on the

continuum”. Pragmatic researchers adopted the modified philosophical assumptions, who

usually happen to be experienced researchers.

Pragmatism research philosophy says that the research question is the important

determinant of the research philosophy. Pragmatics can bring the combination of both

positivist and interpretivism positions as single research according to the nature of the

research question.

48
3.2 Research Methodology

3.2.1 Choosing action research as my research method

Many practical research methods are there in the research field. According to Kemmis

and Mc Taggart (1988), a model of action research was used. There are four phases in the

said model i.e: the first one is a plan, the second one acts, the third one is observing, and

the last one is reflected. The basic aim of this research is to improve practices which is

the main goal of this study. Action research has broadly applied for the development of

human beings' behaviors in society world-wide.

3.2.2 Action Research

Kemmis and McTaggart (1988), suggested that action research is a form of collective

self-reflective inquiry done by researchers in social settings to improve the rationality of

their educational practices, as well as the understanding level of the researchers in which

these practices are carried out.

3.2.3 Cycles of action research

This work was composed of four cycles with the model proposed by Kemmis and Mc

Taggart (1988) that typically comprised four steps i.e plan, acts, observes, and reflects

Each cycle was divided into 25 periods and thus four weeks in all for one cycle.

The action research is generally a systematic procedure. McNiff and Whitehead (2006)

suggested the following process of the action research process.

• Know about what is in process

• Identification of the related problem

• Think of a possible solution

• Data monitoring in action research

49
 • Progress evaluation

• Learning validity must test

• In the light of assessment, the practice must be modified.

Tomal (2010) also presented the following action research model.

i. Statement of the problem

ii. Collection of data

iii. Analysis of the data and feedback

iv. Plan the action

v. Implementation

vi. Evaluation of the process

The action research process is shown in Figure 3.1. The researchers reach a point of

satisfaction with their responses, new questions will arise at the end of each cycle and

then the next cycle begins (McNiff & Whitehead, 2006).

Planning acting

reflecting observing

Figure 3.1: McNiff model of action research

50
The action research diagram is displayed in Figure 3.2. This cyclic model was very

beneficial for this project. The researcher planned lessons using these cycles, presenting

at each stage and worked within the process with respondents further action and

reflection were available for me.

Egbert (2013), stated that action research is a systematic application of problem-solving

to achieve knowledge about context. According to Cohen, Manion and Morrison (2007),

it is conducted by educators as well as researchers who are part of the social settings,

taking critical self-reflection in a systematic way (McNiff, 2013). As a teacher, I can do

action research, which should be different from my routine activities. According to

Cohen et al. (2007), action research is a systematic way of collecting and reflecting data

on the practice. It is not only problem-solving, but it also identifies the problem.

STEP-1
IDENTIFYING A
PROBLEM

STEP-6 STEP-2
IMPLEMENT GATEHER
AND SHARE THE BACKGROUND
FINDINGS INFORMATION

steps in
ACTION
RESEARCH
STEP-5
STEP-3
ANALYS AND
DESIGN THE
INTERPRET
STUDY
DATA

STEP-4
COLLECT DATA

Figure 3.2: An action-reflection cycle (Efron, 2013)

51
I wanted to improve the group collaboration of participants. Teachers who want to

conduct action research must be devoted to improving their strategies of teaching.

According to Tomal (2010), a simple process to solve problems and bringing betterment.

He also asserts that this type of study is bringing improvements in the context which are

studied instead of elaboration statistical analysis. As a researcher, this was forcing me to

solve a problem in a practical process. Action research improves the strength of any work

in which the teacher and researcher are working. It is often used in the classroom, where

the solution of a problem is impossible to be generalized but where the action research

allows for generalization it may be changed according to a specific area (Stringer, 2007).

According to McNiff and Whitehead (2006), action research is creating new ideas in

connection with the improvement of practice and involves practice. They highlighted two

main ideas of action research. Practice improvement and providing help to the researcher

to develop a theory based on their practices in the context. Researcher analyses and

evaluates the data in the class settings. The researcher told them to practice, then the

researcher reflected and analyze the data, the ways of improvement were identified

(McNiff & Whitehead, 2006).

i. Trustworthiness

According to Guba and Lincoln (1989), trustworthiness is also called ‘the parallel

criteria’. Positivist criteria developed it from validity, reliability, and objectivity. In

qualitative research, that evaluates the interpretive paradigm which builds my research.

Guba and Lincoln (1982) identified four questions. Truth value –researchers' confidence

in the findings of the study circumstance in which the study was followed out.

Applicability –application in other situations.

52
Consistency – replication of study findings with other similar studies.

These criteria were renamed by Guba and Lincoln (1982) as credibility, transferability,

dependability, and confirmability.

ii. Credibility

When the researcher is confident in the resemblance of the constructions and the reality

of the respondents is called credibility (Guba & Lincoln, 1989). Several techniques are

there to develop credibility. As a researcher, through lengthy process credibility was

established by me. For some time researcher had been working with students involved in

the research. The researcher was also familiar with the culture of students because the

researcher was teaching in this school for the last nine years, before starting the research.

The researcher was capable to observe my students.

iii. Transferability

Transferability is the degree of intellects gathered from my study that can be moved to

other same areas (Guba & Lincoln, 1989). Holloway (1997), of key events, was used to

provide a detailed explanation of my research experiences to participants and contexts.

Researchers have provided all the examples and quotations that the reader able to

understand the research area. The sample materials were also included used by the

students.

iv. Dependability

According to Guba and Lincoln (1982), changes of methodology can be required within

the research that is emergent in quality, similar to the event of interpretive research.

Argued by them that changes show progress in a research study (Guba & Lincoln, 1989).

53
The research process was described and provided reflection notes as well as observations

that have contributed to the research.

v. Confirmability

Guba and Lincoln (1982), stated that how easily a researcher confirmed the data

generated from any application. This suggests that the information must be tractable to

different sources. The sources are experts interviews, personal reflections, and coding, to

allow to connection of the source material. For example, the researcher has included the

interviews, reflections of the student, and responses.

3.3 Research Questions

1. What are the outcomes of implementing a knowledge exchange in the classroom?

2. What are the factors that support or hinder the development of students’ Mathematics

competence?

3. How knowledge exchange method results in a classroom environment?

4. Does the knowledge exchange method help in student’s attitudes towards

Mathematics?

3.4 Participants in Research Study

The research study was conducted in the academic year, 2019. At that time researcher

taught Mathematics to the fifth class. The participants in this research study were fifth

class students. There were thirty students in the said class, the age of the students was

between ten and twelve. The majority of the students were inefficient in Mathematics.

54
3.5 Data collection

In this research the data was collected from students’ practice and their work

performance, so several data collection procedures were used to enhance the credibility

of the data as suggested by McMillan and Schumacher (2001).

Data collection process were:

a. Students' performance portfolio was used as an assessment in which the progress of

the students was measured. There was my portfolio for each student keeping their work,

and their work assignments like a workbook and homework. Portfolios of students were

kept after each cycle to evaluate their progress and triangulate with other data sources.

The students' test result was also calculated after each cycle.

b. A teacher’s journal. According to Miller (2004), for evaluation of the teaching

practice systematically and flexibly, the teacher’s journal is an effective tool to use. To

gain insight awareness in the teaching and learning process, teaching and students’

learning was reflected by the researcher in the teacher’s journal.

In every session, while teaching in class the researcher noticed all activities and practices

that were carried out in the class, feedback of learners, and the learning environment. The

researcher reflected on the students’ capacity and interest in activities.

c. An observation form was used to observe students’ interaction in groups, in pairs,

and individually. The observation form contained students’ behaviors was recorded with

a tick each time with positive activities.

d. At the end of each cycle, a group interview was taken based on WIHIC. Because

the respondents were the students of grade five. They were too little to respond to the

WIHIC survey. Therefore, the group interview was selected for data collection.

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A group of five students was selected for interview randomly. After each cycle, the

group of the interviewer was different because the same questions were used in all cycles

and also want to gain new comments from them. Thus group interviews twenty out of the

thirty students contributed. During the interview, a relaxed environment was provided

for the students to express their idea freely. Moreover, the researcher used interview data

to prepare learning activities for the next cycle.

3.6 Cycles of Action Research

The thesis was designed to find out the effectiveness of knowledge exchange in my

mathematics classroom and to find out the factors that are hindering them from learning.

The learning activities were given to them in a group, in pairs as well as individually.

Four cycles were arranged for data collection and analysis. The procedure for each

research cycle was to plan, act, observe and reflect (Kemmis and Mc Taggart, 1988),

comprised of 24 teaching sessions (each session was one an hour) and four weeks-long

cycles. This project permits me to my class students and to solve problems and to reflect

on their results.

3.7 Informed consent

Before the project was started, the researcher addressed the ethical issue in consent.

Firstly, the students were informed in advance of the research study. The research study

objectives, activities, data collection, and the purposes of data were explained to

everyone.

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3.8. Research cycle one

3.8.1 The stage of planning

Learning was provided for the first. The researcher prepared many interesting topics e.g

addition, subtraction, and so on. Six topics of Mathematics for 24 learning sessions for

cycle one was organized as:

Table 3.1: Learning sessions of the first cycle

Week Learning sessions Periods

1. Addition 3 Periods

Week -1 2. Subtraction 3 Periods

3. Multiplication 3 Periods

Week -2 4. Division 3 Periods

Week -3 5. HCF 6 Periods

Week -4 6. Least common multiple (LCM) 6 Periods

The learning topics were related to my fifth class students, some of them were slow

learners, and as I had already taught to these students for one year in grade four. Besides,

in most every week the activities were employed both for fun and Mathematics learning.

3.8.2 The stage of implementation

Week -1 ‘Addition and Subtraction’

Addition and subtraction were the main topics for the first week. The students were

familiarized with common situations. Students were asked to practice Mathematics with

friends group.

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The learning topic was ‘Subtraction’ to collaborate with peers. Students had to report the

answers related to subtraction after time was over in front of the class. Learning

activities, in the first week, were attempted through having the students to practice the

addition and subtraction in pairs, in a group, and also with me.

Week -2 ‘Multiplication and Division’

Two learning topics Multiplication and Division were arranged for the second week. The

first topic aimed to have students multiply different numbers ( i-e two-digit numbers,

three-digit numbers Etc) and discuss it both with the teacher and friends.

‘Division’ was a learning activity using a small group in which each student come in

front of students and divide a large number by a small number.

Week -3 ‘Highest Common Factors (HCF) ’

In the third week, students learned the multiples that how can make the multiples of

different numbers. This was done in small groups. Then the students learned that how we

can find the Highest Common Factor of different numbers and they also learned HCF by

Division as well as by Factorization Method. It was done in small groups/

Week- 4 ‘Least Common Multiple (LCM)’

In week four, the topics were Least Common multiple. The researcher divided the

students into small groups, the leader of every group was intelligent as compared to the

other members of the group. First of all, the researcher demonstrated the said topic in

front of the class. Then said to the leaders to lead your group and solve different

questions. At the same time researcher played the role of facilitator. The student enjoyed

the whole week.

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3.8.3 The interview

When research cycle one finished, the group of five students was selected for an

interview. The students were selected by picking their names from a bowl, the selection

was made and this group was then turned out from the next cycles in the interview. They

were sitting in a circle and asked your opinions about their learning environment and

class activities.

A pleasant and friendly environment was created by the researcher when they feel free to

provide a useful answer and to write their comments to be analyzed for reviewing my

plan in the next cycle. The interview was containing questions that were prepared by the

researcher and it took about fifty minutes.

3.8.4 Reflection

During the cycle, reflection was for the issues to fix both in teaching and research roles

that helped in the development of students’ competence. Reflection was also about the

outcomes of the students and reflection on my teaching was focused. Reflection was

concerned with preparing my journal and observation. The researcher was satisfied with

activities and resources which was prepared for students' replies.

3.9 Research cycle Two

Cycle one ended with a pleasant effect on student's behaviors in the classroom and they

were seen enjoying the new learning activities but time was not enough to see their

overall performance.

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3.9.1 The planning stage

Before starting the second cycle first cycle was reviewed and the data was applied in new

learning activities. Nine newly learning topics were selected for the second cycle

according to the students’ needs. Learning topics were as:

Table 3.2: Learning sessions for the second cycle

Week Learning sessions Periods

Week-1 1. Fraction 2 periods

2. Types of Fraction 2 periods

3. Addition of Fraction 2 periods

Week-2 4. Subtraction of Fraction 6 periods

Week-3 5. Multiplication of Fraction 6 periods

Week-4 6. Division of Fraction 6 periods

Week -1 ‘Fraction, Types of Fraction and Addition of Fraction’

The topic ‘Fraction, Types of Fraction, and Addition of Fraction’ was aimed at the

students’. Students practiced in a practical environment. After that, the students were

asked to practice free in pairs as well as in a group, and then they were asked to display

their work in front of students. Different methods were used and more chances were

given to exercise the work and lastly, students were asked to practice in a group.

Week 2 ‘Subtraction of Fraction’

The topic ‘Subtraction of Fraction’ was aimed to improve the students’ work in

Mathematics, that they may have an opportunity to advise other students.

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Besides this, students were asked to practice in groups from the textbook. Moreover, each

group was to work together and build up working habits in groups and to present their

work in front of your colleagues.

Week 3 -‘Multiplication of Fraction’

The topic ‘Multiplication of Fraction’ proposed for the learners to practice and to know

the multiplication of fractions. They learned the new work and practiced in pairs as well

as in a group. Charts were also provided to create their skills for interacting in a new

environment. Different methods were used for making the learning environment more

enjoyable. Lastly, students practiced in a group to complete the exercise.

Week 4 ‘Division of Fraction’

The topic ‘Division of Fraction’ suggested for the students to divide the fractions using

basic operations and methods. Students learned and practiced to divide fractions by using

a strategy of presentation. Besides, students were enjoying the new learning environment.

3.9.2 The Interview

The second cycle was completed, the interview of five students was conducted. The

interview was taken in the same questions to talk about changes made in the research

cycle. During the interview, the environment was good as compared to the previous first

group.

3.9.3 Reflection

Reflection on cycle two led to some changes and new preparation for the third cycle, this

reflective process was driven by data collected.

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3.10 Research cycle three

3.10.1 Context

Students were feeling excited by the new mode of teaching in cycle two and were

motivated to learning by the transformation in the classroom environment from passive to

active mode.

3.10.2 The planning stage

Five new learning topics were set for the third cycle. These topics proposed for the

students to have more chances to practice.

Table 3.3: Learning topics for the third cycle

Week Learning Topics Periods

Week-1 1. Decimals introduction 2 periods

2. Like and unlike decimals 2 periods

3. Addition of decimals 2 periods

Week-2 4. Subtraction of decimals 6 periods

Week-3 5. Multiplication of decimals 6 periods

Week-4 6. Division of decimals 6 periods

3.10.3 Stage of implementing

Week 1 ‘Decimals introduction, like and unlike decimals and Addition of

decimals ’

The topic ‘decimal introduction, like and unlike decimals and addition of decimals’ was

aimed at the students’ to do the said topics. Firstly, students learned and practiced with

the new situation. After that, they were asked to practice freely in pairs as well as in

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groups and then told to perform in front of your friends. More chances were provided to

practice and lastly, students were assigned exercises in a group.

Week -2 ‘Subtraction of decimals’

The topic ‘subtraction of decimals’ was aimed at the students’ to do the said topics.

Firstly, students learned and practiced with the new situation. After that, they were

assigned to practice the topics freely in pairs as well as in a group, and then they were

asked to perform in front of your fellows.

Week 3 ‘Multiplication of decimals’

The topic ‘multiplication of decimals’ was aimed at the students’ to do the said topics.

Firstly, students learned and practiced with the new situation. After that, they were

assigned to practice the topics freely in pairs and a group.

Week 4 ‘Division of decimals’

The topic ‘division of decimals’ was aimed at the students’ to do the said topics. Firstly,

students learned and practiced with the new situation. After that, they were assigned to

practice the topics freely in pairs as well as in a group, and then they were asked to

perform in front of your fellows.

3.10.4 The interview

A group of students with five members was interviewed after the third cycle had been

completed. Students were found cooperative during their comments on the activities in

the cycle.

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3.10.5 Reflection

Before the fourth cycle, the reflective processes were completed again. For a researcher,

it is important in action research to reflect on what was done well and what should be

after completing each cycle. The reflected issues were re-plan in the fourth cycle.

3.11 Research Cycle Four

3.11.1 The planning stage

The reflection of the third cycle was used as practice for re-planning the learning settings

for the fourth cycle. In the fourth cycle, the following main features were focused on.:

1. learning topics were planned according to the students’ needs.

2. The students were encouraged to collaborate in the group.

3. More questions were given to encourage students’ to rely less on rote learning.

4. The practice was given more time in every proceeding learning session to

improve their performances.

Eight new learning topics were planned according to the students’ requirements for

research cycle four. These learning sessions were as:

Table 3.4: Learning sessions of the fourth cycle

Week Learning session Periods

Week-1 1. Angle and its type 3 periods
2. Measurement and construction of an 3 periods
angle
Week-2 3. Triangle and its type 3 periods
4. Construction of triangle 3 periods
Week-3 5. Circle, square and rectangle 3 periods

6. Construction 3 periods

Week-4 7. Area 3 periods

8. Perimeter 3 Periods

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3.11.2 The stage of implementing

Week 1 ‘Angle and its types, Measurement, and construction of an angle’

The topic ‘Angle and its types, Measurement and construction of an angle’ aimed for the

students to share opinions about these sessions, about the common characteristics of each

topic, how to work on these topics, and also their use. Charts of the angles were provided

for questioning and encouraging them to practice. Moreover, the collaboration of group

work was set in activities e.g. a quiz to practice, doing exercise, and a presentation in

front of friends.

Week 2 ‘Triangle and its types, construction of a triangle’

The topic ‘Triangle and its types, construction of a triangle’ aimed for the students to

know about the triangle. Throughout the week learning arrangement was conducted with

different activities for them to practice all the target work: questions were used for them,

students demonstrate their work before the class, group work assignments were given for

practice.

Week -3 ‘Circle, Square, Rectangle and its construction’

The topic ‘Circle, Square, Rectangle, and its construction’ was suggested for the students

to learn and practice in a group. Charts of circle, square, and rectangle were utilized for

questioning students to practice. Besides, students were asked to practice in pairs as well

as in groups and then they were asked for a presentation in the class. Their cooperation in

the group was also encouraged.

Week-4 ‘Area and Perimeter’

The topic ‘Area and Perimeter’ were suggested for them to exchange information with

other students. The charts were displayed in front of a class for encouraging students’

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authentic use of formulas for area and perimeter. Moreover, they were given the group

work assignment. The sessions were ended with a presentation.

3.11.3 The interview

After completion of the cycle, four students were asked to appear in the final interview

who responded well to the questions in general in an active way. the time duration noted

was around fifty minutes for a group of five students.

3.12 Summary

To develop my teaching techniques and to improve the students learning performance,

procedures of action research are widely used in the educational context. Each research

was containing four cycles. Each cycle was conducted in such a way that students' active

participation was ensured. students' attitude was very positive in the new mode of

teaching.

In short, a practical opportunity was provided by this research for me as well as for the

students. Due to individual differences in learning the students' learning was also

differential at the end of the cycle.

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 CHAPTER - 4

ACTION OF RESEARCH CYCLE ONE AND ITS OUTCOMES

Analysis of the research cycle one is presented in this chapter. This cycle comprises four

weeks. Subtraction and addition were taught in the first week, while multiplication and

division were taught in the second week, in the third week least common multiple and the

fourth week's highest common factors were taught.

4.1 Planning for cycle one

The following learning topics were planned before implementing the research activities

in cycle one.

Table 4.1: Research cycle one learning content

Week Content for learning Periods

1. Addition 3 Periods

Week -1 2. Subtraction 3 Periods

3. Multiplication 3 Periods

Week -2 4. Division 3 Periods

Week -3 5. Highest Common Factor *HCF) 6 Periods

Week -4 6. Least common multiple (LCM) 6 Periods

4.2 Implementation of the research cycle one

The research cycle one containing four weeks as follow

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 Week 1 - Addition and Subtraction

Two main topics addition and subtraction were focused on this week. The researcher

started the learning topic with addition because it is basic and important. As after learning

the digits and numbers the student should familiar with addition.

Firstly the researcher assessed the students in digit and numbers after the evaluation

researcher found that the majority of the students know and also they can write and read

the numbers.

Then the researcher taught the addition in class with examples in daily life to the students

related to addition. The researcher divided the students into three groups and gave an

activity to the students to solve the following questions.

Group.1 2345764 +32456,

Group. 2 6578900+564300

Group. 3 1278965+998765

The researcher was a facilitator during the activity. When all of the three groups solved

the given questions and checked it. Full marks were obtained by all group members

because at least one intelligent student was there in every group. After evaluation, the

researcher wrote a question from the entire book on the blackboard and said to the

student that from which side we will start addition, some of them replied that from the

left side but the majority of the students replied that we will start the addition from the

right-hand side. So the researcher explained to the students why we should start the

addition from the right-hand side.

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According to the mental level of each student, these questions were given. Half of them

did not answer me. Moreover, ten students were there who showed confusion about how

to answer.

When the researcher started the interactive session with students, the environment of the

classroom became silent. Students were observed nervous that how to answer. After that,

the students were not in a position to give me a complete response, for improving the

classroom atmosphere, the students were asked to practice the questions in the handout

given by the teacher. The students were suggested to look and solve the questions of

addition with friends to know the addition process, it was done for the student’s

encouragement. Students were enjoying the activities in the classroom, during the

activities the environment was full of sound. At that time the environment was good for

learning. When the students asked questions from one another they felt shy among them.

In period two and three the activities were given to the students to give a chance to solve

the questions of addition and subtraction with their friends by different activities in a

small group, in pairs, etc. the students were asked to make a presentation of their work in

front of students as they can do, at that time, the students were afraid to leave out the

class but, finally, the students collaborated well to one another.

Students were given individual work in the fourth period, to set their mind with the

content ‘addition and subtraction with me. The work done by many students in quality

was not satisfactory, for example, they have copied their work from other intelligent

students and their work was not neat and clean.

The topic ‘subtraction of ten-digit number was ended with the week, after the end of the

week I was sure that the students had known the steps of the activity, it was observed

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during the activity most of them collaborated well with their friends though some of them

were not. I looked at the whole classroom, students were busy with work given to them,

when they did their activity they stop chat with each other. After the activity, I told the

students to present in front of your friends. Most of them were able to present their work

in front of the class, the student worked this week was satisfactory, but each student

presents their work present for a short time because the time was too short.

Week 2 - Multiplication and Division.

At the start of the second week, I expected the students to add different numbers and can

explain the addition process in detail in front of the class. When I entered the classroom,

the students were reviewed usually, in the review session I put the students in learning

activities by asking them what topic we will learn. The target work was presented to the

students by me as a sample. After the presentation, the students were given five minutes

to prepare their topics for the presentation.

After the review session, I presented the topic multiplication in front of the class as a

model, then I told to the students for practicing, I walked around and the needed

suggestions were given to some students. I observed that the students had given less

attention to practice the multiplication. They talked with each other during practice, then

I gave them individual work activity for practice. They were talking during the activity

when I walked around the students they just showed put himself busy in solving

questions. I did not get angry with them but just gave them a suggestion to concentrate on

their target work.

Some students told me that we could not solve the questions before the time was over.

Some of the students told me that they could just multiply one and two digits numbers.

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The students replied that we did not work more than this. I encouraged them to work till

the time is ended.

AB*(student): sir I cannot multiply four-digit numbers with a five-digit number.

Can you allow me to multiply two-digit numbers with a two-digit number?

T: that’s good, multiply the two-digit number with a two-digit number but try

there is time remaining.

More practical activities were brought to the students because I observed that the students

started to open their mouths. Many students were trying to do the target work as they

could, whereas some of the students knew simple multiplication.

I suggested to the students' activity-based learning in the topic ‘Division’. Firstly, the

practical environment was provided to the students, whereas the students needed to use in

the learning contents, then I asked the students’ that what they should to work in a group

further. I told to intelligent students in the class to practice with me to present it in front

of the class. During the research activities, a problem was facing me was that many times

I tried to repeat it slowly for students understanding what I had done for them, many

students are still unable to do work with my expectations, so, at last, I told them to

practice the multiplication and division with students in the mother tongue.

Some students were looked more active when I told them to make a presentation in front

of the class, each student made a new colleague in another group. I observed that the

students do better as compared to other sessions.

The students were divided into two groups on the last day of the week and gave some

questions to the groups to solve properly. Meantime each group started to work. I was a

facilitator. Many students have done their work in a better way, but some of them were

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still confused. I told them to try as they can do. Slowly and gradually they also achieved

their goal.

Week 3 - HCF (Highest Common Factor)

In the third week, the basic steps of multiplication were reviewed that students should

know about the multiplication. They can multiply different numbers with each other and

also know that the steps we keep in mind while we are doing the multiplication. Which

aimed for students to ask how it did.

I focused firstly the multiplication because it helped us in finding the HCF. Table book

was provided to the students to learn together in the classroom, then the students were

divided into groups to work on table sheets (contain from table2 to table10. Another

activity was brought for the students to ask the table from each other in pairs at that time

facilitated the student where they needed. For some of the students, this activity was

challenging but was difficult for other students at the same time. At last, each student was

told to write the table on a page of a notebook, then repeat it loudly from the notebook in

front of the class. The classroom environment was so good because every student was

enjoying it when they were doing their work in a group.

After practicing the table I jumped to the Highest Common Factor. I presented a lesson

plan to the students about the Highest Common Factor in this period, I only explained the

prime factorization method. I told the students first to find prime factors of each number

and then multiply the common factors to get the Highest Common Factor. For example

factors of 18 are 2, 2 and 3 and the factors of 24 are 2, 2, 2 and 3 so common factors of

18 and 24 are 2 and 2 when we multiply 2 and 2 we get 4 and that is the Highest

Common Factor. After this, I divided the students into four groups and gave them

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different questions to solve in a group. At that time some of the students were facing

problems again I explained it and then asked the students to try it. Slowly they knew that

how we can find the Highest Common Factor by Factorization Method

In the last two periods of the week, I presented how we can find the HCF by Division

Method

Step-1. Divide the greater number by the smaller one.

Step-2. Then divide the previous divisor by reminder

Step-3. Continue this operation until the remainder is zero.

I asked the students if there is any confusion to you so ask me, some of the

students were confused that how we can do the second step. I again explain the 2nd step

to the students.

After the explanation, I wrote the question on the whiteboard and taught for a solution

individually. During the solution, some students again confused but I had been

encouraging them time by time during the whole step.

In the last period, I gave an activity to the students to solve any question from the

exercise of your choice. At that time I observed that the majority of the student selected

the easy questions while only five students out of thirty have selected the difficult one,

thus I concluded that the students are still not clear.

Then I divided the students into groups and made a leader of every group who was clear

about the HCF and asked him to solve the question. The result was now good. Explained

in table 4.2.

Week 4 - Least Common Multiple (LCM)

The learning topic of the fourth week was Least Common Multiple (LCM)

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At the start of the fourth week, I reviewed the previous work of the students, I expected

the learners to work on the topics they had learned last week: ‘HCF by factorization

method and HCF by Division method’ to apply in this learning period. The work was

discussed in groups, then the leader of each group was called to come and present his

work before classmates what you learned in a group activity. Students were encouraged

during the presentation in the class. I was very happy regarding students’ performance.

However, I observed that some of them had given more value to the learning

environment and collaborated well with other friends.

After review, I told the students that we will learn about LCM this week. I presented the

topic Least Common Multiple in front of the class, every step was explained to the

students. Then the students were assigned an activity about the least common multiple

and told the students to solve the question themselves and no one allowed to make a copy

from the book. However, the majority of the students were noticed that they still copied it

from the book.

In the second period again I started the topic of least common multiple that how we can

find out the LCM of two or more than two numbers. In the two periods, I solve the

question by common multiple methods. First of all, I solved the question in front of the

class. I told the students that you make the multiples of a number and the multiples of

another number the find out the common multiple of both numbers which is the least one

for example,

Multiples of 5. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60………

Multiples of 15. 15, 30, 45, 60, 75, 90…………..

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So in the above example, we made the multiples of 5 and 15 then the find out the least

common multiple which is 30. A student asked me that there is another common multiple

in this which is 60. I replied to the student that it is not the least one. So this is the reason

that we have chosen 30 and the correct answer is also 30.

In the fourth period, I divided the whole class into two groups and also provided the table

book to the groups to practice in groups. Then I wrote different questions on the

whiteboard to solve these questions with the help of the table book. At that time, I was

the facilitator, I walked around the groups and given tips that how you can found the

Least Common Multiple by the common multiples method. At that time, I observed that

those students who are passive individually were now active and can find the Least

Common Multiple of simple numbers mean which were there in the table book. They

were enjoying group work.

After 20 minutes I told them to close the table book and now do it without the table book.

I saw that majority of the students were doing better.

After learning the Least Common Multiple by common multiple methods I told the

student that now we will learn about the Prime Factorization Method.

I wrote the question to find the Least Common Multiple, 24, 36, and 40. First of all, we

find the prime factor of each number. The prime factors of 24 are 2, 2, and 3

The prime factors of 36 are 2, 2, 3, 3 and the prime factors of 40 are 2, 2, 2, 5 now I

multiplied the common and uncommon numbers i-e 2×2×2×3×3×5= 360 Least Common

Multiple.

After the presentation, I divided the students into groups and asked them to solve all for

the example given in the textbook in the group. When they were confused I facilitated. I

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observed that most of the students had not taken an interest but slowly and gradually they

started their work in a group. After the presentation, the winner group will be awarded.

At that time students were looked happier and enjoying learning activity. In question

techniques, they helped each other. They gave time to learning activities and focused on

the long-life mission. When the presentation time was on the head they performed very

well.

After this, I asked to solve the entire question in your notebooks at your home I will

check it tomorrow. The next day, when they came, I saw that majority of the students

solved the questions.

4.3 Responses of the students from the interview

When the first cycle was completed, the first group was asked to come for a group

interview on the research cycle one activity. I cleared them about the objectives of the

interview before starting the activity and told them without being afraid to share their

opinion freely.

I asked the students a question, the first student did not respond, then I provided them

some time to share your idea. All the students were afraid of sharing their ideas, so I had

encouraged them for speaking. Due to a lack of confidence, the students were afraid to

express their ideas and they think that how other students will think of them.

The students kept their views to themselves when they were asked to discuss the idea in a

group they do not share their idea until they feel confident to come in the activities.

Students did not ask a question relevant to the teacher’s method, students consider it, as

an attack on the teacher respect, who is respected by all of us. When I provided a friendly

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environment, then they seemed more confident to show their work, without any hesitation

they shared their ideas naturally.

For adjusting in the next cycle the students’ responses from the interview showed some

good points.

4.3.1 Comments of the students’ about previous and this method

Students were asked to share their suggestions about the traditional learning method and

present method for their learning outcomes. Students showed satisfaction in the group

work. They replied that the traditional method was not good because we were passive in

the past and the learning environment was boring.

The students replied that mathematics learning in the previous method was boring

because during the teaching-learning process all learners were passive. Three students

said that they thought the present teaching method is beneficial for learning mathematics

than the traditional method.

(This method provides an opportunity for practice to have a real

experience about the work (Std1, Std 2, Std 3) (Group 1)

Moreover, the students said that we were not motivated for learning in the past classroom

atmosphere, so we were not tending toward target work.

(Formerly we laugh at other students because the learning atmosphere

and activities did not motivate us to learn Mathematics.) (Std5, Std6, G1)

The students said that in every period the teacher used the same method which was not

interesting and was so boring while learning in class it made the students boring and not

pays attention to the lesson.

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 (I had no attention in the class and was feeling bored because the

teacher’s teaching method was the same in every period.) (Std1, Std3,

Std4, G1)

However, during the research activities, I observed the students ‘opinions. Although

present learning activities changed the traditional atmosphere into a lively environment,

some students laughed at each other when they were asked to practice on the target work.

So it was not concluded correctly at this time, that tiredness was the cause of some

students’ joking behavior while they were doing activities.

- Focusing only on HCF and LCM students were demotivated

The students said that learning of the Highest Common Factor and Least Common

Multiple is difficult. They did not like it because the presentation about the said topic is

not clear.

(Highest Common Factor and Least Common Multiple are difficult! It’s

difficult to understand, the teacher explained it but solving exercises were

the most difficult thing, which I always do mistakes in solving the

questions.Std1, Std2, Std3, Std4, S5, G1)

(I don’t know the LCM and do mistakes when solving the questions. It is

boring, I am unhappy and wouldn’t like to learn Least Common Multiple.)

(Std1, Std3, Std4, G1) (Many students are discouraged when learning only

the Highest Common Factor and Least Common Multiple.) (Std2, Std5,

G1).

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 - Lack of opportunities for practicing in the classroom

The group said that there were no learning opportunities inside the classroom in a

traditional method. The teacher always gave us a lecture focused on only exercises in a

passive learning atmosphere while learning activities have not been implemented with

students.

(The past learning activities didn’t allow the students to practice

Mathematics because it only focused on exercises for which the teacher

always said in the class to solve it.) (Std1, Std2, Std3, Std4, Std5, G1)

I knew that the students’ criticism about the traditional method was valid and that at our

school it had found in mathematics class and, we are trying to change it according to the

new curriculum. However, the traditional classroom environment could not change as we

want to change it in hurry, even at present, the teachers and students require more new

teaching methods to adjust themselves to the new learning environment.

b. Students’ opinions on the present teaching method

- Improved learning environment

All students were satisfied with the changes in learning activities because it was valuable

as compared to the past traditional method.

(I want to study mathematics with more interest as compared to the past

due to change in the learning atmosphere with new learning activities.)

(Std1, Std4, Std5, G1)

(I want to learn Mathematics by the present method because It’s not

boring and sleepy, we also have chances to practice in pairs and groups,

it’s better than learning in previous methods.) (Std2, Std3, G1)

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 - Enjoyed the learning environment with pairs and in group

The students replied that the learning environment was interesting in these animated

learning activities.

(Studying in a group many activities were done by us. I like this climate

for learning and feel it more enjoyable to learn mathematics. It doesn’t

force the students, we have chances to learn the target work in different

ways.) (Std1, Std2, Std3, Std4, Std5, G1).

As a teacher, it was better for me, to see that all of the students were happy with the

present teaching and learning activities which were applied by practice. This made me

very happy that I was in the right direction because students were improving their

learning skills by students centered learning.

- The right use of the activities

Students said that learning mathematics is more useful and applicable by the authentic

use of the activities than learning by past traditional ways i.e just doing exercises

individually. The students replied that this environment provided us with a chance for

doing mathematics in groups that we had done practically and will be beneficial for us in

the future.

(I think learning mathematics is more useful by activities than the past

traditional way.) (Std2, Std3, Std5, G1)

- No chance to use mathematics in practical

The students, however, noted that the use of mathematics in practical life was not taught,

this opportunity was missing. Furthermore, even in school, they have no opportunity to

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practice mathematics with anyone outside the class. Most of them replied that the only

opportunity for them when met their friends in their homes.

Practicing the target work students have limited opportunities. However, adopting and

implement those methods to provide a practical atmosphere for the student for improving

their skills, is the main purpose of this research project.

4.3.2 Changes were suggested by the students for the next cycle

Suggestions were taken from the students for research cycle two, it might help you in

learning activities for better learning. The students suggested the changes as:

a. Reduce the session and adding activities

The students suggested me for reducing of learning topics, exercises while adding more

activities and experience of the target works

(I would like to give us more practice and provide us more activities

related to the work.) (Std1, Std2, Std3, Std4, Std5, G1)

The group suggested that they will be happy to learn mathematics least possible topics

and with more animated activities.

(They said that if earlier the teachers had provided us teaching and

learning mathematics like this, they might be able to understand

everything (Std2, Std3. G1)

The primary aim of my research project was, to change from the traditional method to the

student-centered method and, it is how I had chosen the teaching method to adjust for the

students in the coming research cycle. Thus, at the moment it made me happier, that this

project will improve the students’ mathematical skills in the future.

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b. Develop a relaxed environment, not restricted

The students suggested that teachers should provide a relaxed environment for us because

in a stressed environment they still afraid of doing the target work as well as afraid of

joining activities.

(I would like to suggest the teacher to teach us in a relaxed environment.

Don’t expect too many performances. It will make them happy to learn

Mathematics.) (Std1, Std5, G1)

4.4 Reflections

Data on research cycle one was presented in reflection on research and change.

4.4.1 Change due to learning environment

To implement the changes in the classroom and learning atmosphere research cycle one

was succeeded. The students were improving from passive to active learners, hence

students were observed happier with learning activities and they were adjusting

themselves with a new learning atmosphere.

Some of the practical experiences were reflected carefully by me, after the conducting of

research cycle one. In the next cycle, these analyzed items were adjusted and improved

the research.

a. The animated or active classroom

After conducting the research activities, the classroom environment was energetic than in

the past. The old idea that was hidden in the classroom had been removed. For

developing the students’ learning proficiency, the implementation of students centered

approach in the classroom was a positive change. At that time the students were

collaborating well in all learning activities. All students were motivated to take part in the

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activities, therefore the classroom was full of sounds of the students practicing the work

which was different from the past method. Before this all students were passive. This

showed a teacher-centered approach in which the role of the teacher was just like a

controller of the classroom.

When the research activities were starting, I was very happy to observe that the passive

learning environment had changed to an active learning environment. It changed into an

active environment. Most of them were happy with the activities in which they had

collaborated. Changing the atmosphere was a good contribution toward learning activities

for them but it did not show the behavioral skills of all students in the class.

b. Good collaboration

I observed that majority of the students were looked very happy with the new changing

learning environment and also collaborated in learning activities, but some of them were

still passive especially in the least Common Multiple exercises. However, for the

students, this was a new environment for learning which was unlike the previous

traditional method, feedback and collaboration from the students were quite good.

This is important for the next cycle is to manage activities for learning that will fulfill the

students’ requirements and interests to develop good collaboration among them in the

future.

c. Students’ and teachers good rapport

Before the beginning of the research activities, there was two-way communication in the

classroom between students and teachers. The discussion was mostly based on the

traditional way of teaching. But, after this when changed the traditional method into the

learner-centered learning approach by which students were encouraged with a different

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way of teaching, the behavior of students was positively changed by this environment.

The students were encouraged in the new learning atmosphere to share their ideas with

me freely.

A student-centered classroom will be successful if there is a good relationship between

the students and the educator. Therefore, a collaborative and friendly learning

environment was developed for students to do the practice. In this environment, students

were happy and feel free to work with me.

d. Students’ rote learning

It was observed that students were preferring to use those methods they were used in the

past. Most of the students wished to learn by rote learning, therefore they copied the

questions directly from the books without any solution. They could not develop their

thinking with each other even I tried my best to encourage the students to promote their

thinking skills. However, this was beginning, I hope in the next cycle they will become

familiar with a new learning environment and it will be improved.

e. A communication problem

There was a communication problem of students with me, some of them could

understand and could give the answer to me directly, but the majority of them did not

understand what I had said to them. This unsatisfactory environment forced me to work

easily to promote learning activities and teaching plans. I said to them that the traditional

method did not develop mathematical skills. Thus, students need more chances to

practice in the second cycle.

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f. Students’ low literacy skill

Student’s low literacy caused the students' competencies when solving exercises

whenever they practiced their work with other students. Although photocopies of the

sample work were also provided to them for practice, since many students, therefore,

could not know how to work by themselves.

I have found many students who could not solve the questions, I told the students to

practice with other friends in the group, then I solved the main problem facing them, but I

thought that in long term, this will not be better practice for the students if they did not

struggle for improving their learning.

4.4.2 Research reflection

4.4.2.1 Performance of the Students’ in Mathematics

At the end of the first cycle performance of the Students’ in Mathematics was still

incomplete. Table five shows summarized data from student’s performance, they still

needed continual development. During research activities, in each content student’s

behavior were observed when they were working on the target work, students were

checked after every class who continually performed for a whole week. The students’

performance was summarized in the research cycle as below.

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Table 4.2: Performance of the students’

S.No. Content No of

Students

=30

1 Try to convert the numerals into words 7

2 Being observed words in numerals working in a group. 6

3 Being observed the place values of the digits in numbers could 8

present in front of the class.

4 Understand addition and subtraction of different numbers 16

5 Participation in learning activities. 20

6 Understand multiplication and division 15

7 Knowledge of HCF 10

8 Can find out the HCF By factorization and division method 11

9 Can find out the LCM by common factorization method 13

10 Can find out the LCM by prime factorization method 14

4.5 Students’ performance in cycle one

The data showed that the students’ needed performance developed further in the next

cycle, because students’ performance is just at the starting point, therefore there were just

seven of thirty students who were able to convert numeral to words and six students to

convert word to numerals. Eight students were observed who can put the numbers in

place value chart while sixteen students can add and subtract different numbers. Twenty

students agreed to participate in group and peers. Fifteen students were able to multiply

and divide different numbers while the remaining were facing difficulties. Ten and eleven

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students can solve the questions related to the highest common factor, thirteen and

fifteen could find out the Least Common Multiple of different numbers.

It was observed that some of the students could develop their thinking skills during the

interactive sessions. However, I accepted that just in a very short time no individual can

make a good result. So, I was very happy to see the students start collaboration in the

class. As a teacher, that is better for me to provide them with more practical opportunities

to practice for improving their performance further.

a. Students’ responsibility

Student’s responsibility is another important issue to be developed their mathematical

skills. I was observed that the students usually were very slow in the beginning in any

activity especially those students who need a group collaboration.

I observed that when the students were assigned work in pairs they had tried to do the

work that they were to present in front of the class. But conducted activity which was

focussed on group contribution, during activity most of them approached to use the

traditional method.

b. Individual’s work quality

I observed that majority of the students needs a lot of time and facilitation individually

when they were doing their work. The students were always copying the work from the

more intelligent students rather than to use their skills. Moreover, the majority of them

had done their work quickly but with low quality. Some students had completed their

work before the time was over and then submitted to me. The said behavior requires to be

promoted in second cycles.

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4.6 Changes for the next cycle

Reduce students’ rote learning behavior

In the long term learning by rote is not better for students because this knowledge is not

concrete and for a short time with students. Outcomes are less achievable if the students

did not know what they are learning. Generally, for doing the target work the teacher

should provide and encourages students with more practical chances as well as providing

more activities in learning atmosphere against rote learning.

b. Learning sessions must be reduced

I observed in the first cycle that many sessions were suggested for the students in a short

time. Therefore, the teacher must reduce the number of sessions per week. Then students

will gain experience with the target work for improving their skills, every learning topic

should be given, in the next cycle, so that students can practice and it can be reviewed.

c. Encourage responsibility of the students and to solve students’ problem

The encouragement should be given to learners that it is their responsibility to learn and

practice the work. It was observed in my Mathematics class that the majority of students

had less struggle to complete their assignments. Many times it was observed that the

students did not pay attention to the practice of further action.

Hence, to promote students' practice, I must be a facilitator to develop a student’s

learning environment in the next cycle.

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 CHAPTER - 5

OUTCOMES AND ACTION OF THE SECOND CYCLE

5.1 Context for the second cycle

A better environment was created in the first research cycle for the students to learn

Mathematics. The passive students were encouraged to become active performers in the

class. It was observed from the teacher’s journal and students’ interviews which had

pointed out that students were happier than past from the activities arranged by the

teacher.

The learning activities in the first cycle of the student-centered approach had been

implemented. Therefore, after the completion of research cycle one, the students were

called to comment on the positive and negative areas of the past cycle and were also

called to write the necessary changes they needed in cycle two, the students share their

comments for the research cycle two. They suggested that sufficient time must be located

for practice and activities and the learning topics must be reduced.

Also, I observed that the time was too short to practice on every content, it was difficult

for the students to create mathematical skills because mathematics learning needs more

time (Gardner, 2001) which cannot be completed in a short time.

It will be better to provide more time for every topic than given in cycle one. The other

important aspect which had been observed to develop the students’ Mathematical skills

was the students’ interest and confidence in mathematics (Gardner, 2001). Students were

needed the confidence to promote and develop their Mathematical skills in the second

cycle.

Therefore, the main changes were brought according to the students’ requirements.

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The revised arrangements for the second cycle were:

. The sessions were reduced and more opportunities were given to the students for

practice.

. A conducive environment was provided for them. Learning topics per week were

reduced.

. The self-confidence of the students was promoted to interact with each other in

target work.

. Make efforts to solve learners’ problems during learning behavior.

5.2 Second cycle planning

The reflected data of the first cycle was reviewed, then research activities in cycle two

were started. It was noticed that the students wanted to learn mathematics in an active

environment. Moreover, they wanted more chances to practice mathematics within a

conducive learning environment. Therefore four new topics were prepared for the second

cycle to enhance the students’ requirements. These contents will provide more practice

opportunities and will give help in the future. These topics were as below:

Table 5.1: Contents of cycle two

Week Contents Periods

Week-1 Fraction, Types of Fraction, Addition of Fraction 6

Week-2 Subtraction of Fraction 6

Week-3 Multiplication of Fraction 6

Week-4 Division of Fraction 6

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5.3 Implementation of the second cycle

Week 1 - Fraction, Types of fraction, and addition of fraction.

The aim of the learning topics was, to able the students to know about the fraction and

could easily describe the fraction, what are the types of fraction and how we add the

fractions. Every day, after greeting the students in each period, main learning activities

were started, I would call some students randomly to practice the given work given by

me. I prepared them e.g. what is a fraction? What are the types of a fraction?

Also, I asked them about the topics that you had learned in the previous cycle.

Furthermore, I asked the students in pairs to interact together and the remaining students

were involved in reviewing the work as a warm-up for some minutes.

Fraction and its types were in first and second periods. I presented the fraction and its

types. That there are three types of fractions

Proper Fractions. The denominator is greater than the numerator.

Improper Fraction. The denominator is less than numerator or Denominator =

numerator

Mixed Fraction. A combination of a proper fraction and a whole number is

called a mixed fraction.

After the presentation in the third period, I divided the students into two groups and

distributed the work and asked them to practice in a group. At that time I was a

facilitator. During the practice session, the students were enjoying the work in groups at

some time they were laughing at each other. I saw them very active as compared to cycle

one. All of them worked independently. I was also very happy to see the student on active

work.

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I sat with a group to check the work of the students. The majority of the students were

doing their work correctly. A few of them were needed more attention. After that I

divided them into pairs I take care of the students especially those students who were

passive in groups. I checked the pair work and I saw the passive student got

improvement.

Sixteen minutes before when the time was finish, each group was asked to present their

work before the students, during the student’s presentation I gave suggestions needed to

the students. Almost every pair present their good performance except for some less able

students. They needed more time and encouragement to practice further.

Some students had less attention while doing activities and began talking with each other.

Once again the classroom was filled with fun because students liked the classroom

environment. To achieve the objectives, I tried my best to develop an energetic work

environment. The students were encouraged in all activities.

In the next three periods, I presented the addition of fractions. I told the students that we

can add the fraction with each other. We can add the proper fraction, improper fractions,

and mixed fractions as well. I told them when the fraction in which we were going to add

them have the same denominators are simple means we can add them easily. We add the

numerator with numerator and write the denominator once.

If the denominator is different then we will make the denominator the same or will find

out the LCM. I presented them in two periods briefly that how you can add the improper

fractions, proper fractions and mixed fractions.

At the end of the week, the students were divided into four groups and gave a task from

the textbook to solve in groups. I observed that many students were doing exercises. They

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discussed the target work actively with each other and when they were unfamiliar with

some issues, they came to me for help. I observed each but some of them were copying

their work from other intelligent students. The majority of the students were doing better

as compared to the previous cycle.

After the completion of group work, I gave 40 minutes to the group leaders to present in

front of the class. Group one performed their work in a better way in front of the class.

Some of them were feeling shy when they were presenting in front of the class. I helped

them and started their work slowly and gradually.

Week 2 - ‘Subtraction of Fraction’

The topic ‘Subtraction of Fraction’ was suggested for week two, the necessary

atmosphere was provided to the students where they have to do their work in a better

way.

In period one the previous work was reviewed and warm-up activity was brought, I

guided the students to remind the types of fractions in groups for five minutes, the winner

group will be awarded. I observed that majority of the students have learned. They

learned the work which would have been used during the first week.

Now firstly, I had told the class to practice on the previous work that is the addition of

fractions then their performance had been checked before starting the subtraction of

fractions. It was very difficult for me to check their performance individually. At the end

of the first period of week two, I told them that tomorrow we will discuss the subtraction

of fractions.

I started the next period on the next day with warm-up activity to motivate the students

towards work. Before the presentation of my topic, I asked some question to the students,

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how we can add the fraction which has different denominator? The majority of the

students gave me the correct answer. After the questioning and answering session, I

started my presentation.

I told them that the procedure of addition and subtraction is the same but the sign is

different. If we have the fraction of the same denominator it is simple like addition. In

this situation, we subtract the numerator from the numerator and put the denominator

once.

Examples are as follows.

6/9-5/9= 1/9 11/17-9/17= 2/17

Like that, I gave so many examples to the students then divide the students into groups to

practice on the said work. At that time the students were enjoying the work, therefore

they were doing well.

In the third period, I presented the subtraction of fractions which has a different

denominator. I told the students when we have two fractions for subtraction which has

different denominators then we must find the LCM of the denominator or will make it

equal. Then we can proceed further. I gave many examples accordingly. At the end of

the period, I divide the students into two groups and told them to practice the said work.

Ask me when facing any difficulty.

When I attended the fourth period I asked about subtraction, few students were confused

but the majority of them were clear. After that, I presented the subtraction of fractions

which were about a compound or mixed fraction. When we have the mixed fraction how

can we solve it? The subtraction of mixed fractions was briefly discussed with students in

the class.

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In the last period, I focused on individual work. I asked the students individually to come

in front of the students and solve a question on the blackboard. At that time I observed

that some students had the concept of subtraction but they felt hesitation in front of class

students. I encouraged such students and said that try to solve slowly, hence the students

got confidence and solve the questions.

Then I divide the whole class into two groups and suggested the group leaders take care

of such students who felt hesitant in front of students. During group work, I observed

that students were working well day by day.

Week 3 - ‘Multiplication of Fraction’

The topic ‘Multiplication of fraction’ were suggested for students in week three, before

starting the said topic the previous work was reviewed. These topics were according to

the learning activities that familiarized the students with the multiplication of fractions. In

the first and second periods I presented the multiplication of fractions in detail, I said to

the students that when we multiply two or three fractions with each other, the

denominators are multiplied with denominators and the numerators are multiplied with

numerators. I gave the following example to the students.

2/5 × 3/7 = (2×3)/(5×7) =6/35 , 5/7 × 6/10 = (5×6)/(7×10) =30/70

Then I divided the students into groups to learn and practice the multiplication of

fractions with each other. At that time the learning environment was better. The students

collaborated well with other members of the group and practice the fraction with me as

well. However, in the third period, I was required to know the outcome of such activities

on the learners. For checking their performance individually I asked the students one by

one to review the work they had learned and practiced for two days. It was observed that

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seven of them still did not know about the multiplication of fractions, fourteen of them

were better than the first group and the remaining nine students were came with little

mistakes to good.

I made groups and pairs of students in periods four and five to practice the work both in

groups and pairs. The sample sheet was provided to the students for practice and then told

them to set their minds for the interactive session. I provided charts for them of solved

sample questions, then said try to understand from the charts. After that, I asked

questions from the students. Most of them showed better attention to understand within a

better learning environment. Few students were observed in groups who started to create

their minds but the others were still not in a position to solve themselves. This situation

made me happy that students were improving their skills and performance during the

research but few of them were very slow.

It was observed that the students were enjoying activities that were used in the learning

process. Students were very happy with these valuable learning environments, however,

it was observed that students looked happier because every group wanted to win the

prize, all students in groups were encouraged to work actively with each other.

In the last period, I told them to do the exercise in a group and told them to finish the

exercise which was given to them from the textbook. Also, the students were reviewed

what they had done in the previous week. The exercise was not too difficult it was just

solving simple questions together. Thus it was observed that the majority of the students

could finish the work while some of them provided help and suggestions.

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 Week 4 - Division of Fraction

In the fourth week, the students learned and practiced Division of Fraction. In the First

period, I asked the student to practice multiplication of fractions in groups for some time

to recall the previous work. After practicing in the group, I asked the students to present

your previous work in front of the students. I observed that majority of students knew the

idea about the multiplication of fractions. That is why I have practiced the previous work.

Because it had a link with the new work.

In the second period of the fourth week when I came to the class. I asked the students to

open their books. I presented the Division of the Fraction. I told them that when two

fractions are given for division first of all you must convert the division to multiplication.

When you covert it then you will write the reciprocal of the coming fraction. Then you

will multiply it. After that procedure is the same as multiplication.

For example ÷ i-e ×. Then multiply.

In the remaining periods, I divided the students into pairs to develop individual

practice. The students were working in pairs and to elaborate themselves on the process

of a collaborated learning environment. At that time classroom was full of active students

practicing the division of the fraction. Students were made to discuss in peers their

learning in the previous two cycles. A few students came with me boldly and ask me

‘how to do this…...’ in some work the students needed more help but were still unable

how to do it. Then I divided the students into two groups and gave exercise from the

book, asked them to do their work carefully. The activity was very interesting for them,

but it was difficult for the students to complete the task in a short time, so some extra

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time was given to complete it, I was the facilitator at that time, At the last, I evaluated

their performance; the students were doing well as compared to the research cycle one.

5.4 Changes were made after cycle one

In the research cycle, one student was suggested that reducing the number of topics per

week, use practical resources for learning, and minimize stress on students, in conclusion,

activities in the second cycle were designed according to the students’ needs.

- The Learning Topics per week were reduced.

The learning topics per week were reduced according to the needs of the students for the

whole second cycle. Six topics were arranged for the first week, one topic for the second

week, one topic for the third week, and one topic for the fourth week to provide

maximum time for them to practice the target work. This exercise was good for the

students because they had a lot of time to practice as compared to the first cycle. The

students’ rote learning behaviors were also reduced.

- Use practical resources for learning: charts, activities

More charts were used to support and facilitate the students, by providing such an

environment for students to practice in class, it was beneficial for them to enhance their

mathematical work. Moreover, I observed that whenever they were involved in a

practical learning context, the classroom became more active and enjoyable.

- Pressure on students was minimize

The aim of the second cycle was changed to stress on their work, the learning sessions

were provided in an active environment. Also, I changed the previous method and

became a facilitator for students to develop their mathematical experiences.

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Dornyei’s (2001) suggested that a better environment could encourage students to

practice. This maximizes students’ confidence and motivated the students for an

interactive environment than the traditional method.

5.5 Responses of the Students’ from the interview

A group of five students was selected randomly from learners. After research

cycle two had been completed, they participated in an informal interview. I gave them a

set of questions, the questions were the same as used in the first cycle, the students were

asked to explain their feedback on present work.

5.5.1 Favorable responses from the students

a. Positive attitude toward learning Mathematics

- More interest to learn Mathematics

They replied that the changes in this cycle provide more interest for us in learning

Mathematics. They said that learning Mathematics at this time did not tire them as

compared to cycle one. At present, during mathematics learning, we felt happy to learn

mathematics which was very different from the previous one.

(We want to learn mathematics because we prefer learning mathematics in

such an enjoyable environment.) (Std1, Std2, Std3, Std4, Std5, G2)

They also replied that learning mathematics is important for us at present because

it provided a better opportunity to get knowledge for the future.

(I knew that mathematics is very significant for students at present. It will

provide a good job in the future for us) (Std4, Std5, G2)

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 - The active classroom.

The group said there was a positive change in the learning environment than in the past.

They replied that we (students) enjoyed many activities that the teacher had suggested for

learning mathematics. They also said that learning activities made us busy in target work

which was better than the previous one.

(I am happy with teachers suggested activities. The students were enjoying

learning mathematics and I would like to learn like this further in the future.) (S1,

Std3, Std4, G2)

(We enjoyed practicing mathematics with our friends in the classroom.

Furthermore, practicing mathematics also gave us a better chance to experience

with friends. I think it is very beneficial for students.) (Std2, Std5, G2)

Furthermore, they replied that we were happy while learning mathematics through

practice and activities. They did not feel tired after the research activities. They replied

that activities could help them to improve their mathematical skills.

(Learning mathematics is very good. Now it is not boring for us. I hope the

teacher will use a lot of activities.) (Std1, Std2, Std5, G2).

(We were enjoying learning mathematics through activities; the students

can practice and learn at the same time. It would not make the students

get bored in learning activities.) (Std3, Std4, G2).

- Use Fraction in real situations.

A chance was given to the students to use the fraction in real situations to develop their

skills. The students replied that they liked learning Mathematics through this technique

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because it developed their practical skills. It is more useful than just learning addition,

subtraction, division, and multiplication.

(I like to learn Mathematics at present. It is very useful for students, and I

didn’t afraid of the fraction which is difficult and boring. We had chances

to use a fraction in a real situation.) (Std1, Std2, Std4, G2).

(Learning Mathematics in practical situations is better than the past one.

It is beneficial for students to collaborate with each other. It helps us not

to afraid while working in groups.) (Std3, Std5, G2)

b. Student’s development

After the completion of the research cycle, students were told to write comments for

improvement in the future. Their output follows:

- Having more confidence in Mathematics

The students replied that at present they had developed more confidence to do

mathematics than previous because it had provided opportunities to the students to

practice in mathematics. It was different than previous because there was no chance for

practice.

(Now, we have more time to practice Mathematics than in the past.) (Std2,

Std3, G2)

(Learning Mathematics in the past focused only on just solving exercises,

students didn’t have an opportunity to practice at all, so, at the start we

felt hesitation and lack of confidence when presenting in front of students,

but now it’s better.) (Std1, Std5, G2)

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 - Having a positive attitude toward Mathematics

Two of them had replied that this teaching environment had developed a good sense

toward learning Mathematics because we were not bound to solve exercises only as it

was in the previous method. Students were guided to learn Mathematics for the future by

this method.

(I started to learn Mathematics in a better way since you had implemented

the new teaching activities. This encouraged the students to develop

mathematical thinking in the future.) (Std3, Std4, G2)

- Development of group work skills

Students said that the present learning environment had facilitated the skills of our group

work. The learning set up arranged through the teacher could train us to improve our

teamwork contributions.

(Cooperative skills were developed by research activities. Such skills were

developed pairs-work and group work collaboration.) (Std3, Std4)(G2)

5.5.2 Students’ unfavorable judgment on changes

a. Students’ unfavorable judgment

- No chance for us to use Mathematics in real situations.

The students replied (repeated by G-1) that we did not have any opportunity to work

outside.

(We forget the skills we had practiced when we stepped out of the class.

because we did not have the opportunity to use outside.) (Std1, Std2, Std3,

G2)

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 (We did not have any chance to do mathematics after the mathematics

class. Moreover, my parents could not practice mathematics with me at

home.) (Std4, Sts5, G2)

- Short time and the teacher’s hopes

I tried out to minimize students’ anxiety showing from the work I expected from the

students. Furthermore, they replied about the short time I had given them for practice and

presentation. Most of them were unconfident while presenting their performance.

(Sometimes, students were given a very short time to practice the work, so

when we presented the work in front of students, we were not competent

because we were not ready to present it.) (Std1, Std2, Std3, G2)

(When the time was up, we were stressed to complete it.) (Std4, G2)

b. Suggestions of the students

- Chances for learning outside the class

The learners replied that the teacher should give a chance for learning mathematics

outside the classroom. The students replied that it was very helpful to practice in a

different place from a workbook.

(I liked those teachers who were given time to the students to learn

Mathematics outside the classroom, it will provide a motivational

environment for students and help the students to learn Mathematics.)

(Std1, Std2, Std3, Std4, Std5, G2)

- Learning Mathematics with more practice

The students replied that we require a practical environment to do Mathematics.

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 (The teacher must provide practical resources for us to learn

Mathematics.) (Std1, Std2, Std3, Std4, G2).

The students like to learn Mathematics by themselves at home or school during learning

hours. The students were encouraged to practice the target work with each other if they

are interested to develop their collaborative skills. Showing a positive attitude toward

Mathematics, the students were awarded.

5.6 Reflections

As a teacher the changes brought in the second cycle were a better experience, I

suggested the steps for improvement in the next cycle. The reflected data of the second

cycle was.

5.6.1 Reflection on change

- Students were seen as more active to do Mathematics

Limited sessions were provided in research cycle two for the students, it was observed

that the students were happier and active to learn Mathematics as compared to cycle one.

Almost every time the students were doing an activity when I had provided an

opportunity to work or practice in pairs or groups. They were very happy when asked to

bring together any activities they had been set. The majority of them played an active role

in participation to achieve the target work.

- A good relationship

The relationships between teachers and students were improved in research activities.

The students did not afraid to talk or asked to me now. The silent students now came to

me and asked for help when they were not clear about any step.

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At the end of research cycle two, most of the students were looked satisfied with the

activities they were doing. The past traditional passive classroom atmosphere had

disappeared. All of the students were encouraged in a friendly environment.

However, the research findings are still required to be improved in the third cycle. The

students, at present, now established improvement in their abilities but there was another

issue that needs to be addressed.

- A presentation problem with students

At the end of this cycle, less able students still had a presentation problem and this was

not good fortune because these students were more than intelligent students in this class. I

always tried my best but they did not understand well what I had told the students. In

every step, the rules of activities were explained in front of students before I was

confident to start the activity. Finally, when I observed that they did not know what I was

saying, I turned to teach in their mother tongue.

However, this was not a problem for applying the activities in research because their

attitude was very impressive and collaborative toward learning Mathematics, during class

completion all the work was important.

- Performance of the teacher in mathematics

There was also a problem for me that we could not utilize the time towards target work.

Mostly I tried my best to do work with them in every session but I felt that I could not as

the students needed to be.

The students and I were in the same atmosphere but still, I was unable to know some

student's psychological aspects that how I can improve their mathematical skills.

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 - The learning style of the students

Some of them were still learning by rote when practicing the work. They did not try to

bring changes in their behaviors and habits, even though I encouraged them to avoid rote

learning. Moreover, their limited work also avoided them to produce their skills.

However, I hoped that in the future students will improve learning by applying the

students centered learning because I provided them opportunities for valid work.

- Group collaboration

Each group performed differently according to their background of Mathematical

knowledge of individual members among them. When I told them to practice with each

other in a group, the intelligent students always got together in the same group and left

them less able students in other groups. The quality of work was disturbed by these

groups were noticed from this attitude. Intelligent students were helping each other and

have completed their work in time while less able students were just looking at each

other. It was observed in previous cycles that the less able learners should not be in the

same group because they could not collaborate and complete their work in time. Even

though they were encouraged in every period. A strategy was suggested for them in the

next cycle to change their learning behavior.

5.6.2 Research reflection

5.6.2.1 Performance of the Students’ in Mathematics

After completing research cycle one the observed data shown in table 5.2. The students’

learning behavior was improved as compared to the previous cycle. The implementation

of activities in cycle two had developed some students’ skills.

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5.6.2.2 Student’s performance in Fraction

Table.5.2: Comparison of students’ performance with second cycles

S.No Observed behaviors No of students

(30)
Cycle I Cycle II
1 Knowledge about fraction 7 11

2 Can write the type of fraction 6 10

3 Can convert the mixed fraction to improper fraction 8 11

4 Can add the different types of fraction 10 13

5 Can Subtract Fraction 12 15

6 Can multiply the proper and improper fraction 12 14

7 Can multiply a compound fraction 7 12

8 Know the procedure of division of fraction 11 17

9 Can Divide the proper and improper Fraction 12 16

10 Can Divide the proper and improper Fraction 13 15

- Student’s performance in the Fraction

Students’ performance was improved in research cycle two. The research was

encouraging the students to do well and they could now work well than cycle one.

Table 5.2 showed that 11 students which increased from seven were observed trying to

work on Fractions, although not in each session, when they were asking questions and

also the number of 10 students were increased from six students they knew about the

fraction and its type, working or sharing ideas in a group.

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In addition, the number of 11 students increased from only 8 were observed that they

sometimes doing an effort to develop their mind for presentation. They can convert the

mixed fraction into an improper fraction and improper fraction into a mixed fraction.

13 students can add the fraction which is increased from 10 students. The said students

can present it in front of students. Fifteen students can subtract the fraction and can solve

the said work in front of the class, four of them were more talented as compared to others

which were increased from 12. Fourteen students can multiply the proper and improper

fractions which were increased from 12. 12 students can multiply the compound fraction

which increased from 7.

Seventeen students knew the procedure of division which was increased from 11.

Sixteen students can divide the fraction which was increased from 12 and fifteen students

can divide the different types of the fraction which was 13. From my observation

students’ performance had improved as compared to cycle one.

- Students’ responsibility

The responsibility of the students was an important issue in this circumstance. When they

were asked to practice in groups on their work, the students were observed to practice

less than they needed and they still talking to each other. I noticed that some of the

students had a short concentration for practicing the work. When they were facing

difficulties they started joking with each other. Moreover, some students were stopping

the other students from doing the target work while they were practicing. This issue

required results from all primary level educators.

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 - Individual’s work quality

In this research cycle, the quality of students’ work was improved but some of the

students still finished and submitted their low-quality work. However, the students were

also observed in other subjects just like this, thus other teachers should help each other to

remove this issue.

5.7 Changes required for the next cycle

According to the students’ needs and competencies, some changes were suggested for the

next cycle.

- Solving the issue of students’ responsibility.

The important issue I noticed that the students had short attention and no responsibility to

practice and learn for completing the work assignments. Therefore, some motivational

strategies were applied to develop the students’ responsibilities which will be used in the

next cycles.

- The same group of intelligent and less able students.

I observed in these two cycles that less able students in the same group could not improve

their work performance. Therefore, in the next cycle, I will sit the intelligent and less able

students in one group to work with each other. I think it will improve the performance of

less able students.

- Opportunities for exercises.

The research activities were suggested for the students to do work together and create a

friendly classroom environment, but still, they did not improve their performance rapidly.

However, the students still doing their work by rote learning. Therefore, it is necessary to

provide those learning activities which enhance the students’ practice in the next cycle.

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Also, it was my opinion that the less able students must need more time for practice, thus

in the third cycle, I will provide them more time for practice in the required skills.

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 CHAPTER - 6

ACTION AND OUTCOMES OF THE THIRD CYCLE

6.1 Context for the third cycle

The second cycle ended in which the learning environment was improved and the

performance of the few students’ was also improved, while a little bit of improvement

was shown by some students. This project was the first that students learned mathematics

in such an environment so that the learning environment made me satisfied to see some

of the students in the classroom trying to learn in collaboration with their colleagues.

According to Gardner (2001), learning and practicing need time. Teaching arrangements

were different in research cycles one and two. In research cycle two, the requirement of

the students’ was focused directly on the target work by applying more practical

activities: pair work and group working. As a result, opportunities were provided for each

learning topic in a week.

6.2 Third cycle Planning.

Before starting the third cycle, the data were reviewed to create a new teaching plan. This

issue was proposed by the students from the group interview for the third cycle were as

follow:

1. More teaching resources must be used.

2. Opportunities must be provided for students to learn outside the

classroom.

3. More activities for learning.

4. Rewards for better performance.

5. Students practice.

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Students wanted to learn Mathematics as active learners and related using activities than

inactive learners. Furthermore, they required extra chances to learn and practice the work

through different activities. That had also suggested by previous groups.

The students suggested that the provision of some practical charts related to Mathematics

will be beneficial for activities purposes. During the interview students also suggested the

idea of learning outside the classroom will be helpful and will provide refreshments for

us as well.

Responsibility was another issue for my students. Collaborative learning was planned to

promote the responsibility of less able students for working together because when I told

them to make a group to work, I observed that students made a group based on personal

relationships.

As a result, the program of the third cycle was revised as below:

1. Mixed the intelligent and the less able students in groups.

2. Students’ cooperative learning and responsibility were Promoted.

3. Based on a good performance, students were rewarded.

Six new learning topics were chosen in the third cycle. The learning topics were:

Table 6.1. Learning topics for the third cycle

Week Learning Topics Periods

Week-1 Decimals introduction, Like and unlike decimals

6
Addition of decimals

Week-2 Subtraction of decimals 6

Week-3 Multiplication of decimals 6

Week-4 Division of decimals 6

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6.3 Research cycle three Implementations

Week 1 -‘Decimals introduction, like and unlike decimals and Addition of

` decimals’

The learning topic ‘Decimals Introduction, like and unlike fractions and addition of

decimals’ suggested for them to know the decimals, Also, students were told to suggest a

better, practical solution for each session.

Period one of cycle third, I presented the said topics in the class and asked the following

questions: What is a decimal? What are like and unlike decimals? And how we can add

the decimals? Then I explained the said questions in detail. If decimals have a different

numbers of digits on the right of the decimals point then the decimals are called unlike

decimals, for example, 31.012, 32.51 and 43.2 are unlike decimals. If decimals have the

same number of digits on the right of the decimals point then the decimals are called like

decimals, for example, 3.071, 34.151, and 43.002 are like decimals. I also explained the

addition of fractions in detail in the class. In the next periods, the groups of five students

were initiated for research activity, I mixed the intelligent and the less able students in

every group. I hoped that intelligent students would motivate their friends while they

practiced with each other in a group. Therefore, all four or five intelligent students who

previously always worked in the same group were divided into further groups. Firstly,

these students looked unhappy to collaborate with new friends. The purpose of the new

grouping was explained to them. I told them that you are the representative of each group

to help with each other in a group, then they accepted my suggestion.

Every learning period was started with the warm-up activity, during activities some

students were chosen to work on basic questions. Moreover, in some periods, the learning

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environment was developed according to the learning topics that they had worked on

before, some of them were called to present in front of the class. The students presented

their work actively, I encouraged all of them that I will distribute the prize award for the

groups that could present their work within the given time. The students were motivated

to practice and in the end, few of them got the prize from the teacher.

The practice work was given to each group in period three and four, I worked as a

facilitator and observer at the same time. The students were encouraged to practice

without any hesitation about making a mistake.

When the time finished, each group was called to present in front of the students. Many

students did their work according to their competence while some students did not

perform well. Then a more active classroom atmosphere was provided to those students

who did not perform well. It was the primary level the teacher did not expect like a

mature person.

I focused on practice in the last period. I told every group to work by themselves from the

book for seventeen minutes and solve the questions. At last, each group leader was told to

present in front of the students.

The time was extended for the students up to twenty-five minutes and also helped them in

groups. At the moment, some groups finished their work on time and also present it.

Week 2 - ‘Subtraction of decimals’

In the first period of the week, the previous work was reviewed. The students were asked

to differentiate like and unlike decimals. The majority of the students answered correctly.

After that the students were divided into groups to practice on addition of decimals, the

students were observed that they had gotten the concept about the addition of decimals.

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Now the new topic was related to the subtraction of decimals. I told them that it is just

like the subtraction of the whole number but it is a little bit different due to point. It made

the subtraction process more concrete.

In the second session, I presented subtraction of decimals in front of the class involving

the students after the presentation, students were asked to start the activity in pairs and in

a group to cooperate with each other using the textbook. During the practice, I observed

that just for a short time the students were trying to practice and then started to talk and

play together.

In the third period I again present the topics in front of the class with examples, then I

divided the students into groups told them to work together. At that time I worked as a

facilitator and a guide, around the classroom I walked to provide help to students. I

explained every step and give examples to students; however, some of the students did

not understand.

From the fourth to sixth period, the students were given activities from the

workbook, after that, I used charts related to the subtraction of decimals for the students

to give opinions about the subtraction of decimals. Quiz competition was utilized to

produce a pleasurable learning environment and encouraged them.

It was observed that learning by collaboration was better than individual learning. The

students were enjoying the collaborative work in the classroom. The students were happy

because every student has an opportunity to learn.

Week 3 - ‘Multiplication of decimals’

The third week was set for the Multiplication of Decimals. The students wanted to learn

in a collaborative environment. Because it was observed that students were happy in a

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collaborative learning environment as compared to the previous sessions. In the first

period, the previous work was reviewed and a collaborative learning technique was

applied. In the second period of the week, I presented multiplication of decimals in front

of the class and the process of the multiplication of decimals to the class involving the

students and told them that the multiplication of decimals is just like the multiplication of

the whole number but you must keep in mind the point it makes a little bit different.

For example

Two decimal places 50.07 Two decimal places 50.07

× 28 × 2.8
__________ One decimal place _______
40056 40056

100140 100140
______________ _____________
Two decimal places 1401.96 Three decimal places 1401.96
The above examples show that it is just the multiplication of whole numbers but in the

end, we count the decimal places, and then we put the decimals in answer accordingly.

The learning activity in week third was brought back to the normal practice of the

research process. The main learning activities were planned for the topic ‘Multiplication

of Decimals’. Students’ good collaboration was the aim of my research project as in cycle

one and two. The student’s willingness and happiness in research activities made me

satisfied.

In the third period, I told the students to do the work from the textbook. After that, I

asked for checking their knowledge level. I noticed that only four students from the total

had done their work, so it was observed in class that some of them could not know the

content.

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In the fourth period, the student's understanding was reviewed that they had learned in the

previous periods. Six or seven students had improved their understanding level and could

better respond to me. After a warm-up session, I gave work to the students to practice it

in pairs from the workbook. After finishing the practiced work, each pair were asked to

present their work to me to evaluate their progress, and then they were given more work

to practice.

Fifth and sixth periods were set for each group to develop their capacity through

implementing their experience from handouts (workbook). At first, the majority of them

were said to me that we did not know this activity because this was too difficult for us.

However, I replied do not hesitate and try, I would help you. I observed that the talented

student finished the work on time. Thus, I encouraged the less able students to think and

work. I walked around the class and facilitate the less able students during the activity.

They worked until they had finished their work while some of them could not complete

their work. Hence, I compensated for the gatherings that finished their work and

demonstrated their presentation to their companions before the class, and I remembered

to urge different gatherings to work further and present to me.

Gathering joint effort was utilized to help and give a chance to the understudies to talk

about and cooperate. I gave the activity sheet to the understudies to do the activity (fill in

the spaces), every gathering worked together well.

Week 4 - ‘Division of decimals’

At the start of the fourth week, I told the students that this week we will learn about the

division of the decimals. First of all, I reviewed the previous week's work, I made the

groups and gave them a task of the previous work and asked that those who finished the

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task in due time will be the winner and hence will be rewarded. I gave them 30 minutes.

A group finished work in 25 minutes. I gave the award of 200 rupees they were very

happy. I observed that the loser group motivated by this and they said next time we will

be the winner.

As warm-up activity in the first session, the learning activities were started and asking

some questions from the students about decimals. I told them to exchange your ideas

about these activities. During the discussion about two-third of the students participated

and exchanged opinions actively. The students were also encouraged to do their work.

However, the students did not pressurize too much for the target work because I would

like to give more practice to the students. After that, I presented the Division of decimals

and discuss the entire step related to the division of decimals. When the majority of the

students knew the step that how we can divide the different types of decimals. Then I

started the activities.

Handouts were provided to the students of practical work as usual after a warm-up

discussion. The students were needed to learn and practice before they had started the

next step of practice in pairs as well as in groups. When I had trained the whole class,

then there was no problem with collaborative practice.

The overall environment for practice to learn was better. During activities, most of them

cooperated well in the target work but some of the students showed less interest. In this

next period, students were called randomly, to exchange their knowledge in activities.

Many students shared their opinions but some of them were still preferred rote learning.

Few of them presented their work without helping from handouts.

As routine the fourth period was started as a warm-up, the previous work was reviewed.

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When I asked questions from the students, no one of them responded to me correctly. But

I was very happy to see many students were trying to do work. Later, when I gave them

some practice tasks, then some students showed better understanding than previously.

In the fifth and sixth periods, I used the questioning method. It was observed that less

than twenty students could know some of my questions and were trying to answer while

the remaining of them did not understand at all. However, it made me happy that the

talented students were trying to help the less able friends. In conclusion, the learning

environment was better than the previous weeks of the third cycle because students in

every group had to do, discuss together and present in front of the class, so they were

enjoying the work.

6.4 Changes made in the third cycle

The changes were made in the third cycle according to their needs and also to enhance

the students’ behavior in the class for learning.

- Mixing intelligent and less able students.

In the research cycle, three new groups were made by mixing talented and less able

students. My aim of doing this was to help their slower learner’s friends to improve the

performance as I had discussed.

I observed that the talented students did not help their less able friends and talented

students finished their work with small help. As a result, I did not continue this change

further in the fourth cycle.

- Employing cooperative learning

In the third cycle, the cooperative learning technique was applied, most of the students

were practicing in groups, helped each other to promote their performance, and also the

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group duty was encouraged. It was observed that most of the groups answered well to this

approach. Collaborative learning brought many positive changes in the learning

environment. Every student involves themselves in activities and exchanges ideas with

friends to finish the work. Therefore, this approach will be continued in the next cycle.

- Providing students with more practice

I set the extra time every week, for the less able students to practice. After class extra

time was also given to help and facilitate the target students. The students were divided

into groups and told to practice for a period then I will give you a test to evaluate your

performance. However, this was my responsibility to help these students further in the

next cycle.

- Awarding the students

In the third cycle, when they were doing well in their presentation and practice I

rewarded them. The students were motivated to learn and join in any activity arranged for

them. This was the extrinsic motivational strategies for students. The project was

promoting and encouraging the students to practice and finish their work on time. At that

time the students were looked more active. Therefore, I will further use this strategy in

the next cycle to motivate them for learning and practicing.

6.5 Responses of Students’ from the interview

A new group was formed in which seven students participated, they were not different as

previous cycles. These students were asked to join the interviewing group after the third

cycle had been ended. Students were told to be relaxed to express their ideas. An

informal discussion was started and I told the aims of the interview, I asked to share their

ideas friendly.

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 6.5.1. Students positive responses

I started an interview with a question to share opinions about the new learning set up I

had done for them. The responses were similar as compared to the previous cycle.

a. Positive attitude toward the learning of mathematics

- Happy with the environment and activities

All of them replied with good sense about the learning environment. They replied that

they enjoyed and did not feel lazy as compared to the previous learning environment.

(At present the learning environment is fun for us. It’s good than the

previous time before you conducted a research study.) (Std1, Std2, Std3,

Std4, Std5, Std6, Std7, G3).

(Learning Mathematics like this is better than just listening from the

teacher which makes the students feel asleep.) (Std2, Std3, Std4, G3)

(The present methods of teaching are appreciable because a lot of

changes are made than previous when we ask questions you are ready to

answer. You provide us a pleasant learning environment and better than

before.) (Std1, Std5, Std7, G3)

(They also replied that they were happier while learning Mathematics with

practice, activities, and group work. (Std1, Std2, Std3, Std4, Std5, Std6,

Std7, G3).

Such activities made us an active learner in mathematics. The present environment was

not boring like the previous one.

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 - More practical for students

Students answered that Mathematics learning by focusing on the activity-based approach

is better for us than learning in the past.

(Learning Mathematics by doing is more beneficial for students than

learning traditional methods.) (Std2, Std4, Std5, G3) (Present learning

methods are beneficial for us.) (Std1, Std2, Std4, G3)

- Enjoy learning of Mathematics with practical work.

The group was enjoying the learning of mathematics when the teacher was practicing

with students by charts and workbooks. That was better to improve their skills by

practice.

(I enjoyed the activity that you practice with students from the charts and

asking questions when we did our work. Such activity was improving our

skill.) (Std1, Std2, Std5, G3)

(It made us more active when you asked questions after practice to discuss

together. students should practice, reflecting and giving responses. It’s

more practical than doing exercises in notebooks.) (Std2, Std3, G3)

- Cooperative teacher

They replied that during implementing the project the teacher was cooperative, students

had received rewards from the teacher when they did their work in time. This motivated

the students for learning Mathematics than traditional methods.

(You have built up a friendly environment for us to learn Mathematics.)

(Std5, G3)

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 (It is better for us when the teacher gave us rewards for doing well with

our work) (Std1, Std2, Std4, G3)

(Teacher is better than the past. This provides courage to do work with the

teacher or ask questions when we didn’t know and need suggestions.)

(Std3, G3)

b. Student’s development

The students also reflected on their development in Mathematics after research cycle

three was completed. Students’ were replied as below.

- Confidence in presentation

Students replied that at present they had developed their presentation skills than in the

past because they had given time to practice mathematics more than learning in previous.

(I got confidant more than past. (Std2, Std3, Gtd3)

(We were not confident in the past because we afraid of making mistakes.

(Std1, G3)

I asked the students what they meant by stating that they make bold to do at this time

because I had never seen them practice themselves in the classroom. Their responses

were

(I mean that we have more chances to practice mathematics in the

classroom than in the past. In the past, we hardly learned like this and we

afraid of making mistakes. But now we feel better to interact with each

other at least in the classroom.) (Std1, Std2, Std3, G3)

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 (There was a lack of confidence in the past the students felt shy to do their

work even in the classroom but now our feelings are improved towards

confidence.) (Std4, Std5, G3)

- Improvement of teamwork

They replied that working in a group was better than individuals because they had more

opportunities to help each other, discuss ideas with each other. This developed our

confidence level than to work individually because sometimes we didn’t know about

what the teacher had done, in case they would be asked their friends in a group to help.

(We can help each other to finish our work in group learning, it was better

than learning individually.)(Std3, Std5, G3)

(Sometimes we afraid to ask the teacher we could ask our friends for the

explanation.) (Std4, Std2, G3)

(It helped in developing their group work skill.) (Std1, Std2, G3)

The students confirmed my reflection that they were active to learn Mathematics than in

the past. It was cleared that group and pair work could motivate the students to learn

Mathematics. However, group work was useful for some students to practice with each

other and it also provides a chance for less able students in the group to finish their work

in time with the help of their friends. It required extra time to change students’ behavior

in the group.

6.5.2 Changes on behalf of students’ suggestions

a. Criticism of students’

When I told them to give an opinion on the applied approach they reflected from the

project outcomes, the answers of the students were as follows.

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 - Sufficient opportunity to practice

Some of them in the group replied that they did not have chances to work outside the

classroom either at home or school. At that point, after the class every day they got no

opportunity to rehearse it again until the following time frame, thus, whatever they had

attempted to learn and rehearse in the homeroom was before long overlooked.

(I didn’t practice after the class. So, it will soon be forgotten.) (Std1, Std2,

Std3, Std4, G3)

(No one practices it with me at my home so it is fruitless for us to practice

without a chance to do it daily.) (Std1, Std2, Std3, Std4, G3)

I think that the students’ background was an important factor discouraging them from

target work because the parents’ students’ were uneducated, so the parents did not have

the skills to take care of their kids.

- Stress on time-bounded assignments

The students replied that sometimes the teacher stressed them to complete the work

assignments with a short time, so they could not complete their work in restricted time or

completed their works unsatisfactory.

(Sometimes, we were stressed to complete our assignment in a given time,

some assignments were difficult and required more time to rehearse.)

(Std2, Std4, G3)

(Students had to complete the assignments with low quality within the

restricted time.) (Std1, G3)

(Students had to complete assignments in a short time was not

satisfactory.) (Std1, Std3, G3)

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I had explained to them that every assignment required restricted time for its completion,

so I wanted to give training to the students for completing assignments in a given time.

b. Students’ suggestions

- Learning the target work outside the classroom

Students replied that the teacher must provide more opportunities for students outside the

classroom to learn mathematics because it will provide a conducive learning environment

and will encourage the students.

(Learning mathematics is useful for us when we go outside the classroom.

It will change the environment for learning and also students are

encouraged to learn.) (Std1, Std2, Std4, G3)

(Sometimes it is boring when we are learning only in the classroom, so it

is good for us to learn outside.) (Std3, Std5, G3)

- Learn with more practice

The group replied that all of us wanted to learn Mathematics with more practical

resources.

(I would like to learn Mathematics sometimes with calculator, charts, and

workbooks. It will make the learning environment more enjoyable.) (Std1,

Std2, Std3, Std4, Std5, G3)

(I like to learn Mathematics by a discussion with friends, which is

enjoyable.) (Std4, Std5, G3)

- Teaching by explaining

The students replied that teacher must explain all the steps which are necessary for us to

learn mathematics because it is easier for students to develop their understanding of the

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learning topic. However, the explanation must be integrated with practice to develop a

conducive learning environment.

(Teaching by explanation is very important for us because most of the

learning topics were too difficult for students. The explanation makes it

easier for us to understand the topics. Sometimes we complete the

assignment but we didn’t understand what we had done.) (Std1, Std2,

Std3, Std4, Std5, G3)

6.6 Reflections

6.6.1 Reflection on change

- Influence of group norms on individual student behavior

I observed that combining the more and the less talented learners in the third cycle

influenced the individual behavior, I observed that students in the group, however, doing

well and tried to complete their assignments than the previous group, I noticed that

sometimes their practice was decreased clearly in mathematics with less able colleagues’

behavior in the group.

Therefore, I will ask them for joining groups freely as in previous times, in research cycle

four.

- Group collaboration

I mixed the more and the less able students in the group but they did not modify their

behavior, It was also observed that students worked together in groups were better in

practice than work individually because when they were doing in the group they could

solve their problems when they did not know and they could also share ideas with each

other.

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 - Students’ learning style

Most of the students were preferred learning by rote after research cycle three. It was also

observed that students had always worked from the books directly without any

procedures. However, I observed that some of them started to develop their skills and

also made present their work in front of other students while some of them did not

improve their skills at all.

- Examination issue in school.

The adaptation of the student-centered approach is a challenge for teachers because of the

assessment system in schools. A problem of an assessment system was faced to me after

implementing the research activities that still teachers evaluated the learning outcomes

traditionally. Now teachers were trying out to change their teaching method to

concentrate on evaluating results in the applicable aspects, formal assessment had not

changed. Less able students were an issue for me because I wanted to develop their

competencies and to prepare them for taking a paper-based examination as well. During

the interview, I decided that there must be a balance between the content-based method

and students centered approach. As a teacher, the decision of the teaching method was

difficult for me to apply. I adopted based on my opinion and experience.

Therefore, the implementation of the teaching method must contain: students’ learning

requirements and the availability of teaching materials.

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 6.6.2 Reflection on research

6.6.2.1 Performance of students’ in Decimals

Table 6.2: Students’ performance in Decimals

Item Observed behaviors Number of observed students

(N=30)
Cycle -I Cycle –II Cycle -III

1 Add and Subtract decimals 7 11 20

2 Recognize like and unlike decimals 6 10 16

3 Multiply decimals by 10,100 and 1000 8 11 21

4 Multiply decimals with a whole numbers 10 13 20

5 Divide decimals with a whole number 12 15 19

6 Multiply decimals by 10th and 100th 12 14 22

7 Multiply decimal by decimal 7 12 18

8 Divide decimals by decimals 11 17 18

9 Divide decimal by decimal using a direct method 12 16 19

10 Use division to change fraction into decimals 7 11 20

11 Simplify decimals using expression involving brackets 13 15 21

12 Round off decimals 10 12 22

13 Convert fraction to decimals and vice versa 11 15 19

14 Solve real-life problems involving decimals 12 14 19

15 Convert percentage to fraction and decimals and vice 14 17 18

versa

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 - Students’ performance in addition to decimals and recognition of like and

unlike decimals

Students’ performance in addition to decimals improved from the second cycle. I

observed that the number of 20 students (increased from 11) while in recognition of like

and unlike decimals the number of 16 students (increased from 10). The remaining of

them did not improve their performance.

It was observed that students’ were improving their performance slowly and gradually

when the students were given chances to practice the work. Therefore, when students

have chances to learn continually, their performance will be improved.

- Students’ performance in the multiplication of decimals

Students’ performance in the multiplication of decimals improved from the second cycle.

I observed that the number of 21 students showed good performance (increased from 11),

20 students (increased from 13), 22 students (increased from 14), and 18 students

(increased from 18). The remaining of them did not show any improvement.

- Students’ performance in the division of decimals

Students’ performance in the division of decimals improved from the second cycle. I

observed that the number of 19 students (increased from 15), 18 students (increased from

17), and 19 students (increased from 16). The rest of the students showed betterment at

all.

The students should give chances to practice the target work through a student-centered

approach. Then their performance will be improved.

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 - Responsibility of the student

The responsibility of the students was also valuable for them in this class. When I

compared students' characteristics had improved at completing the third cycle. I observed

the same figure of students showed suitable behavior. I noticed that when the students

were regrouped, they adjusted themselves with necessary practice. However, the problem

of the work quality of some students remained unsolved.

- The work quality individually

Individual work quality was not improved. The work was finished with low quality by

many students. The students needed individual time to improve work quality. However, it

was not the objective of this research, so this issue was addressed further.

6.7 Necessary changes for the next cycle.

- Appropriate opportunity for practice in different exercises

After completing research cycle three I knew that I did not develop learning activities

focusing only on the competency of students. Reflections in all three cycles showed that

the students did not have time to collaborate with each other after every learning session.

Therefore, even though the teacher had shown effort for practicing in mathematics,

inactive students couldn't complete this work just in a short time.

As a result, the students must learn important operations at the same time because if the

teacher had concentrated on operational skills, then the students will soon forget the other

important skills in the future. This is a suitable solution.

In the next research cycle four, I will apply practical learning activities that will help in

basic operations (addition, subtraction, multiplication and division) for target students.

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 - Decrease students’ rote learning.

Rote learning of the students was a hurdle for developing their creativity. The majority of

them in the class were using the traditional rote learning method, so it was not easy for

teachers to help the students in developing appropriate characteristics but not impossible.

In research cycle four, I decided to minimize the rote learning practice of the students and

avoid their past learning style to become an active learner. It is very difficult to attain this

aim but very important to enhance their thinking skills in the future.

- To develop students’ responsibility

For all successful learners, responsibility plays an important role in the learning process

but it did not develop in a short time. The students were encouraged in the school to

promote their responsibility but unable to achieve yet.

It was a challenge for me to solve such issues of the students and I expect that I will

improve some students’ learning behavior at the end of this research project.

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 CHAPTER - 7

ACTION AND OUTCOMES OF THE FOURTH CYCLE

7.1 Framework for the fourth cycle

The third cycle had improved the classroom environment which was better than the past.

The students were looked joyful with this learning method as compared to the past.

Besides, students showed a positive attitude towards learning of Mathematics.

Applying the activities and examining the students’ performance from cycle one to cycle

three, I noticed that teaching by using only a single method in the teaching-learning

process where the students do not have an opportunity, to do practice is not the best for

mathematics learning. It was suggested that teaching should provide practical

opportunities, it was better for students’ background, also an approach that can promote

the mathematical skills of the students at the same time.

I concluded that the student-centered approach was good for the students because this

approach had provided an opportunity for them to do work within the practical

environment. Hence, students were changed to active learners from passive.

I focused too much on the student-centered approach for increasing the students’ practice

in mathematics and develop their skills in mathematics which is still needed and

important for them to learn. At present, all students who finished grade five now that was

the time of the annual exam, it is also called ‘cluster exam’. The said exam aimed to

evaluate students’ learning outcomes in all schools of Khyber Pukhtoonkhwa and also

assess the learning quality of the learners. The exam is just like a test which needs good

skills for the students’. Otherwise, they will be considered as fail.

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7.2 Cycle four planning

Before starting the fourth cycle, a meeting was arranged with the students. I asked them

to suggest the learning sessions for cycle four in which you are interested to learn. They

suggested some topics which were relevant to the previous work which was included in

mathematics. However, when I told the students to propose ideas for experience relevant

to the topics; the students could not give opinions for the activities. It was a challenge for

me to apply such activities according to the student’s requirements.

Also, the previous cycle’s data were used for the planning of cycle four. Planning for

research cycle four was:

1. Planning of learning topics according to the needs of students’.

2. For improving the student’s responsibilities their collaboration in groups

should encourage.

3. To promote students' confidence I employ questioning and students’ real

use of Mathematics reducing their rote learning as well.

4. To improve students’ performance increase by practice.

For research cycle four, eight new learning topics developed according to the students’

needs as follows:

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Table 7.1: Topics for cycle Four

Week Learning contents Periods

Week-1 Angle and its type

6
Measurement and construction of an angle

Week-2 Triangle and its type and Construction of a triangle 6

Week-3 Circle, square and rectangle 6

Construction

Week-4 Area and Perimeter 6

7.3 Research cycle four Implementations

Week 1 - Learning topic: ‘Angle and its type, Measurement, and

construction of an Angle’

Angles and its types, measurement, and construction of an angle are the contents that

were suggested by them during the discussion before I started the fourth cycle, many

students were told me they would like to learn about these topics. These topics were

concerned with different types of angles. How to draw the angles?

In the first period, I asked the students to present the previous work one by one then I

asked questions from the students (e.g. Do you know about the angle? What are the

different types of an angle? ) for developing the students’ attention toward the new

topics. Pictures of angles were displayed to the students for discussion.

It made me happy to see the students were working actively, although many students

think when they talked in front of the class. Next, I told them to join groups and

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brainstorm to list the angles as they could within ten minutes, and then I told them that

every group’s leader will demonstrate his group work in front of students.

I observed that students in every group help each other to complete the given work. The

majority of the students already knew.

In the second period I presented the types of angle in detail in front of the class, I told

them that there are mainly three types of angles, I presented types of angles and then I

asked the learners to think about missing steps from my lecture. Earlier, I told them to

read aloud to check their performance.

The third period was for quiz practice. I played the game by asking the name of the angle

and then talked about it in a group. Students’ collaboration was encouraged, I asked them

to think and share their knowledge in the group. I stressed that the students should think

and reply to a group. I was very happy to see the students were enjoying the work. Every

group tried actively for competing to be the winner in the class.

In the fourth period, I presented the construction of an angle in front of the class as a

model. I used pictures of angles as learning resources for them to practice. After the

presentation, the students were divided into groups to think about the picture and perform

in front of the class. Furthermore, the leader of each group had performed his work in

front of his fellows. After that, I checked and made corrections in front of the class.

This activity was challenging and interesting as well for them to think. However, when I

observed that groups facing up problems in their work, they asked for help and also

focused on practice to develop their skills.

In period five, after the warm-up activity, I asked them to join a group for further activity.

The work was given to every group in which they were interested and then told them to

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prepare a presentation on the work they had chosen. Later, every group had presented

their exercise.

In the last period, I presented the measurement of an angle to the students, that how we

will measure different types of angles, after the presentation I divided them into groups to

work together on the said topic. During the work, I walked in the class as a facilitator to

provide the necessary help for each group. After the activity had finished they showed

their work.

When the students were asked the cause that why they had selected the same activity,

they answered that it was easier for us. Therefore the reason was accepted if they required

help from other group members. When it was the presentation time, I observed many

times that they were presenting their work almost in the same style. Most of the students

were still preferring to copy the work from other students without adjusting them. It

needed further improvement in the future for students.

I observed that skill was improved by some students’ but they still depended much on

intelligent students. In summary, the students’ performance was improved.

-Week 2 -Learning topic: ‘Triangle, its type and Construction of triangle’

The topic ‘Triangle, its type and Construction of triangle’ brought for them to know the

triangle and to share ideas of different types of triangle, they were interested in and to

explain by himself.

In the first period, I reviewed the previous activities, and then the learning topic was

introduced by showing pictures of triangles and also asking questions from the students

to keep their attention e.g. what is the triangle?, What are the types of the triangle? Who

can tell me the example of the triangle? etc. After that fifteen minutes were given to the

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students to write the names of triangles in the group. This made me impressed that the

majority of the students worked together actively. The students were discussing the

triangle and its types, some students were trying to seek help from other students. After

fifteen minutes passed I called the leader of every group to come in front of the class,

then every student was asked to do the same work on the blackboard and check also for

correcting their mistakes. Finally, I gave all work to them to write in the notebook for

further review.

In the second period after the warm-up and review, I had provided the cards of triangles

for every group and asked the leader of every group to come in front of the class to select

the name of the triangle from cards I had placed on the table. Then the leader of every

group was called to draw the triangle that he had picked up. Every one of them was trying

to draw an angle and then presented their work to me. The students were very happy

while doing the activity. This activity had created competition among the students as I

announced a reward for the winner. I suggested this activity for the students in all

periods.

In the third period, I presented a lesson plan to students about the target work, after the

presentation I asked the students to join a group for an activity, during the activity I

showed them charts of triangles to discuss with each other and present in front of me.

Everyone worked according to their competency and then asked the leaders to write the

work on the blackboard they had prepared. At last, I helped to correct the mistakes they

had made.

In the fourth period, the assessment was taken from the students, then I told the students

to work in a group. The members in each group were discussing together the selected

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work and the leader had to present the work later on. During the presentation, I walked

around to check their work and give hints. It was observed by me that students could

think and create. However, it was better than the students who asked me for help. On this

occasion, I was very happy that they did not hesitate to ask the question as in previous

times. In the fifth period, the presentation was finished within the given time because

everyone in the group had done their work in a better way.

In the last period, I focused on practice on the construction of a triangle. I present the

procedure of construction of different triangles then asked them to work in groups to do

the exercise from the book. All the time I helped and encouraged them to perform better

than previously. In summary, each group could do well according to their potential.

Week 3 - Learning session: ‘Construction of Circle, square and rectangle’

The topics ‘Construction of Circle, square, and rectangle’ were suggested for the students

to learn. In the first period, the previous knowledge was reviewed, I gave ten minutes to

every group to learn from the workbook I had given to them. After that, each group was

called to present his work. The performance was evaluated.

In the second period, I presented the procedure of construction of a square in detail, then

the students were asked to make the groups and practice. I walked into the classroom to

help the students. It was observed that many students have done their work, some of the

students still learned through rote learning and did not work proficiently. However, I

observed that about ten to twelve students did their work well and the remaining of them

did more than half in workbooks.

In the third and fourth periods, I used pictures of circle, square, and rectangle for the

students to know. Questions were asked to encourage the students’ reflections e.g.

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(I showed the picture and asked the students: What is this? What can you see in the

picture? Have you ever seen it in your surrounding? etc. majority of the students gave

me the correct answer)

In period fifth and sixth students were asked to practice in pairs as well as in a group. At

the start, I told them to set in pairs for practicing and asking by using the set of questions

pictures from the workbooks and the books. And then asked the students how to construct

a square. I gave more time to students for facilitation when it was observed that the

students had picked the points from the books on the construction of the square. Then the

leader was called to present his work in front of the students. The students worked

together actively and did not afraid to ask for help and suggestions.

However, I also provided special help for some needy groups to finish their work on

time. The presentations were well, according to their skill level each group’s leader

present good performance. Group collaboration had been encouraged.

Week 4 - Learning topic: ‘Area and Perimeter’

The topics ‘Area and Perimeter’ were suggested for students this week to exchange

information about area and perimeter with other friends.

At the start, students were told to learn and practice the basic things related to the area

and perimeter. Firstly, I told all students to learn together the perimeter from workbooks,

provided to them.

The first three periods of the week were suggested for the topic area, I presented the

lesson plan in front of the class about the area. I taught the students how we will find out

the area of a triangle, square, and rectangle. I wrote the formulas of the area on the

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blackboard and told them to write it in your notebooks. Then I divided the students into

groups to practice on the target work.

Most of the students do well depending on their skill but a few of them still needed help,

slow learners improved their performance slowly and gradually.

Later on, the students were asked to practice in pairs from the workbooks for only sixteen

minutes. At the end of practice, each pair were asked to perform in front of the class. In

general, the classroom was full of sounds of practice, students collaborated well with

each other doing work. The presentation was good according to the competency of each

pair.

The last three periods of the week were suggested for the perimeter of the triangle,

square, and rectangle. The lesson plans were made for the presentation in the said topics,

the perimeter procedure was discussed briefly in front of the class by me. Next, I told

them to sit in groups and asked to practice together in workbooks. The students were

practicing together, then some pairs were told to present their work with their friends.

Further, individual work was also given. Then work was given to the students to discuss

in their group. Twenty minutes were provided to complete the work and then everyone

was asked to present their work in front of their fellows.

I observed that the majority of the students worked effectively except a few of them did

not pay due attention. The standard of their presentation depended on each student’s

competency.

In the sixth period, I told them to practice in groups from their workbook. After practice,

the students were again called to present their work in front of me to evaluate their

performance.

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The students helped each other in groups in doing their target work, I walked around the

class for encouraging them to keep concentration on their target work. A positive attitude

had developed between the students and teacher and this was one of my research aims.

At last, the students were reviewed in all the learning sessions we had done in cycle four.

I summarized all the activities which were carried out in four weeks of the cycle. After

that, I had thanked and congratulated the students for their good cooperation throughout

the research study.

7.4 Changes made in the fourth cycle

- The learning sessions were according to the students’ needs.

Every learning session was based on students’ interest in research cycle four. I wanted to

have those topics in which the students were interested and according to their needs. The

suggested topics were planned based on practical activities to develop their mathematical

skills. Generally, with all learning arrangements, the students were active and cooperative

with each other. However, according to the needs of the students’ learning behavior, in a

short time, the improvement was seen only by student’s attitudes.

- Students collaborate in a group to promote their responsibility.

A cooperative learning environment was used in the fourth cycle. For the development of

their responsibility and competence, I always kept the students in groups to learn and

work together.

In summary, the students worked together to perform well in group collaboration and on

each duty. However, some students were working in their short time which was observed

from their lack of interest. So, motivation and self-direction was another skill to facilitate

the students’ learning progress.

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 - Questioning techniques were applied to avoid rote learning.

More opportunities were provided for students to do Mathematics by applying a

questioning approach in every learning topic to practice with me. According to

Shomoossi (2004), that questioning as a practical teaching approach is a successful way

of teaching.

Moreover, it was observed in my research project that the questioning approach was able

to encourage the students’ attention towards mathematics and avoid rote learning, but this

was not an effective approach for developing their better performance.

- The practice was increased in every learning session.

In the fourth cycle, extra time was allocated to them to practice in every session. Mostly

teamwork assignments were given to learn and share ideas to develop their competence.

During their group work, I helped the students by reviewing and giving suggestions.

Since the research project has started I observed that working ability improved

continually but few of them were less able to do their work in time. However, from my

observation, there was less difference between the less able and intelligent students.

7.5 Responses of the students from the interview

A new group of five students was asked to participate in the interview after the research

cycle four, who had taken part in the previous cycle interviews, Firstly, a friendly

environment was created, I had explained the aim of the interview and then asked the

students to give their opinions openly.

7.5.1 Favorable responses from students

I asked the students to give their opinions about this cycle they had done better than in

the past. Their responses were as:

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 a. Students positive attitude toward Mathematics

- An active learning environment.

All students replied that this is better than the past. They were very happy while doing the

learning activities arranged for them. These activities converted the passive classroom

into an active classroom.

(The traditional classroom environment was very boring, it made us

passive and always felt sleepy.) (Std1, Std2, Std3, Std4, Std5, G3)

(Learning environment is fun and better than previous ones, the

traditional classroom was changed into an active classroom. We liked

most of the activities.) (Std1, Std2, Std3, Std4, Std5, G5)

- Authentic use of Mathematics.

The students told me that learning Mathematics practice was better for them as it could

be better in the future. Also, we were confident to work and practice with friends in a

group.

- The teaching approach was practical.

Students replied that arrangement teaching was energetic than in the past. From practical

activities, it was included (pair work, practice in worksheets) for them to practice and

learn.

(Your teaching method at present is better it has many opportunities for

activities and practice. It is more enjoyable and useful for students than

the previous one) (Std1, Std2, Std4, Std5, G4) (The new teaching method

could reduce boring condition to learn Mathematics) (Std1, Std2, Std3,

Std5, G4)

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 b. Development of students

The students were asked to write on their development in the fourth cycle. The students'

comments were:

- Teamwork skill.

They replied that now the environment helps us to work and learn in groups more

effectively. It developed the student’s teamwork skills and helping each other to finish

the work on time.

(At present, learning is better in a group because most activities had been

developed by group assignment which could improve our responsibility.)

(Std1, Std2, Std4, G4).

(Students are facilitated in activities to practice in a group which could

develop our skill of helping each other to finish the work.) (Std3, Std5, G4)

- Confidence of the students.

Students replied that they had developed their competency in a learning activity at

present which provided them more time for practice. They worked with friends and

teachers without making any mistakes.

(At present learning activities made me confident to work because we had

an opportunity to practice in the class with each other.) (Std2, G4)

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7.5.2 Criticism and suggested changes

a. Criticism of the students

- Do not have any chance to practice at home.

The students said that they knew that Mathematics is most important but we did not have

a chance to work outside the class, some students in the group replied that they did not

think that Mathematics would be helpful in future careers.

As said previously, the parents of my most students’ were working on farms and do not

have any chance to work with their children at home. Their living environment

influenced their learning activities. No matter how much I motivated the students to make

an effort to practice, they did not answer me as I expected from them.

- Did not know what the teacher had explained.

Students replied that we did not familiar with Mathematics, sometimes we could learn

while doing Mathematics it made us tired.

I noticed from the students’ reflection, In the future, I (the teacher) must be more careful

about my teaching because some of the students could not understand just some steps.

For developing their skills students need much more time to practice.

b. Students’ suggestions

- Would like to learn with a teacher in the group.

Students said that they would like to learn with the teacher because the teacher would

motivate our interest to learn and do Mathematics in groups.

Their ideas were accepted, I said to the students that I will plan such activities in the

future.

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7.6 Reflections

7.6.1 Reflection on change

- Students’ were more active to learn.

I observed that students were involved actively in learning Mathematics after I said the

students to suggest about the sessions. The suggested topics were according to their

learning needs, so the students were attracted to focus on activities. In student-centered

learning, the students should have opportunities to select their learning content to develop

their interest to learn and to fulfill their requirements.

-Teamwork improvement.

It was observed in the fourth cycle that they were performing better in teamwork

collaboration. They were asking questions and encouraging each other in groups, I

observed that the students were looking more active when working together. The

questioning technique in groups and pair work improved their involvement and

motivation.

Also, applying more questioning techniques in the class had developed the students’

skills in mathematics and motivated the students as well.

- Responses from the students about questioning

Students said that it encouraged us in collaborative thinking in their group work. In every

learning session questioning methods were used for helping each other to discuss in a

group. I usually took videos of students practiced in groups, set questions in groups and

also answer in groups in a better way. This situation provided a better environment for

student’s brain-storming, set questions and also to respond to questions from other

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groups. I prepared some rewards for the students who had done well, it was more

enjoyable. I further used collaborative thinking to encourage the students in the class.

- Students’ lack of creative thinking.

In our education system, the teacher-centered approach has been long established.

Creative thinking was avoided and students were treated only as knowledge receivers.

However, it is necessary for the present to change the current education system and to

focus on students’ creativity. Therefore, if the teachers and students are trained with

practical opportunities, this problem will be improved soon.

- Student’s aptitude individually.

It is my own experience that each student has a different capacity to learn. Some of the

students performed quicker and were doing better in the same grade. Gardner (1983)

suggested the theory of multiple intelligences in which Gardner suggested that every

student has a different power to study within the learning environment.

- Students’ attention.

The research project had ended but students’ attention still needed to be improved further.

Although in this cycle it was observed that the learning sessions suggested by the

students’ learning provided a more active environment, but could not develop the

attention of the students toward learning.

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 7.6.2 Research reflection

7.6.2.1 Performance of the students

Table.7.2: Performance of the students (the comparison of all cycles)

Item Observed behaviors No of observed students=30

Cycle -I Cycle -II Cycle -III Cycle -

1 Know angle and its type 7 11 20 22

2 Can measurement an angle 6 10 16 21

3 Can construct an angle 8 11 21 23

4 Triangle and its type 10 13 20 25

5 Differentiate the types of triangle 12 15 19 23

6 Construction of triangle 12 14 22 24

7 Circle, square and rectangle 7 12 18 27

8 Construction of rectangle 11 17 18 21

9 Construction of Square 12 16 19 21

10 Construction of circle 7 11 20 23

11 Know the formula for Area and perimeter 13 15 21 25

12 Apply formulas to find the Perimeter of 10 12 22 24

square and rectangle

13 Apply formulas to find the area of square 11 15 19 23

and rectangle

14 Solve appropriate problems of perimeter 12 14 19 25

15 Solve appropriate problems of the area 14 17 18 20

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 - Performance of students’ in items one, two and three

When the fourth cycle ended, twenty-two, twenty-one and twenty-three students

(increased from twenty, sixteen and twenty-one in cycle three) were observed, they know

about angles and its types, could construct and could measure angles. Also, when they

were asked to present, these twenty-two students (increased from twenty) tried to

present.

- Performance of the students in items four, five and six

At the end of research cycle four, twenty-five, twenty-three and twenty-four students

(increased from twenty, nineteen, and twenty-two) were observed. They knew the types

of triangle and construction of triangle. Students still need practice in these skills in the

future because it is necessary for students to know the necessary context to study in

higher classes.

- Performance of students in items seven, eight and nine

At the end of research cycle four, twenty-seven, twenty-one and twenty-one students

(increased from eighteen, eighteen and nineteen) were observed. They knew about the

circle, square and rectangle. They could construct the said diagrams. Students’ self-

directed learning improved.

- Students’ performance in items 10, 11 and 12.

At the end of research cycle four, twenty-three, twenty-five and twenty-four students

(increased from twenty, twenty-one and twenty-two) were observed, the students knew

the construction of the circle, knew about the perimeter and area and could use the

formulas accordingly.

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The students showed their improvement in quality work after finishing the fourth cycle.

Further, it also needed a practical solution after the project. In the class, the participation

and learning environment was better and satisfied in the research cycle four

Better improvement in performance was not observed. However, the project was

containing only over six months. Offner (1997) suggested that improved performance

takes time to achieve.

- Students’ performance in items 13, 14 and 15.

At the end of the research cycle four, twenty-three, twenty-five, and twenty students

(increased from nineteen, nineteen, and eighteen) were observed. The said number could

find out the area and perimeter. They could use the appropriate formulas while finding

the area and perimeter.

7.7 Conclusion of the fourth cycle.

In the fourth cycle, the learning sessions were developed according to the

students’ needs, more weightage was given to activities, group collaboration, and more

time were given for practice. Student’s responses were better when these changes were

brought and showed improvement. In general, the environment was not passive.

However, they still need help in the future for developing their performance.

It was my experience in this project for a session, providing a collaborative approach for

promoting the students’ performance had developed a better learning environment and a

positive attitude which were the factors to promote or motivate them to learn. However

students’ required more support to make their progress in mathematics.

Therefore, I suggested that the most appropriate teaching should have flexibility by

adopting many practical teaching methods.

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In short, learning Mathematics needs more time and experience to achieve the desired

goal. Therefore, I and other teachers at school must continue to help in improving

students' Mathematics performance.

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 CHAPTER - 8

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This section presents the answers to research questions, applications, and

recommendations from research findings. This research project had the main question as

“How can the Knowledge Exchange Method be employed to improve students’

mathematical performance at Primary School?” the questions are as follows:

1. What are the outcomes of implementing a knowledge exchange method in the

classroom?

2. What are the factors that support or hinder the development of students’ Mathematics

competence?

3. How knowledge exchange method results in the classroom environment?

4. Does the knowledge exchange method help in student’s attitudes towards

Mathematics?

Four cycles were carried out to implement this work at the primary school that was

located in a big village. The data was collected via observation of students' work samples

and in-depth interviews with students.

8.1 Outcomes of Implementing Knowledge Exchange Method in

Classroom

The outcomes of research studies carried out in four cycles are summarized here. These

outcomes are not limited to academic achievement only but also include students’ attitude

towards mathematics which is always considered a vital factor in students learning

particularly mathematics and classroom environment that is important to enhance the

learning of the students. I learned, adapted, and applied the new teaching method to

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improve the students' competencies. This study was able to enhance my capability as a

teacher. This was the first step to make a struggle to change from the traditional teaching

approach to students centered learning.

Implementation of the first cycle indicated an effective learning environment than the

past driven by teacher-centered activities. However, it was observed that the students’

performance in the first cycle had not improved. Moreover, it was reflected from data in

the first cycle that the students practiced the work with the majority of topics in a week,

this provided many difficulties for the students to achieve the aims.

At the start of cycle two, the teaching settings were adjusted according to the data from

the first cycle, the topics were reduced to promote students’ confidence and practice. The

students were encouraged and motivated students tried to do more activities in pair and

group work. The presentation was made in front of the class.

It was observed from the interview that the majority of students have given good

feedback on the new teaching method. The students cooperated in every activity.

Moreover, the students were confident to help each other and developed good

relationships.

When cycle two was completed, most of them showed improvement in confidence and

also some of them performed well because they had more opportunities to practice. The

students were active and felt happiness in learning.

Students’ individual work was promoted in cycle three. Students’ interaction with each

other was improved. Half of them were more confident than at the start of this research.

The students, in cycle three, showed some mistakes in work. I felt more confident while

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applying the appropriate teaching method to develop my teaching method as well as

students’ competence.

The session was brought according to the needs of learners in the fourth cycle. The

students were provided an opportunity to propose their favorite topics. Moreover, in the

fourth cycle, the arrangements were better as in the previous cycles, collaborative

learning was employed to promote the students’ individuals and group work.

In summary, it impressed me that majority of the students changed from passive to active

learners. They were more confident while working in a group and also having a positive

attitude towards Mathematics. In most activities, they collaborated well. It had changed

the classroom environment as compared to the past.

The whole research project improved many aspects both for the students and myself.

Thus, the outcomes of the students are shown as follows:

a. Change in the classroom learning environment

After beginning the research project classroom environment was changed. The activities

were brought for them to learn and practice work (questioning and a presentation) had

resulted in energetic learning and students changed towards active learning.

As far as my previous observations are concerned the traditional classroom environment

caused passive learning because the students just listened to the teacher and were doing

exercises from the book. The teacher and student relationship were formal. At that time

most of the students had no courage to ask me to repeat the question when the students

did not pick the answer during the teaching. Thus the majority of students replied in the

cycle interview that they did not like the previous (traditional) learning environment

because that was much boring. At that time I was very happy when they were commented

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on such statements. They said it provided a supportive learning environment and they

preferred it to the traditional method. This learning environment had also made them able

to ask questions when they did not know or need my help.

Russo (2007) stated that a joyful learning environment is an important factor to develop

students’ learning. An enjoyable learning environment will enhance the performance of

the students.

The research also made me clear that an opportunity must be provided to students to give

their opinions about the teaching setting. When a teacher aware of students’ requirements

then he can adjust or develop his teaching arrangements.

b. A positive attitude of students’ towards learning Mathematics

At the starting of this research, the majority of them had a negative attitude towards

Mathematics. From the interview, students expressed views that they felt hesitation when

they were doing mathematics. They also replied that mathematics was too difficult and

boring. In previous, the learning of mathematics was not successful because they were

not in a position to know the topics that the teacher presented to them. Therefore they did

not like mathematics.

I noticed that they had a negative attitude towards learning Mathematics in the past which

resulted in their unsuccessful learning because the teachers focused only on exercises.

There were an unfavorable learning environment and a lack of practice in the target work.

However, after each cycle students had started to have a positive attitude towards

learning mathematics with a new teaching method. All of them said that the new teaching

method in which they practiced the work made an interactive learning environment. They

were happy in the new activity-based learning environment.

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During the research implementation, it was observed that students were enjoying the

learning environment and the students were willing to participate in the activities

prepared for them.

A positive attitude towards learning mathematics was important which encouraged

students’ learning struggles and success. As a researcher, I was very happy to know that

this research could bring a positive change in the student’s attitude towards Mathematics

learning. I expect that it would support the students in learning Mathematics for the

future. I noticed that when the students had good expectations about a subject they do

struggle to achieve the learning goals.

c. Students’ confidence to do mathematics

When the research project was completed I observed that students were given

opportunities to practice, some students improved their confidence to work as compared

to the past. Three to four students were encouraged to work with their fellows when they

were asked to practice without any hesitation of making mistakes. Therefore, at the end

of the project, about four to five of them had gotten more confidence to do the work.

This project was the first one to provide opportunities for students to learn Mathematics. I

suggested that if a teacher provides extra time to students to practice Mathematics

continually, they could improve their confidence gradually. More practice could develop

confidence.

This research project is very important for Mathematics teachers teaching at primary

School levels, which will focus more on this method. It is suggested that all Mathematics

teachers should develop themselves as much as possible. The most important point is that

students’ needs must be addressed.

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 d. Performance of the students in Mathematics.

The learning outcomes of the students had improved. The majority of the students had

improved their participation in group performance by completing target work in a given

time and given standard.

A positive attitude is very important than immediate results (Offner’s, 1997).

8.2 Factors that Support or Hinder Development of Students’

Competence.

Question two is represented by this section: What are the factors that support or hinder

the development of students’ Mathematics competence? These factors were addressed as

follows:

a. Factors which develop students’ competence in Mathematics

It was observed in all cycles, I wrote these factors in short form which develop

competencies of the students’ in Mathematics:

- Motivation

Motivation is an important factor in learning. It helps in promoting and encouraging

students to learn and practice. According to Liu (2007) motivation enhances the

achievement of mathematics.

In the past, the teacher was focusing only on the conversation approach. Teachers always

like a lecture and acted like a dictator. At that time the learning environment was not

active. Rui (2004) stated that passive teaching had affected negatively the students’

learning outcomes. In this research, intrinsic motivation was applied to my students. I

was trying to provide a pleasant environment, and also the students were rewarded when

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the students were performing well. I had given them an opportunity for practice. This

motivated the students to practice actively.

- Practical teaching resources

Using practical teaching resources like charts, workbooks, and ball frames promoted and

encouraged students’ interest to learn and practice mathematics. When I used the

practical teaching materials the students were encouraged and presented their work better

than the previous one. Because in the past they were listening to the teacher and only

doing the exercises from the book.

I was encouraged by this project because I prepared and used practical learning activities

and tools for students to learn and practice more effectively. Also, the work was reflected

carefully to develop teaching practice as well as their learning outcomes.

b. Factors hindering the students’ competence

There were some factors which had affected students learning outcomes in mathematics.

The factors that delayed the students learning were as below:

- The negative attitude of the students on learning Mathematics

I observed that in previous times when I was teaching, my aim was mainly the

achievement of the students’. This created a negative attitude towards learning

Mathematics. The students felt that learning Mathematics was too difficult, so they

dislike to learn mathematics.

When I applied the research project, the environment of the classroom was changed and

the students were looked happier with the activities that I had brought for the students:

pair work, group work, etc. The students participated in all activities actively.

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 - Low literacy of the students

Some of them in my class were slow learners and these students had weak learning

background. These students were always thinking that they did not able to do

Mathematics in a better way. This caused a negative attitude towards learning and

achieve the learning outcomes.

I observed in this project that the students having low literacy in Mathematics were

looking slow in mathematics skills as well as in homework given to them from handouts.

Some of them could not complete the work because they did not know.

Though this issue was not neglected, the knowledge exchange method was applied in this

project. I set more time for them to practice but due to my other responsibilities in school

did not spare enough time for their improvement. Some of them did not improve their

performance at the end of this project.

Mathematical skills are essential for them to learn Mathematics. Where they have no

opportunities to learn outside the class. They needed more time for mathematics learning

at home.

- Cultural barriers

They felt shy or laughed at other students when they were making mistakes in their work,

this affected the bold students because they blocked students to practice whenever they

were not sure about their opinion or interact with me and their fellows. This influenced

students’ learning attitudes, especially in my teaching. It keeps the students silent. When

they were asked questions they do not challenge to look at the teacher or were told to

share ideas with your friends because they were afraid of me. This also happened with us

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when we were students. Because the teaching at that time was the same as the traditional

method.

Therefore, during the implementation of the project I tried my best to change the

students’ behaviors and told them that I did not mind if you were making mistakes. I also

told them that I am not perfect without making mistakes. Some of them were awarded

when they were observed while trying to practice. This was a better outcome because

more of them attempted to practice in Mathematics.

- Lack of opportunity in Mathematics

In the past time, teachers did not give practice to the students in mathematics. Therefore,

students had no opportunity to practice Mathematics inside or outside the class. Also, this

project aimed to give more practice as much as they could do, in the past they did not

work outside the classroom at all.

However, this project was started to develop students’ positive attitudes towards

Mathematics. Students’ home environment does not support or encourage their practice

in target work. Therefore, in every session, the past learning topics were reviewed to

improve their practical performance.

- Influence of group norms on individual student behavior

I observed that combining the more and the less talented learners in the third cycle

influenced the individual behavior, I observed that students in the group, however, doing

well and tried to complete their assignments than the previous group, I noticed that

sometimes their practice was decreased clearly in mathematics with less able colleagues’

behavior in the group.

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Therefore, I will ask them for joining groups freely as in previous times, in research cycle

four.

- Group collaboration

I mixed the more and the less able students in the group but they did not modify their

behavior, It was also observed that students worked together in groups were better in

practice than work individually because when they were doing in the group they could

solve their problems when they did not know and they could also share ideas with each

other.

- Students’ learning style

Most of the students were preferred learning by rote after research cycle three. It was also

observed that students had always worked from the books directly without any

procedures. However, I observed that some of them started to develop their skills and

also made present their work in front of other students while some of them did not

improve their skills at all.

- Examination issue in school.

The adaptation of the student-centered approach is a challenge for teachers because of the

assessment system in schools. A problem of an assessment system was faced to me after

implementing the research activities that still teachers evaluated the learning outcomes

traditionally. Now teachers were trying out to change their teaching method to

concentrate on evaluating results in the applicable aspects, formal assessment had not

changed. Less able students were an issue for me because I wanted to develop their

competencies and to prepare them for taking a paper-based examination as well. During

the interview, I decided that there must be a balance between the content-based method

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and students centered approach. As a teacher, the decision of the teaching method was

difficult for me to apply. I adopted based on my opinion and experience.

Therefore, the implementation of the teaching method must contain: students’ learning

requirements and the availability of teaching materials.

8.3 Students’ performance after each research cycle

8.3.1 Table 4.2 presents an overview of the student’s performance at the end of the

first cycle.

The data showed that the students’ needed performance developed further in the next

cycle, because students’ performance is just at the starting point, therefore there were just

seven out of thirty students who were able to convert numeral to words and six students

to convert word to numerals. Eight students were observed who can put the numbers in

place value chart while sixteen students can add and subtract different numbers. Twenty

students agreed to participate in group and peers. Fifteen students were able to multiply

and divide different numbers while the remaining were facing difficulties. Ten and eleven

students can solve the questions related to the highest common factor, thirteen and fifteen

could find out the Least Common Multiple of different numbers.

It was observed that some of the students could develop their thinking skills during the

interactive sessions. However, I accepted that just in a very short time no individual can

make a good result. So, I was very happy to see the students start collaboration in the

class. As a teacher, I should provide them more practical opportunities to practice for

further improvement in their performance.

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8.3.2 Table 5.2 presents an overview of the student’s performance at the end of the

second cycle.

Students’ performance was improved in research cycle two. The research project started

encouraging the students to do and now they could work actively.

The data in Table 5.2 showed that the number of 11 students which increased from seven

was observed trying to work on Fractions, although not in every session, when asking and

answering questions and also the number of 10 students were increased from 6 students

they knew about the fraction and its types, working or sharing ideas in a group.

In addition, the number of 11 students increased from only 8 were observed that they

sometimes creating an effort and were able to produce their mind for presentation. They

can convert the mixed fraction into an improper fraction and improper fraction into a

mixed fraction.

13 students can add the fraction which is increased from 10 students. The said students

can present it in front of students. Fifteen students can subtract the fraction and can solve

the said work in front of class four of them are more talented as compare to others which

were increased from 12. Fourteen students can multiply the proper and improper fractions

which were increased from 12. 12 students can multiply the compound fraction which

was increased from 7.

Seventeen students knew the procedure of division which was increased from 11.

Sixteen students can divide the fraction which was increased from 12 and fifteen students

can divide the different types of fractions which were 13. From my observation students’

performance had improved as compared to cycle one.

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8.3.3 Table 6.2 presents an overview of the student’s performance at the end of the

third cycle.

- Students’ performance in addition to decimals and recognition of like and

unlike decimals

Students’ performance in addition to decimals improved from the second cycle. I

observed that the number of 20 students (increased from 11) while in recognition of like

and unlike decimals the number of 16 students (increased from 10). The remaining of

them did not improve their performance.

It was observed that students’ were improving their performance slowly and gradually

when the teachers were given chances to practice the work. Therefore, when students

have chances to learn continually, their performance will be improved.

- Students’ performance in the multiplication of decimals

Students’ performance in a multiplication of decimals improved from the second cycle. I

observed that the number of 21 students showed good performance (increased from 11),

20 students (increased from 13), 22 students (increased from 14), and 18 students

(increased from 18). The remaining of them did not show any improvement.

- Students’ performance in the division of decimals

Students’ performance in the division of decimals improved from the second cycle. I

observed that the number of 19 students (increased from 15), 18 students (increased from

17), and 19 students (increased from 16). The rest of the learners did not present any

betterment at all.

The students should give chances to practice the target work by a student-centered

approach. Then their performance will be improved.

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8.3.4 Table 7.2 presents an overview of the student’s performance at the end of the

fourth cycle.

- Students’ performance (Items one, two and three)

After the fourth cycle, twenty-two, twenty-one and twenty-three students (increased from

twenty, sixteen and twenty-one in cycle three) were observed, they knew about angles

and its types, could construct and could measure angles. Also, when they were asked to

present before the students, these twenty-two learners (increased from twenty) were

found trying to present.

- Performance of the students (Items 4, 5 and 6)

At the end of research cycle four, twenty-five, twenty-three and twenty-four students

(increased from twenty, nineteen and twenty-two) were observed. They knew the types of

triangle and construction of triangle. Students still need practice in these skills in the

future because it is necessary for students to know the context for the exam to enroll and

study in higher classes.

- Students’ performance (Items 7, 8 and 9)

At the end of research cycle four, twenty-seven, twenty-one and twenty-one students

(increased from eighteen, eighteen and nineteen) were observed. They knew about the

circle, square and rectangle. They could construct the said diagrams.

Students’ self-directed learning improved.

- Students’ performance (Items 10, 11 and 12)

At the end of research cycle four, twenty-three, twenty-five and twenty-four students

(increased from twenty, twenty-one and twenty-two) were observed, the students knew

166
the construction of the circle, knew about the perimeter and area, and could use the

formulas accordingly.

The students showed their improvement in quality work after finishing the fourth cycle. It

was also required a practical result in the future after the study. In class, the participation

and learning environment was better and satisfied in research cycle four,

I was unable to notice a better improvement in performance. Even, the study was carried

on only over six months (Offner, 1997) suggested that improved performance takes time

to achieve.

- Students’ performance (Items 13, 14, and 15)

At the end of the research cycle four, twenty-three, twenty-five, and twenty students

(increased from nineteen, nineteen, and eighteen) were observed. The said number could

find out the area and perimeter. They could use the appropriate formulas while finding

the area and perimeter.

8.4 Implication of this project for teaching in mathematics

This research study has provided some important results which were desired to contribute

to improving the teaching of Mathematics at primary schools.

First of all, the outcomes of this research presented that teaching methods were important

which affected students learning as well as the learning environment. Therefore, if a

teacher wanted to develop the students’ performance, then the teacher must be able to use

different varieties of teaching techniques. Moreover, a professional teacher must learn the

techniques that how to motivate students towards learning, and training must provide to

the educators to apply learning modes which are better for every learner. Also, there are

167
some factors which influence teachers’ competencies to apply the student-centered

method in their class (Bilash, et al, 2004)

First: teachers should know about student-centered learning, second: teachers must be

willing to give extra time rather than class hours, third: teachers must learn to overcome

limitations about their learners and themselves, fourth: teachers should give support to

implement activities in their class, fifth: teachers need extra time for preparation the

interactive activities, sixth: cooperative action research needs an opportunity for

development professionally. Therefore, if progress in teaching and learning is needed

then those arguments must be applied completely for every school’s context.

8.5 Recommendations

Some recommendations were suggested for effective teaching in Mathematics at the

Primary School level.

1. Employing the Knowledge Exchange Method from the start

If a teacher wants to develop the performance of the students’ at the Primary level, they

must learn the competency of the Knowledge Exchange Method from the start of their

school. Thus the teacher must prepare them for this time. Furthermore, to apply the

Knowledge Exchange Method successfully, the school head must encourage all teachers

to develop their professional standards as well as students’ skills.

2. A supportive environment

The environment of schools must be supportive to enhance the learning of Mathematics.

All the school’s teachers must apply several teaching methods that help in Mathematics.

Also, the school must regularly organize special workshops for teachers as well as for

students to provide support for them to practice in Mathematics, competition, etc.

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 3. In-service training for teachers

In-service training for teachers must be provided to give extra time to students. The

important factors that avoid the teacher from the successful application of the Knowledge

Exchange Method in the school are the deficiency of such Methods and also the teachers’

performance degree. All teachers and I require extra time for mathematics practice.

Therefore, if the schools give support for encouraging the teachers then all the teachers

will apply the Knowledge Exchange Method confidently, this will result in the

improvement of teachers as well as students.

4. The adjustment of the examination system

The examination system in learning for entering the high level must be adjusted to put

stress more on students’ to perform well. The past examination system can be reduced if

all teachers want to apply Knowledge Exchange Method in the class seriously which is

the demand of the national curriculum.

5. Adequate teaching and learning materials

The institute must have enough resources such as charts, cards, computers, etc. for

students to enhance the learning process. The students’ performance will be improved if

they have a chance to practice and learned with a variety of practical materials.

8.6 Research strengths and weaknesses

This research provided me benefits as a researcher and educator to enhance my teaching

but it was my very first time to apply the Knowledge Exchange Method, this research had

strengths and weaknesses which I admit in the future to enhance Mathematics teaching as

well as the learning process.

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8.6.1 Research strengths

Knowledge Exchange Method was not a general practice in our schools, this research

project was the first which applied at the primary level. Therefore, these strengths are

specifically relevant to my school not for other schools.

a. The adaptation of knowledge was the first attempt in primary school which will

help and encourage other teachers to employ the Knowledge Exchange Method in their

schools. Besides, this research study provided a path for other educators to enhance their

skills. Moreover, this project was able teachers to start just with a little at present in

class which was very beneficial for the educators' practice as well as for students to have

a practical environment.

b. Secondly, this included the improvement of teaching practice as well as students’

learning performance. It helps the students to learn Mathematics in a better way, also

encouraged me for trying to learn the activities that were practical and productive to

achieve my desires. This trained me as a professional teacher for Mathematics which was

according to the goal of action research that enhanced the practice.

8.6.2 The research weaknesses

Some weaknesses were examined and identified carefully, these are as follows.

a. The first one was related to methodology, only a qualitative method was used to

collect and analyze the data. When the research project ended, I have observed that the

research results will be more authentic if qualitative and quantitative methods were

applied. This issue must be reviewed in future research implementation.

b. The third powerless purpose of this exploration was it had an excessive number of

cycles (four cycles) inside just a brief timeframe. Consequently, there was small

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differentiation in the reflection results of every cycle exploration. Getting such a large

number of cycles made it difficult for me during the information reflecting stage because

each exploration cycle had short in length to show any unmistakable change or

improvement by the less capable understudies who as a general rule, need more

opportunity to be created. The researcher discovered that he should design all the more

cautiously the number of exploration cycles before beginning the next projects.

8.7 Limitation of the study

Despite hard work on the part of the researcher, this study is not free of limitations and

therefore is worth reporting for future researchers to address the issues.

The first limitation is, of course, was the lack of previous research studies in the relevant

field. Previous studies provide a theoretical foundation for any research. Due to a lack of

studies the researcher had to rely on related topics only and had to develop a new

typology for this study.

The second limitation was the data instrument particular in the measurement of the

learning environment which was an important aspect to be addressed in this work. The

popular tool used for the learning environment is the WIHIC questionnaire that has seven

aspects of the classroom environment. Due to the age group of the students and length of

the said questionnaire the researcher just used it as a framework during my interview and

that also only limited to three aspects out of seven. This limitation affects the outcomes of

the study.

8.8 Recommendation for further research

Several areas can be seen from this work for new research work

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1. This work was done in a limited context i.e. a single class therefore if more

classes and teachers are involved in further research it may bring a more clear

picture.

2. This work was specific to mathematics where the attitude of students towards

mathematics was one of the main objectives. Students may have similar like and

dislike to other subjects as well which affects their performance in those subjects’

areas. Therefore similar work can be done in those subject areas as well to see

how far their attitude is improved.

3. Change in research design will be another good idea to work on like this work can

be replicated using an experimental design where the prospective researcher can

design lesson plans that are centered around the knowledge exchange method and

then can compare with traditional teaching. This will bring the potential

difference and effectiveness in two methods.

172
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 APPENDEX-1

Q.1 Write the following in words.

i. 764,253,463 ii. 999,315,409

Q.2 Write the following in numeral.

i. Three million, Six hundred sixty five thousand and forty four

ii. Six hundred fifty tow million, two hundred three

Q.3 Find the place vales.

i. 26,487,152 ii. 121,234,457

Q.4 Solve the following

i. 953,625,123 + 85,984 ii. 865,785 + 312,675,102

iii. 851,438,435 – 42,345,735 iv. 32,664 – 6,521

Q.5 Solve the following.

i. 3167312 ×675 ii. 767002 ×6091

iii. 78850 ÷ 3154 iv. 365420 ÷ 276

Q.6 What is HCF?

Q.7 Find out the HCF of the following.

i. 12, 16, 20 by factorization Method. ii. 52, 72, 86 by division method

Q.8 Find out the LCM of the following.

i. 24, 22, 48 by division method ii. 35, 49, 91 by prime factorization

204
 APPENDEX-II

Q.1 What is fraction?

Q.2 What are the types of fraction?

Q.3 Convert the Following into improper fraction.

4 7
i. 5 7 ii. 7 9

Q.4 Solve the Following

4 4 4 5 7 9 7 5
i. 7 + 7 ii . 3 9 + 2 18 iii. . 6 − 12 iv. . 7 − 7

Q.5 Solve the Following

4 4 6 15 4 3
i. ×7 ii. 5 × 12 iii. 5 11 × 6 7
7

Q6 Solve the following.

4 3 6 3 15 21
i. 5 11 ÷ 6 7 ii. 14 ÷ 7 iii. ÷ 12
6

205
 APPENDEX-III

Q.1 Solve the following.

i. 481.113 + 725.31 ii. 46.930 + 456.78 + 87.342

iii. 146.832 - 92.157 iv. 264.052 – 153.294

Q.2 Separate like and unlike decimals.

i. 481.112, 67.7, 153.321, 54.01, 165.002

Q.3 Multiply the following Decimals by 10, 100 and 1000.

0.123, 2.11, 123.002, 1.909, 1.11

Q.4 Solve the Following.

i. 3.212 × 213 ii. 43.765 × 675

iii. 1.09 × 3.049 iv. 12.61 × 6.717

1 1
v. 21.452 × 10 vi. 210.45 × 100

Q.5 Divide the Following

i. 2.56 ÷ 42 ii. 45.67 ÷ 32

iii. 25.824 ÷ 0.16 iv. 25.61 ÷ 6.1

Q.6 Solve
1 1
i. convert into decimals ii. 5 Convert into decimals
25

iii. 7.41 + 0.18 + (6.29-4.81)

Q.7 16.5kg sugar is to be packed in to a packet of 0.5 kg sugar each, how many bags
are required to put all the sugar in bags?

Q.8 covert the following into common fraction

i. 0.105 ii. 15.0175 iii. 0.002 iv. 1.012

Q.9 Convert

i. 15% into fraction ii. 0.425 Into percentage

206
 APPENDEX-IV

Q.1 Write the types of angle with examples.

Q.2. Measure the following angles

Q.3 Construct the following angles.

320 , 900 , 1200 , 550 , 1600

Q.4 Write the types of triangle.

Q.5 Construct a triangle whose sides are 3.7cm

Q.6 Construction a Square whose one side 5cm

Q.7 Construction a circle r = 3cm

Q.8 Find the perimeter and area of a square whose side is 6 cm

Q.9 Find the perimeter and area of a rectangle whose L= 6 cm and W= 4cm

207
 APPENDIX-V

INTERVIEW

1. What kinds of learning activities do you like when compare between pas learning

activities and present learning activities? Please give your reasons.

2. What do you think about Mathematics as a subject?/ how do you think about

Mathematics subject?

3. Is Mathematics important for you? In your opinion

4. Do you think that you will have a chance to study Mathematics in the future or

not?

5. Would you like to do Mathematics?

6. Do you like to study Mathematics further? Why?

7. Is Mathematics subject difficult for you? Why?

8. Is Mathematics subject boring for you? How to make it interesting?

9. Why your Mathematics performance is not better? Please give reasons.

10. What are the activities you expecting from the Mathematics teacher?

11. What are the factors that hindering you to learn Mathematics well?

12. What topics do you want to learn in Mathematics?

13. Do you have an chance for doing Mathematics at your house?

14. Outside your school, where can you practice Mathematics?

15. Does Mathematics help you to promote your development in a career?

16. What is your favorite activity in learning Mathematics?

208
 APPENDIX-VI
The students’ performance grades (at the researcher’s school setting)

Poor: Present/show the difficulties in all topics especially addition, subtraction,

multiplication and division the target work in most of the questions they

are to do as well as using so long time to think and must get helps from the

teacher to fulfill the work.

Fair: Be able to add, subtract, multiply and divide with mistakes, and still need

help from the teacher to correct and fulfill the work.

Good: Be able to do the target work with a few mistakes, and sometimes need

help or advice from the teacher to fulfill the work.

209
 APPENDIX-VII

Suggestions for motivating the learners

1 Recognize the complexity of motivation.

2 Be aware of both initiating and sustaining motivation.

3 Discuss with learners why they are carrying out activities.

4 Involve learners in making decisions related to learning Mathematics.

5 Involve learners in setting with the learning aims.

6 Recognize people as individuals.

7 Build up individuals’ beliefs in themselves.

8 Develop internal feelings.

9 Help to move towards a mastery-oriented style.

10 Enhance intrinsic motivation.

11 Develop a supportive learning environment.

12 Give informational feedback.

210
 APPENDIX- VIII

Information to Participants (Parents)

My name is Sheraz Khan and I am a Mathematics teacher in grade five at Primary

School. I am undertaking the research study of the title ‘An action research on

Effectiveness of Knowledge Exchange in Mathematics at Primary Level, as part of my

Doctor of Education degree at Abdul Wali Khan University Mardan. The aim of the

research is to develop the students’ learning efficiency and skill in Mathematics by

applying the student-centered learning (Knowledge Exchange Method).

I would like to invite your child to contribute in my research project being conducted at

the school in this year. The research will be implemented in four cycles. All the four

cycles will be attempted through different activities to develop students’ performance in

Mathematics. As a researcher, I will observe students’ development and adapt my

teaching arrangements appropriate with their learning requirements. The duration of each

cycle will be four weeks. Data will be collected by the teacher’s journal, observation,

interview, students’ works in portfolio and the pretest-posttest examination and will be

analyzed and reflected for further development in the latter cycle.

Data gathered from the students will remain confidential. Participation is voluntary and

students will be able to withdraw from the project at any time and unprocessed

information provided will not be used. Your child’s participation will not interfere with

their credit score or normal subjects in any way.

Sheraz Khan

211
 APPENDIX-IX

Consent Form for Participants Involved in Research

CERTIFICATION BY PARTICIPANT (Parents)

I, certify that I am at least ____years old and that I am voluntarily giving my

consent for my child to participate in the research project entitled: An action research on

Effectiveness of Knowledge Exchange in Mathematics at Primary Level. Being

conducted at Abdul Wali Khan University Mardan by: Sheraz Khan.

I certify that the objectives of the research, together with any risks to my associated with

it, have been fully explained to me by: Sheraz Khan, and that I freely accept to take part

in the research project throughout the year.

I certify that I have had the opportunity to have any questions answered and that I

understand that I can withdraw from this project at any time and that this withdrawal will

not threaten me in any way.

I have been informed that the information I provide will be kept confidential.

Signed: …………………………………

Date…………..

212