DISTRICT INSTITUTE OF EDUCATION AND TRAINING

KUMULUR, TIRUCHIRAPPALLI DISTRICT

ACTION RESEARCH REPORT

2021-2022

“INCORPORATING PROBABILITY WITH DAY-TO-DAY LIFE

ACTIVITIES FOR 10TH STANDARD STUDENTS’’

Submitted by
L.S. BHAMASHRI
BT ASSISTANT(MATHS),
GOVERNMENT BOYS HIGHER SECONDARY SCHOOL
MANNACHANALLUR
TIRUCHIRAPPALLI

Submitted to

STATE COUNCIL OF EDUCATION AND TRAINING

CHENNAI
DISTRICT INSTITUTE OF EDUCATION AND TRAINING
KUMULUR, TIRUCHIRAPPALLI DISTRICT
 ACTION RESEARCH

Certificate

This is to certify that the Action Research entitled “INCORPORATING

PROBABILITY WITH DAY-TO-DAY LIFE ACTIVITIES FOR 10TH
STANDARD STUDENTS’’ was carried by L.S. BHAMASHRI BT ASSISTANT
(MATHS), Government Boys Higher Secomdary School, Mannachanallur, Trichy
District. (2021-2022)

Block Co-ordinator District Co-ordiantor

DIET, Kumulur, DIET, Kumulur,
Trichy (Dt) Trichy (Dt)

Principal
DIET, Kumulur
Trichy (Dt)
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to the God, the Almighty, for his showers
of blessings throughout my research work to complete the research successfully.
I express my sincere thanks to our respectable Director and our Joint Directors,
SCERT, Chennai for providing this opportunity.

My deep sense of gratitude to Dr. S.Vincent De Paul, Principal and Mr. P.

Elavarasu, Senior Lecturer, DIET, Kumulur for their valuable suggestions and
advice to complete this work.

I extend my heart full thanks to the Head Master, Teachers, Office Staffs and
Students of Govt boys.Hr.Sec.School, Mannachallur.

Trichy district for their kind cooperation to complete the Action Research.
Last but not the least, I would like to thank my family members and friends me
without their help this research would not have been successful.

L.S. BHAMASHRI
 CONTENTS

SL No TITLE PAGE No.

1 Introduction 1
2 Need and significance of the study 6
3 Statement of the problem 6
4 Objectives of the study 6
5 Action Hypothesis 7
6 Design of the study 9
7 Data Analysis 11
8 Findings 13
9 Conclusion 14
10 Suggestions 14
11 Annexure 15
Introduction

Probability theory is nothing more than common sense reduced to

calculation and an important part of our lives. Learning probability increases
relevance and engagement in mathematics, however student’s understanding
of it is often mixed with misconceptions. This research paper aims to share
ideas about teaching probability from the current literature and our
experiences as teachers of primary, secondary and university students. The
problems of learning probability are summarised. Ideas for teaching
probability are described, along with how it can be connected to other
mathematics topics, the proficiencies, and cross-curriculum areas. An
example of probability incorporating measurement is detailed, explaining
how teachers can develop concepts to prepare younger students for
probability

Understanding and using probability concepts can improve our financial

decision making, sport, health, and even what we wear each day but it is last
on our list of topics in the curriculum, and often taught last in the year.
There are several factors that could explain and contribute to this situation.

• Firstly, school mathematical concepts can be generally

demonstrated using physical objects, however probability
cannot be modelled with certainty, due to randomness.

• Secondly, students confuse the three types of probability:

1. Frequentist/experimental,

2. Classical/theoretical

3. Subjective probability

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 Teachers need to clarify which probability they are using. While
experimental probability will tend towards the theoretical
probability in the long term, it cannot be relied on with a smaller
sample. Subjective probability is still a factor confusing students’
learning. For example, even adult conversations include ideas such
as lucky numbers, dice, colours, and throws.

• Thirdly, several misconceptions surround the learning of

probability. The representativeness misconception assumes a
sample will contain the same proportion of outcomes as the
population. The gambler’s fallacy assumes outcomes are
affected by previous outcomes. The conjunction fallacy
suggests combined events are more likely than the individual
events. Equiprobability bias views random events as equally
likely. The frequency of the misconceptions of the effect of
sample size and the availability heuristic, which is based on
personal experience, both increased in older students, from
Grade 5 to college students. Equally, probability is full of
paradoxes and can seem counter intuitive as shown by examples
such as the Monty Hall problem, which involves a game show.

To understand the notion of probability and how it can incorporate in our

daily life, we investigate some real-life situations that involve some traits of
uncertainty.

2
1. A life-saving drug is administered to a patient admitted in a hospital. The
patient’s relatives may like to know the probability with which the drug will
work; they will be happy if the doctor tells that out of 100 patients treated
with the drug, it worked well with more than 80 patients

This percentage of success is illustrative of the concept of probability; it is

based on the frequency of occurrence. It helps one to arrive at a conclusion
under uncertain conditions. Probability is thus a way of quantifying or
measuring uncertainty.

2. On general everyone should be familiar with the usual complete pack of 52

playing cards. It has 4 suits (Hearts ♥, Clubs ♣, Diamonds ♦, Spades♠), each
with 13 cards. Choose one of the suits or cards, say spades. Keep these 13
cards facing downwards on the table. Shuffle them well and pick up any one
card. What is the chance that it will be a King? Will the chances vary if you
do not want a King but an Ace?

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You will be quick to see that in either case, the chances are 1 in 13. It will be
the same whatever single card you choose to pick up. The word ‘Probability’
means precisely the same thing as ‘chances’ and has the same value, but
instead of saying 1 in 13 we write it as a fraction 1 in 13. (It would be easy to
manipulate with fractions when we combine probabilities). It is ‘the ratio of
the favourable cases to the total number of possible cases’

3. Have you seen a ‘dice’? (Some people use the word ‘die’ for a single ‘dice’;
we use ‘dice’ here, both for the singular and plural cases). A standard dice is
a cube, with each side having a different number of spots on it, ranging from
one to six, rolled and used in gambling and other games involving chance. If
you throw a dice, what is the probability of getting a five? a two? a seven?

In all the answers you got for the questions raised above, did you
notice anything special about the concept of probability? Could
there be a maximum value for probability? or the least value? If
you are sure of a certain occurrence what could be its probability?

4
4. Few centuries ago, gambling and gaming were fashionable and became
widely popular among many men. As the games became more complicated,
players were interested in knowing the chances of winning or losing a game
from a given situation.

In 1654, Chevalier de Mere, a French nobleman with a taste of gambling,

wrote a letter to one of the prominent mathematicians of the time, Blaise
Pascal, seeking his advice about how much dividend he would get for a
gambling game played by paying money. Pascal worked this problem
mathematically but thought of sharing this problem and see how his good
friend and mathematician Pierre de Fermat could solve. Their subsequent
correspondences on the issue represented the birth of Probability Theory as a
new branch of mathematics.

5
Need and Significance of the study

Probability is widely used in all sectors in daily life like sports, weather
reports, blood samples, predicting the sex of the baby in the womb, congenital
disabilities, statics, and many.

You can calculate the probability that an event will happen by dividing
the number of ways that the event can happen by the number of total
possibilities. Probability can help you to make better decisions, such as
deciding whether to play a game where the outcome may not be immediately
obvious.

Statement of the Problem

The 10th students at Government Boys Higher Secondary School

Mannachanallur have difficulty in enriching the real-life probability. So
“Solving the Problems of Class 10th students,in understanding the real-life
probability through certain innovative strategies” is taken for the action
research.

Objectives of the Study

The current study is planned and carried out for achieving the following
objectives,

• To enrich the target group’s skills in real-life probability.

• To create interest to learn real-life probability with ease

• To provide a new learning experience to make learning concrete and

meaningful.

6
Action Hypothesis

The 10th std students at boys Government Higher Secondary School,

Mannachanallur, Mannachanallur Block, Trichy could enrich their real-life
probability easily if they learn through certain innovative strategies.

Interactive Teaching Strategies for Learning

Brainstorming
Brainstorming is an awesome activity to include in your
lessons to boost your students’ creativity and excitement about the
topics you are teaching

Educational games, puzzles, quizzes, and competitions

When there is fun, there is engagement. Bring excitement
into the learning process by incorporating games, quizzes, and even
competitions that are suitable for the lessons, as well as for the age of
the students

Storytelling
The teacher can use this activity to present the new topic
with the help of various sources, including images, videos, different
voices, cards, etc. on the online whiteboard via video conferencing.

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Interactive Video
Videos can be made interaction rich by incorporating a wide variety
of interactive elements directly in the video. Interactive aspects that can be added
include hotspots, questions, calculations, lead generation forms and many more.
So to say, any type of video can be made interactive, tailor made to the T, with
almost limitless interactions plugged in. So, as the video plays, the added
interactions keep appearing as hotspots on top of the video, while prompting a
response from the viewer.

If a response is not provided or is (in case of question) incorrect, the video

won’t proceed. Hence, in interactive video, user participation is a must.

Video-based learning easily attracts any student. A combination of

speech, text, and images makes it easier to get to the point much faster. This
makes room for more content and extra conversation, all in less time.

These videos don’t need to be anything complex. Actually, the

simpler, the better! An educational video in its simplest form could pair audio
with text-on-screen, similar to lyric videos. This type of video content offers a

8
higher degree of visualization. When pairing audio with text, it’s easier for our
brains to comprehend and remember a message. Additionally, this type of video
is accessible for students who may be hard of hearing or visually impaired.

➢ Advantages of interactive video

➢ Increased student motivation
➢ Enhanced learning experience
➢ Higher marks
➢ Development potential and profound understanding of the subject
➢ Improved teamwork and communication skills
➢ A source of evidence relating to qualifications for interviews

Design of the Study

Single group experimental design was followed

Sample

The students pertaining to this study are 10th standard students of boys
Government Higher Secondary School, Mannachanallur, Trichy.

9
Tools
✓ Achievement test questionnaire,
✓ Interactive Video
✓ Power Point Presentation
✓ Live worksheets
✓ Worksheet

Methodology

The target group is inducted for a pre-test to assess the current skill
level. The Vocabulary is taught with certain innovative strategies through
appropriate teaching-learning materials.

The investigator followed the single group experiments design. The

achievement test was prepared by the investigator. The achievement test
question contains 10 multiple choice questions. Each question carries one mark.
The Pre-Test was conducted through online mode the selected XStd students of
GBHSS Mannachanallur, Trichy.

The interactive video among X std INCORPORATING

PROBABILITY WITH DAY-TO-DAY LIFE ACTIVITIES FOR 10TH
STANDARD STUDENTS concept was prepared by the investigator. The
strategies were implemented through face to face and WhatsApp for five days
continuously. After the implementation the Post-Test was administered among
the selected students.

10
 Data Analysis

Number of Students Average Percentage

20 41.5
Table 1: The average percentage scored by the students in Pre-Test

The above Table 1 reveals that the average percentage of marks by the students
in the pre-Test.

Numbers of students Average Percentage

20 78
Table 2: The average percentage scored by the students in Post-Test

The above Table 2 reveals that the average percentage of marks by the students
in the post-Test.

No. Of Average Percentage Average Difference of the average

Students of Pre-Test percentage of percentages of Pre and Post
Post-Test Test
20 41.5 78 36.5
Table 3: Difference with average percentage of students between Pre-Test and Post-Test

The above Table 3 reveals that the difference of average percentage of marks by
the students in the Pre-Test and Post-Test. The difference 36.5 shows that the
student’s achievement should be improved.

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 90

80 78

70

60

50
41.5
40

30

20

10

0 Pre Test Post Test Mark

Category 1
Chart 1: Mean Score between Pre-test and Post test

Sl No. Sample Mean Std deviation Cohen’s Effect size

d Value r Value

1 Pre-Test 41.5 10.1365

4.232353 0.904135
2 Post-Test 78 6.7823

Table 4: Effect size with Pre-Test and Post-test

The above Table 4 shows the Pre-Test mean and std deviation are 41.5 and
10.1365 The Post-Test mean and std deviation are 78 and 6.7823. The effect
size 0.904135 indicates that there is large association between the Pre-Test and
Post-Test score marks of the students.

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 78
80

70

60

50
41.5

40

30

20
10.1365
6.7823
10

0
Pre Test Post Test

Mean Std Deviation

Chart 2: Comparison Mean & Std. Deviation Score btw Pre & Post Test

Findings

• The average percentage of marks by the students in the Pre-Test is 41.5

• The average percentage of marks by the students in the Post-Test is 78
• The difference of average percentage of marks by the students in the Pre-
Test and Post Test is 36.5
• The Pre-Test mean and standard deviation are 41.5 and 10.1365. The Post-
Test mean and standard deviation are 78 and 6.7823. The effect size
0.904134 indicates that there is large association between the Pre-Test and
Post-Test score marks of the students

13
Conclusion

It is concluded that from the above finding that there is a substantial

improvement of the average percentage of the class between pre-test and post-
test. This is due to the interaction with various Interactive day-to-day life
examples which enhance students’ imagination, interests, easy understanding.

Suggestions

As the result established positive results on achievements the

interactive day -to -day life-oriented problems strategies can also be constructed
for other concepts of probability problems

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 Annexure

Students Pre-Test and Post-Test score

Post-Test
Pre-Test mark
Sl No Name of the student mark
(out of 10 Mark)
(out of 10 mark)

1 ARUNKUMAR S 4 8
2 ASRAR SIDHIK S 5 8
3 DEEPAN CHAKARAVARTHI M 4 8
4 DHANUSH K 5 7
5 DHARSAN A 3 7
6 GIRITHAR B K 5 8
7 GUHANESWARAN P 5 8
8 HARIHARAN P 4 8
9 HARISH S 4 7
10 KAMALESHVARAN S 2 7
11 KARTHIK D 3 8
12 KISHORE P 5 8
13 MANO M 3 7
14 NANDHAKISHORE S 3 7
15 NIRMALRAJ R 5 9
16 NITHISHWARAN A 4 9
17 PURUSHOTHAMAN K 6 9
18 SHAWFINRIFAS N 5 8
19 DHIVAKAR P 5 8

20 VISHAL G 3 7

15
10th Std Maths Pre- Test & Post-Test Question

OPTIO OPTIO OPTIO OPTIO

Sl NO. QUESTION
N (a) N (b) N (c) N (d)
0 and
Probability lies -1 and
1 0 and 1 0 and n 100
between +1
.
If A is any event in S and
its complement is A’
2 1 0 1- A 1 - P(A)
then P(A’)
is equal to
A particular result of an Simple Compou Out
3 Trial
experiment is called event nd event come
A collection of one or None of
Out Sample
4 more outcomes of an Event the
come Point
experiment is called Above
The six faces of the dice
Six-
5 are called equally if the Small Fair Round
Faced
dice is
Mutually
The set of all possible Sample Sample Certain
6 exclusive
outcomes is called space point events
events
Two coins are tossed
together what is the
7 probability of getting 1/2 1/3 1/4 1
different faces on the
coins?
From a well shuffled
8 pack of 52 cards, 13/52 26/52 36/52 1
One card is drawn at

16
 random find the
probability of getting
heart card?
From a well shuffled
pack of 52 cards, One
9 card is drawn at random 9/13 8/13 7/13 6/13
find the probability of
getting face card ?
What is the probability
that a leap year selected
10 3/7 2/7 4/7 5/7
at random will contain
53 Saturdays?

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