MANUAL

RESEARCH PROJECT

B.Ed. (1.5 Year / 2.5 Year)

Course Code: 8613

Name: ABC

Roll No.:

Registration No.: 000000000

Semester: Spring 2023

Region:

Theme: Language Development in classroom

Sub-theme: Oral communications skills

Topic: Developing oral communications trough classroom

activities among 2 grade students
Name of the School (where the research was conducted):

XYZ

Overall background of the participants of the project; school /

school: (socio-economic status, occupation / profession – earning
trends of majority of the parents, literacy rate, academic quality,
and any other special trait of the community where the school is
situated).

As a researcher delving into the project on developing oral communication skills among 2nd-
grade students at XYZ School, it is imperative to understand the overall background of the
participants and the context in which the school operates. This involves considering various
socio-economic, educational, and community factors that may influence the effectiveness of the
initiative.

Socio-Economic Status:

 Income Levels: Research the general socio-economic status of the families whose
children attend XYZ School. Understand the average household income, as it can provide
insights into the resources available to support educational initiatives.

 Occupation/Profession of Parents: Examine the predominant occupations or professions

of the parents. This information can shed light on the diversity of experiences and
perspectives that students bring to the classroom.

 Economic Trends: Analyze economic trends in the community to gauge the stability or
fluctuations in the financial well-being of families. Economic challenges may impact the
level of support available for educational activities outside the school.

Educational Landscape:

 Literacy Rate: Investigate the overall literacy rate in the community to understand the
level of importance placed on education. A higher literacy rate often correlates with a
community that values learning.
  Academic Quality: Assess the reputation and quality of education in XYZ School.
Understanding the existing academic standards provides a baseline for evaluating the
impact of the oral communication skills development initiative.

Community Traits:

 Cultural Diversity: Explore the cultural diversity within the community. A diverse
community may require tailored approaches to ensure inclusivity and cultural sensitivity
in the oral communication skills development program.

 Community Engagement: Investigate the level of community engagement with the

school. Strong community involvement can positively impact the success of educational
initiatives.

 Special Traits: Identify any unique characteristics or strengths of the community that can
be leveraged to enhance the oral communication skills program. This could include local
traditions, languages, or community resources.

Research Methodology:

 Conduct surveys, interviews, or focus group discussions with parents, teachers, and
community members to gather qualitative insights.

 Analyze existing data on socio-economic indicators, literacy rates, and educational

outcomes in the area.

 Collaborate with local organizations or community leaders to gain a deeper understanding

of the social fabric and special traits of the community.

Understanding the socio-economic and community context is crucial for tailoring the oral
communication skills development program to the specific needs and characteristics of the
students at XYZ School. It allows for a more nuanced and effective approach, ensuring that the
initiative aligns with the realities and aspirations of the community.
Q.1 Why did you select this specific sub-theme and topic? Relate it
to your experience/problem in your classroom/institution.
As a researcher embarking on the exploration of developing oral communication skills among
2nd-grade students at XYZ School, the selection of this specific sub-theme and topic is deeply
rooted in the recognition of the fundamental role that effective communication plays in academic
and personal development. This decision is shaped by my experiences and observations within
the educational landscape, particularly within the confines of XYZ School, and the imperative to
address a notable gap in oral communication skills among young learners.

Background: In the contemporary educational landscape, the emphasis on holistic development

has gained paramount importance. While academic prowess remains a cornerstone, the
realization that communication skills are integral for success in various facets of life is gaining
prominence. It is within this framework that the need to focus on oral communication skills
emerged during my tenure as an educator at XYZ School.

Observations in the Classroom: In the day-to-day interactions with 2nd-grade students, a

recurring pattern became evident – an observable disparity in oral communication abilities. While
some students exhibited commendable verbal expression, confidence, and articulation, a
significant portion struggled to communicate their thoughts effectively. This discrepancy was not
solely reflective of individual differences but, to a large extent, mirrored broader challenges
within the community.

Community Dynamics: XYZ School serves a community with diverse socio-economic

backgrounds. Many parents, despite their best intentions, face challenges in providing additional
support and resources to enhance their children's communication skills. This presented a poignant
paradox – a school aspiring for academic excellence coexisting with students grappling to express
themselves verbally, hindering their overall educational experience.

Rationale of the Study: The rationale for delving into the development of oral communication
skills is twofold – a commitment to the holistic growth of students and a strategic response to a
noticeable pedagogical gap. Effective communication is a cornerstone of success not only in
academia but in future professional and personal pursuits. By addressing this gap early in a
child's educational journey, we aim to provide them with a foundational skill set that will prove
invaluable throughout their lives.
The significance of oral communication is accentuated in an era where collaboration, critical
thinking, and interpersonal skills are highly valued. Recognizing the broader implications of
inadequate communication skills, the study aligns with XYZ School's vision of producing well-
rounded individuals equipped for success in an ever-evolving global landscape.

Conclusion: The selection of developing oral communication skills as the sub-theme and topic of
this study is not just an academic pursuit but a response to a tangible need within the XYZ School
community. It is a commitment to addressing the challenges faced by 2nd-grade students in
expressing themselves verbally and ensuring that their educational journey is enriched with the
essential tool of effective communication. Through this research, we strive to bridge the gap,
empower students, and contribute to the overarching goal of nurturing well-rounded individuals
ready to face the challenges of the future.

Q.2 What was your discussion with your colleague/friend / senior

teacher or supervisor regarding the problem?
In my role as a researcher, recognizing the significance of developing oral communication skills
among 2nd-grade students at XYZ School, I engaged in meaningful discussions with my
colleagues, friends, and senior teachers to gain a comprehensive understanding of the problem at
hand and explore potential alternative solutions.

Firstly, I approached a senior teacher who had considerable experience working with elementary
school students. Our discussion revolved around the observed disparities in oral communication
skills among 2nd-grade students. The senior teacher echoed my concerns and shared insights into
the challenges faced by students, emphasizing the need for a targeted approach to address this
issue. We discussed the potential impact on overall academic performance and future
opportunities for students with well-developed communication skills. This conversation served as
a crucial foundation for framing the research problem.

I sought the perspective of a colleague who had a background in language education. Our
conversation delved into pedagogical methodologies and instructional strategies that could be
effective in enhancing oral communication skills. My colleague emphasized the importance of
incorporating diverse and interactive activities into the curriculum to cater to different learning
styles. We explored the idea of incorporating storytelling, role-playing, and thematic vocabulary
days to make the learning process engaging and relatable for 2nd-grade students. This discussion
broadened my understanding of potential solutions and informed the design of the proposed
interventions.

Discussions with friends, particularly those involved in community outreach programs, provided
insights into the socio-economic factors influencing the students' communication skills.
Understanding the broader context of the community dynamics, including economic challenges
and cultural diversity, became pivotal in tailoring the research approach to be culturally sensitive
and inclusive.

In consultation with my research supervisor, I presented a detailed overview of the identified

problem and the insights gained from discussions with colleagues, friends, and senior teachers.
The supervisor provided valuable feedback on the feasibility and practicality of the proposed
solutions, highlighting the need for a balanced and evidence-based approach. This conversation
helped refine the research design, ensuring it aligned with educational objectives and the unique
context of XYZ School.

The discussions with colleagues, friends, and the supervisor were instrumental in shaping the
research problem, identifying potential solutions, and refining the overall approach. The
collaborative insights enriched the research process, contributing to a more holistic and
contextually relevant investigation into the development of oral communication skills among
2nd-grade students.