Action Research on Improving Pupils’ Grammar Learning

Introduction: Grammar is a crucial aspect of language learning, and it plays an

important role in helping students to communicate effectively. However, despite its
importance, many pupils struggle with learning grammar. This action research aims
to identify and address the challenges faced by pupils in learning grammar, and to
develop and implement strategies to improve their grammar learning outcomes.

Methodology: The study was conducted in a primary school with a class of 25 pupils
aged between 9 and 10 years old. The research was conducted over a period of 8
weeks, with weekly data collection and analysis. The research methods included pre-
and post-tests, observation, and student interviews.

Findings: The results of the pre-test showed that the majority of the pupils had poor
grammar skills, with many of them struggling to identify and use basic grammar
structures such as subject-verb agreement and adjective-noun agreement.
Observations revealed that pupils often relied on memorization rather than
understanding, and that they lacked confidence when speaking or writing in English.

Interventions: To address these challenges, the following interventions were

implemented:

1. Hands-on activities: Grammar lessons were made more interactive and

engaging through the use of hands-on activities such as games and role-
plays.
2. Visual aids: Visual aids such as posters, flashcards, and videos were used to
help pupils understand and remember grammar rules.
3. Structured practice: Pupils were given structured practice through written
exercises and oral presentations, to help them apply their grammar skills in a
variety of contexts.
4. Feedback: Feedback was provided regularly to help pupils identify their
strengths and weaknesses and to encourage them to make progress.

Outcomes: The results of the post-test showed that the majority of the pupils had
made significant improvements in their grammar skills, with many of them
demonstrating improved subject-verb and adjective-noun agreement. Observations
revealed that pupils were more confident when speaking and writing in English, and
that they were more engaged in the learning process.

Conclusion: This action research demonstrates that by implementing interactive,

visual, and structured approaches to grammar learning, pupils can make significant
improvements in their grammar skills. The results of this study provide valuable
insights into the challenges faced by pupils in learning grammar and the strategies
that can be used to address these challenges. The findings of this study can inform
the development of future interventions to improve pupils’ grammar learning
outcomes.

Action Research on Improving Pupils’ Understanding of Regular and Irregular Verbs

Introduction: Verbs are an essential component of language and play a crucial role in
helping pupils to form complete sentences and express their thoughts and ideas.
Understanding the distinction between regular and irregular verbs is an important
step in developing pupils’ grammar skills. This action research aims to improve
pupils’ understanding of regular and irregular verbs and to develop strategies to
support their learning.

Methodology: The study was conducted in a primary school with a class of 25 pupils
aged between 9 and 10 years old. The research was conducted over a period of 8
weeks, with weekly data collection and analysis. The research methods included pre-
and post-tests, observation, and student interviews.

Findings: The results of the pre-test showed that many pupils had limited
understanding of regular and irregular verbs and struggled to identify and use the
correct forms of verbs in their writing and speaking. Observations revealed that
pupils often relied on memorization rather than understanding and that they lacked
confidence when using verbs.

Interventions: To address these challenges, the following interventions were

implemented:

1. Hands-on activities: Verbs lessons were made more interactive and engaging
through the use of hands-on activities such as games, puzzles, and role-plays.
2. Visual aids: Visual aids such as posters, flashcards, and videos were used to
help pupils understand and remember the difference between regular and
irregular verbs.
3. Structured practice: Pupils were given structured practice through written
exercises and oral presentations to help them apply their verb knowledge in a
variety of contexts.
4. Feedback: Feedback was provided regularly to help pupils identify their
strengths and weaknesses and to encourage them to make progress.

Outcomes: The results of the post-test showed that the majority of the pupils had
made significant improvements in their understanding of regular and irregular verbs.
Observations revealed that pupils were more confident when using verbs in their
writing and speaking, and that they were more engaged in the learning process.
Conclusion: This action research demonstrates that by implementing interactive,
visual, and structured approaches to verb learning, pupils can make significant
improvements in their understanding of regular and irregular verbs. The results of
this study provide valuable insights into the challenges faced by pupils in learning
about verbs and the strategies that can be used to address these challenges. The
findings of this study can inform the development of future interventions to improve
pupils’ verb learning outcomes.

write action research about of Question Chart for primary students.

Introduction:

Action research is an effective tool for examining the effectiveness of

educational practices in real-life situations. In this study, the focus is on the
use of a Question Chart in primary education. The study aims to investigate
the impact of the Question Chart on students' question-asking skills and
their motivation to ask questions in the classroom.

Methodology:

The research was conducted in a primary school located in the suburban

area of a major city. A total of 30 students from grade 3 were selected for
the study. The students were randomly divided into two groups of 15
students each. The experimental group was given a Question Chart, which
consisted of different types of questions and their examples, to be used in
the classroom. The control group did not receive the Question Chart.

The research was conducted over a period of 6 weeks. During this time, the
students were observed and recorded for their questioning behavior in the
classroom. The students' motivation to ask questions was also measured
through pre- and post-questionnaires.

Data Analysis:

The data collected was analyzed using descriptive statistics, including

frequency and percentage distribution. The results showed that the use of
the Question Chart significantly increased the number of questions asked
by students in the experimental group. The average number of questions
asked by students in the experimental group was found to be higher
compared to the control group.
Moreover, the results of the questionnaires showed that the students in the
experimental group had a higher level of motivation to ask questions in the
classroom compared to the control group. The students in the experimental
group reported feeling more confident and comfortable asking questions,
and they found the Question Chart to be a helpful tool in asking questions.

Conclusion:

The results of this action research study provide evidence that the use of a
Question Chart in primary education can have a positive impact on
students' question-asking skills and motivation to ask questions in the
classroom. The use of the Question Chart can help students to develop the
habit of asking questions and improve their critical thinking skills. It is
recommended that teachers use the Question Chart as a teaching tool in
their classroom to foster students' questioning behavior and enhance their
learning experiences.
Introduction:

Question charts are a popular teaching tool used in the classroom to promote critical
thinking and encourage students to ask questions about a given topic. In primary education,
the use of question charts can help students develop important skills such as problem-
solving, analytical thinking, and communication. The aim of this action research study is to
determine the effectiveness of using question charts in primary education and to
understand the impact they have on students’ ability to ask questions and engage in critical
thinking.

Methodology:

This action research study was conducted in a primary school with a class of 30 students in
grades 4-6. The study took place over a period of six weeks, with students participating in a
question chart activity once a week. The activity involved students working in small groups
to create question charts based on a given topic or subject.

Data Collection:

To gather data, the following methods were used:

1. Observations: The researcher observed the students during the question chart activities
and recorded their behavior, engagement, and participation.

2. Surveys: A survey was given to the students to gather their thoughts and opinions about
the question chart activity.

3. Interviews: The researcher conducted individual interviews with students to further

understand their thoughts and opinions about the question chart activity.

Data Analysis:

The data collected from observations, surveys, and interviews was analyzed using
qualitative methods. The researcher looked for patterns and themes in the data and coded
the data into categories for easier analysis.

Results:

The results of this action research study indicated that using question charts in primary
education can have a positive impact on students’ ability to ask questions and engage in
critical thinking. Students reported that they enjoyed the activity and felt it helped them
better understand the topic they were studying. The observations indicated that students
were more engaged in the lesson and participated more when using question charts.

Conclusion:
In conclusion, the use of question charts in primary education can be a valuable tool for
promoting critical thinking and encouraging students to ask questions. This study highlights
the importance of using hands-on and interactive activities in the classroom to enhance
students’ learning experiences. Teachers should consider incorporating question charts into
their lesson plans to provide students with opportunities to engage in critical thinking and
problem-solving activities. Further research could be conducted to further understand the
impact of question charts on student learning and engagement.