INTRODUCTION:

Man is engaged in continuous experimentation

and research for bringing improvement in his ways of
life.
Research in each stage has proved a powerful
weapon in his hand and a shortcut to progress and
ultimately to success.
• Change in structure of teaching- learning process
led to the need of Research.
• Practitioners, school teachers, administrators be
encouraged to follow the method of research in
their work, in order to improve one’s own work
and functioning of schools.
 PROCESS OF ACTION RESEARCH

• Action Research: In education 1926.

• Stephen M Corey
 ACTION RESEARCH
• Definition

 Action Research is a process for studying problems

by practitioners scientifically to take decision for
improving their current practices
- Stephen M. Corey
 Research concerned with school problems carried
on by school personnel to improve school practice is
Action Research
- Sara Blackwell
 ACTION RESEARCH
• Origin
 Use in Education
Since 1926 the concept of Action Research being used in
Education

Stephen M. Corey used this concept for solving the problems

of education for the first time
 Objectives

• Improve working condition.

• Develop scientific attitude of teachers,
principals.
• Bring excellence in school working milieu
• Develop ability and understanding to
administrators for improvement.
 STEPS IN ACTION RESEARCH
Identify
Action plan
the
problem

Analysis and Defining and

interpretaion Delimiting
of data the problem

Probable
Data causes
collection of the
problem
Framing
Hypothesis
 Tools:
 Observation
 Collection of Opinion
 Questionnaire
 Interview
 Case study
 Check list
 Rating Scale
 Tests
1. Identification of the Problem
 Problem concerning Teaching
 Problem concerning Examination
 Problem concerning Extra curricular activities
 Problem concerning Administration and
organization
2. Defining and Delimiting the Problem
 Every word used to define the problem should be
defined and made definite
 Determining the sphere – problem should neither
be too limited nor too widely distributed
• Identifying the problem:
• Statement of the Problem:
• lack of concentration in accountancy sessions
of students of class XIth (A) St. Xavier’s high
school– Hansol of the academic year 2011-12.

• AR conducted to know reasons for their

distraction and lack of concentration.
• Field of research work:

• School: St. Xavier’s high

School, Hansol.
• Standard: XIth
• Students strength: 60
• Boys: 36
• Girls: 24
Defining and delimiting the problem:
Sts involve in other activity than study,
Causes distortion to peers,
Loss of freshness in work,
Unenergetic and unenthusiastic in his
work,
Effect personality, overall development
and academic career.
Defining the problem
Lack of concentration in
accountancy sessions of students
of class XIth (A) of St. Xavier’s high
school– Hansol of the academic
year 2011-12
 PROBABLE
CAUSES

Causes related
Causes related Causes related Personal
to
to school to Students. Causes
Teachers.
PROBABLE CAUSES

Causes related to:

 Teachers.
 Students.
 School
 Personal Causes
• Causes related to Teachers.
• Teachers do not use discussion method
• Teacher does not include tough portion and any
easy ways of solving
• Teacher does not give time to note down the
important points
• Teacher does not show any enthusiasm in
teaching
• Teacher focuses towards only particular
students
• Teacher does not appreciate students
• Teachers ask tough questions
• Teacher uses tough language
• Teacher does not give chance to the weaker
students.
• Teacher’s voice isn’t audible.
• Teacher has language problem
• Teacher does not revise the topics taught
• Teacher includes a large amount on content
which is difficult to follow.
• Teacher enlarges the topic unnecessarily.
• Teacher does not give enough examples and
case studies.
• Teacher only follows blackboard teaching no
innovative methods are used.
Probable causes with students:
• Dislike the subject from the beginning, Attend
tuitions hence consider school teaching
secondary, no answers, no understanding of
the content of question itself, lack of self
confidence, shy to answer in front of peers, few
dominant peers do not allow to concentrate.
Probable Causes related to School:
 School keeps us busy with too many extra
curricular activities like sports, competitions,
speeches etc.
 Strength of the class is so big, that they don’t
get chance to speak.
 Outside disturbances distort the mental
presence in class.
 Personal Causes:

 Not willing to study due to varied reasons.

 Avoid speaking because of rude teachers
 Hesitate because of physical incapability.
 Health problems.
Framing Probable hypothesis & suggestions:

 If teacher uses learning by doing method rather

than normal lecture method with OHP, LCD etc.,
interest is generated which in turn leads to
sustaining of student’s concentration.
 If teacher explains the entire concept in depth with
necessary rules, illustrations and case studies and
with supporting pictures in the beginning, a
student can concentrate as understandability
increases.
Continue:
 If teacher has content mastery, class management
skills students concentration is sustained.
 If teacher maintains a better eye contact, and
presentable body language, students bound to
sustain concentration.
 If allocates time to copy down important
concepts and rules, this drags their
concentration and reduces distraction.
 If he shows motivated, enthusiastic attitude by coming
to level of students, their understandability increases
which reduces distraction.
 If teacher identifies inattentive students, tries to
bring them back mentally, concentration is
gained again.
 If he gives proper attention to all students the
left out feeling is lost among them which lead to
increased concentration.
 If he asks questions which are understandable,
then students answer back hence their
concentration in subject is maintained.

 If he uses simple language which is easily

understandable concentration be sustained.

 If he modulates tone well which is well audible,

this sustains their concentration.
 DATA COLLECTION :
 By taking interview (talking) of students
 By taking interview of teachers
 By taking views from Principal/Vice Principal
 Questionnaires.
 Analysis and Finding of Data
FREQUENCY WISE & PERCENTAGE WISE
DISTRIBUTION.
S. Questions
No yes no yes No total Total
f f % % f %
1. Do you like the environment provided 16 44 27 73 60 100
by the school?
2. Generally which method of teaching is 32 28 53 47 60 100
used by the teacher?
-Lecture
-Lecture cum discussions
-Lecture, discussions & case studies
3. Are you interested in accounts? 22 38 37 63 60 100
4. Which one do you find appropriate? 21 39 35 65 60 100
-BB
-BB + Teaching charts
5. Do you like field trips to banks and 51 9 85 15 60 100
other financial institutions to
understand subject better?
S. Questions
No yes no yes No total Total
f f % % f %
6. I am seated in last benches hence loose 38 22 63 37 60 100
eye contact with teacher which does
not allow me to concentrate.
7. Teacher uses tough language, which is 58 2 97 3 60 100
difficult to follow, hence I am
unable to concentrate.
8. Teacher is always partial while 31 29 52 48 60 100
teaching focusing on bright students
hence, I lose my concentration.
9 Teacher has Language problem hence 21 39 35 65 60 100
unable to communicate rightly
which disturbs us.
10 Teacher doesn’t give us easy ways of 15 45 25 75 60 100
remembering and doesn’t revise
which keeps our concentration away
from class.
 CAUSES & PERCENTAGE

R1
R6, 63 R2
R7, 97 R3
R5, 85 R4
R5
R8, 52 R6
R4, 35 R7
R9, 35 R8
R3, 37
R10, 25 R9
R2, 53 R1, 27
R10
Below are some suggestions for securing
concentration from students so that
the teaching learning process is fruitful.

Content Mastery & explanation with sufficient

examples.
•Teacher should be self motivated & inculcate
natural teaching methods.
•Teacher needn’t show her language skills but
should aim at student easy understanding
techniques.
•Teacher should have proper eye contact and
should use positive re-inforcers to appreciate
students.
•Teachers need to identify weak students and
class disturbing students and give proper
guidance separately.
•Important contents being stressed and allowing
students to copy from the blackboard are
thoroughly essential.
•Teacher needs to frame the questions which are
easily understandable and to the point.
•Teacher needs to be dressed appropriately and
needs to improve her language skills.
• School Administration take all possible steps to
ensure to have less than 40 students per class.
Evaluation of Action Program:
•Action Program may be repeated for few week.
•Teacher will come to know whether students
are taking part in class discussions or not?
•Also teacher will know whether remedies
suggested prove to be effective or not.
•Evaluation will help in bringing appropriate
changes in program.
Follow up and communicating to others.
•When we get back to school, we will take utmost
care that this problem is not faced by children.
• All efforts will be taken to make study in class
more interesting and effective.
• Experiences related to this Action Research are
shared with other students.
Essence of Action Research.
•School cannot cope up with changing times
unless teachers, supervisors, administrators
continuously examine what they are doing.
•Constantly use their imagination and creativity
to identify practices that must be changed to
meet needs of modern times.
•Constantly try out new method to improve
standard of education.
 As a trainee of R.H.Patel English Medium B.Ed
College I promise that I will be doing the
Action Research in the regular interval of my
professional career for my constant growth
and development and also for the society at
large.
• The following is list of some of the topics in which
students have conducted action research:
• Lack of Interest in Geometry subject of class 9th (A)
students of Narayan guru school of Ahmedabad
studying in the academic year 2012-13
• Irregularity in doing home work
• Students are not punctual in the class
• Why students prefer tuition classes
• Lack of interest in doing home work
• Inability of students to cope up with home work
• Inability of students to cope up with home
work
• Inattentiveness of students in economics
class
• Inattentiveness of students in classroom
• Problems in learning social studies
• Why students have exam fear
• Students do not participate in classroom
• Indiscipline in classroom of standard XI
commerce
• Inability of students to come to school on time
• Why students are copying solution of
accountancy given as homework from key
book
• Bunking the class after recess
• Lack of reading habit in class XI
• Lack of equal participation by all students in
classroom discussion
• Backwardness in learning of subjects
• Weakness of students of standard XI in B.A
• Students quarrel, commit mischief during
recess
• Students make spelling mistakes
• Children scribbling on wall during recess and
play time
• Students facing difficulty in communicating in
English language
• Students dislike studying in social studies
• Students are not participating in cultural
activities
• Some students make use of Hindi language
which answering
• Students do not respond properly to
assignments
• Students on standard 8th dislike studying social
studies
• Inability of students to interact in English
• Why students have bad handwriting
• Lack of ability of students to form proper
sentences
• Why students rely on tuition rather than
classroom teaching
• Students cram answers from guides
• Forgetting home work in social studies by
students
• Students are running away from classes
• A study of students distraction while learning
in the classroom
• A study of need of career counseling in school
• Inattentiveness of students in economics class
• Inattentiveness of students in classroom
• Problems in learning social studies
• Why students have exam fear
• Students do not participate in classroom
• Indiscipline in classroom of standard XI
commerce