A REPORT

ON

ACTION RESEARCH

2010-2011

Study Conducted by

SARVA SHIKSA MISSION

SOUTH 24 PARGANAS

ACKNOWLEDGEMENT

We are grateful to the District Magistrate, Additional District Magistrate (SSM) of south 24

Parganas for providing an opportunity to conduct this study.

We are deeply appreciated for the numerous guidance made by the District Project Officer, Mr.

Sujit Maity, for helping us to complete this Project work.

We wish to express our sincere gratitude and thanks to Additional District Project Officer Mr.

Tapan Mondal for providing us homely atmosphere and encouragement in completing this

Project.

We are also grateful for the kind co-operation provided to me by the Asst. Teachers of

different schools.

Last, but not the least, we express our thanks to all of our staff for their suggestions and

inspirations given to us.

Research and study cell

Sarva Shiksa Mission

Contents

Items Page No.

Introduction 1

Definition of Action Research

Why should we use action research

How does this qualify as research?

The action research ‘cycle’

Methods

Analysis

Ten Action Research 6

Removing the problems of Reading, acquainting with words and letters and speaking

English of a group of students of class II in Dhanyasisa F.P.School.

Improving the attention level of a group of children in class-VIII of Kalipur High

School in South 24 Parganas

Improving awareness and consciousness regarding Homework and class-room attention

specially for the boys comparatively girls of Narayanpur M. C. High School

Developing the Attention Level in English Learning of a group of weak learners belong

to class VI in Gangadhar Pur K.K.High School

Improving the writing skill in Bengali of a group of students belong to class-1 in

Alaquilia F.P.School belongs to the brick field area.

Improving the writing skill of a group of students of class III in Horidas Pur Sohalampur

Vivekananda Vidyapith

Removing the teaching–learning problems of a group of students of class III in

Brindakhali F.P.School

Improving the reading skill of a group of students of class II in Malipukur F.P.School

Improving the attendance rate of a group of children in Steamer Chak F.P

schoolImproving the awareness of a group of students of using toilet in proper manner in

Dhola Halderpara F.P.school

Conclusion 41

Reference 42

Introduction :

Action research is a practical approach to professional inquiry in any social situation. The

examples in this component relate to education and are therefore of particular relevance to

teachers or lecturers engaged in their daily contact with children or students. But professional

practice need not be teaching: it may be management or administration in a school or college, or

it may be in an unrelated area, such as medicine or the social services. The context for

professional inquiry might change, but the principles and processes involved in action research

are the same, regardless of the nature of the practice.

Indeed, action research did not arise in education but was applied to the development of

teaching as its potential was identified. Of particular influence was the work of Lawrence

Stenhouse, who famously advocated that ‘curriculum research and development ought to belong

to the teacher’. He was most adamant that ‘it is not enough that teachers’ work should be studied:

they need to study it themselves’.

For instance, a student who performs very well in written exams fails to give oral answers or

a group of students constantly miss a particular subject period. There may be some reasons to all

such problems, all that is required is a certain more effort on the part of the teachers to get

involved and ask why, what and how. Action Research is that one way which gives an

opportunity to the teachers to get involved in solving their problems. No other researcher can

help a teacher solve such practical problems faced by him in his daily classroom transactions, but

the teacher himself.

Why should we use action research?

Because we want to change our practice. We may be concerned that things might not be

going as we wish, or you may need to implement a new initiative but are unsure how to do it

effectively. What we want is a way of sorting out these concerns that offers practical solutions,

but that derives from the specific circumstances of our day to day teaching practice. We know

that someone else’s solution may have merit, but that it is never quite right for the individual

situation within which we work. We know that practice is always influenced by context.

How does this qualify as research?

Because the act of finding our solution makes us understand our practice better – not only

what we are doing, but also the factors that affect what we do. Action research therefore has two

aspects. The starting point is to sort out a problem or issue in practice; to this extent an action

researcher seeks a solution. But the process can also be used as a deliberate attempt to

understand practice better – a traditional research attitude. What is most important in both

approaches is that we are open, honest and rigorous.

The action research ‘cycle’

At the simplest level, therefore, action research involves a spiral or cycle of planning, action,

monitoring and reflection:

This sequence underpins the process of the inquiry but be prepared to find fuzzy edges

between the stages as your inquiry proceeds. For a start, you will probably not start with

planning; there may be much monitoring and observation of existing practice (reconnaissance)

before you are ready to plan and implement a change. As you become more involved with your

research, you may find it hard to detach one element of the process from another. You may find

yourself reflecting as you are acting – something that Donald Schön (1983) calls ‘knowing-in-

action’ – and monitoring also will take place as action proceeds. However, once that first change

is implemented the action research cycle proceeds generally in the above manner.

Methods

The prime criterion for choosing a particular data gathering method in action research is

whether it is anticipated that the method will give useful information about the practice under

study. It is sometimes thought that methods used in action research are purely qualitative. This

does not have to be true. Although the overall analysis of the data generated by any methods

used will be qualitative in nature, numerical or statistical information may be of great value to

that analysis.

What is most important is that the researcher understands that different research methods

illuminate only particular aspects of a situation. None give a whole picture. In seeking evidence

of her practice, or the effectiveness of a change in practice, a teacher needs to look at it from

different perspectives; she needs to employ a triangulation of methods. This is a simple principle,

involving the careful choice of a range of data gathering techniques, each of which might

illuminate a different aspect of the same issue:

The principle of triangulation:

In this case, ? might be children’s engagement during science sessions. Each method will

give access to different aspects of the situation. There will still be areas not illuminated, but more

is known than if only one method is used. Also, cross-referencing of data from different methods

adds to the overall reliability of the research process.

Analysis

Analysis in action research is the spur to reflection and the planning of new action. Analysis

within action research is about possibilities, not certainties. It is not about why things have to be

as they are, but rather what possibilities for change lie within a situation. Action within a

complex social world is not static; it is dynamic and forever evolving.

In analyzing our action research, we need to adopt an approach which can help uncover this

dynamic nature. To understand his or her practice, an action researcher should strive to uncover

the elements that constitute it; elements which may be in harmony or in contradiction. Action

researchers need to look at their practice dialectically.

Nine Action Research

As per as proposed activity calendar of 2010-2011, we were told to complete nine action

research on school subjects. For this, first we organized a workshop with the teachers from nine

different schools belong to ten different CLRC. The workshop took place on 23/09/2010 at

Diamond Harbour North CLRC. Then we discussed about the Action Research and tried to make

them familiar with this project. Next they selected a topic and interaction over this topic took

place. Finally after some modification, nine topics were finalized. We have given them three

months for completing this project. We used to interact with the teachers regularly during this

period. After three months each of them submitted their report successfully. In the next section,

we are presenting the following Action Research Report elaborately.

1. Removing the problems of Reading, acquainting with words and letters and speaking

English of a group of students of class II in Dhanyasisa F.P.School.

2. Improving the attention level after Mid Day Meal of a group of children in class-VIII of

Kalipur High School in South 24 Parganas

3. Improving awareness and consciousness regarding Homework and class-room attention

specially for the boys comparatively girls of Narayanpur M. C. High School

4. Developing the Attention Level in English Learning of a group of weak learners belong to

class VI in Gangadhar Pur K.K.High School

5. Improving the writing skill in Bengali of a group of students belong to class-1 in Alaquilia

F.P.School belongs to the brick field area.

6. Improving the writing skill of a group of students of class III in Horidas Pur Sohalampur

Vivekananda Vidyapith

7. Removing the teaching–learning problems of a group of students of class III in Brindakhali

F.P.School

8. Improving the reading skill of a group of students of class II in Malipukur F.P.School

9. Improving the attendance rate of a group of children in Steamer Chak F.P school

1. Removing the problems of Reading, acquainting with words and letters

and speaking English of a group of students of class II in Dhanyasisa

F.P.School

Sairab Mallick, Asst. Teacher, Bishunupur CLRC

Introduction : Due to phobia in English of the students of class II, they attend the school

irregularly. To teach English language and to regularize presence of the students in the

school mainly for these two purpose, this action research has been taken up.

Background : Most of the students of our school live below the poverty level. Besides this

almost entire students are First Learner. The parents do not have adequate awareness

regarding their childrens’ weakness towards English. Some of the students also work as child

labour. Few of them also look after their brothers and sisters. As a result of these, the

students are in attentive in their study. These problems are severe in case of English learning

for class II students. To change this scenario we, the teachers should take immediate actions.

Rational : English is an international language. With the inception of globalization, students

should have good knowledge over this language. Now days English is essential in any type of

job. Primary education is the basis of the future of any student. So, the problems which

generally arises while learning English language such as reading, word construction,

speaking etc must have to be removed. Without having proper knowledge in these regards,

the students will not be able learn this language properly. For the overall development of the

child, this is essential.

Objectives : The objectives of this action research are

To increase the English reading skill of the students.

To make the students acquainting with the English word and letter construction.

To enhance the English speaking capability of the students of class II

Overall development of the child

Methodology :

Method : Discussion method, Question Answer method were used .

Sample : First we made a base line survey to recognize the students of class II who were very

weak in English. Few students [20] of class II were identified through this survey.

Statistics : Different simple statistic like Average, Percentage etc has been used in this case.

Analysis and Interpretation:

Sl.

No.

Problems faced by the class

III students

Action taken

Outcome

1. Weak in English reading

skill, word and letter

construction

We prepared letter cards in

small and capital letters

A picture of the known

word was presented with

the letters. As for example,

A-apple, B-bat, C-cat etc.

Cards with pictures were

introduced incapital and

small letters

simultaneously.

Pockets cards were shown

English cards containing

known flowers, fruits,

animals, vehicles etc were

presented.

The children were asked to

pick up those cards from

the basket in a way of

playing.

Children learned

and acquainted

with the letters

one after another.

Children were

accustomed to

saying good

morning, come

here, take this

chalk etc again

and again.

Students acquire

good knowledge

of English

language.

1.

Members of the family do

not have adequate awareness.

We met with the parents and make

them understood about the

importance of good English

knowledge.

The awareness of the

parents raise

2.

Irregular in class

We organized a meeting with

V.E.C members and made them

understood about the irregular

attendance of the students. They

took initiative in this matter.

The students attendance

level increased

4.

Lack of patience

We instructed the students to

observe whether their class mates

are using toilet properly or not.

Whether they washed their hands

with soap or not after using toilet

also was an important part of this

observation. After using toilet the

students are using adequate water

or not was also very important

task.

The students’ habit

improved a lot.

Implication : Although few numbers of students of class II benefitted through this action

research, the strategy may be used for other classes as well as other schools. We continue this

method for our school and hope all the weak students of our school will acquire enough

knowledge in English reading, writing and speaking.

Limitation: The study conducted only few students of class II in Dhanyasisa F.P.School. So it

will be very difficult to draw a general conclusion from this study. Again due to short span of

time, the method did not 100% success.

Delimitation : The study conducted only on one school.

Conclusion : If we remove the fear of English from the students’ mind then they will achieve

high success in near future. The outcome we get just in three months is satisfactory. The steps we

took have given fruitful results. There understanding and application level have improved. Hence

we conclude that, this methodology should apply in all primary schools belong to backward

areas.

2. Improving the attention level of a group of children in class-VIII of

Kalipur High School

Ashok Kumar Mondal, Asst. Teacher, Kalipur High School , Budge Budge CLRC

Introduction :- Objective of School education is to create Human Resources. To achieve

this goal different subjects are taught to generate a wider base of knowledge and to get

success, attention level of the students should be highest during class room teaching.

Background:- Generally, we notice that the attention level of students fell during last two

periods. But during last few months (after inception of mid-day- meal program) we are

experiencing a new problem. A section of students remain inattentive on remain outside the

classroom before and after mid- day meal serving periods.

Rational :-After the inception of mid-day meal program in upper primary section, we are facing

a new challenge. A section of class VIII students became inattentive or sometime remain outside

the classroom in before and after the mid- day meal serving period. The program of serving

ready food causes curiosity among students. They remain anxious to know the menu before

taking meal and after they want to play or doing something else. As a result, they are being

weaker in two or thru subjects which are generally though in these periods and finally the impact

of the problem is reflected in their unit test result.

Hence, it is very relevant to conduct a study the find out the probable causes behind this new

situation and find out possible way out.

Objectives: The study will focus on following objectives :

1) To identify the cause of poor attention level of cl-VIII students of Kalipur High

School in south 24 pgs.

2) To develop the stratigy for improving the poor attention level of the students of class-

VIII in before and after the mid day meal serving period.

3) To promote the smooth functioning of mid- day meal programme.

4) To develop the interest in class room teaching learning process of class-VIII students.

Methodology: The study has been conducted among 191 students of class-VIII of Kalipur High

School, south 24 pgs .Study revealed that out of 191 students about 70 students are usually

involved in this problem.

Mid-day meal is served after fourth period. Few students have poor attention in fourth period.

And after taking meal in fifth period they attend their class in late. So, they became weak in

those subjects those are taught in fourth and fifth period.

The possible causes and the remedial action taken are given below:

Sl.

No.

Probable causes Action taken Result

1. Time for serving mid-day meal

was short. They remained

anxious to stay in front of the

line to get meal.

The scheduled time for serving

meal is extended to one hour.

Also serving process has been

changed.

About 50 students out

of 70 get out of the

problem.

2. Subjects scheduled in the routine

in 4th

and 5th

period were not so

attractive in for those students.

Partial change of the subjects in

the routine in 4th

&5th

period

made to involve all students.

Also work base subjects are

introduce in 5th

period.

2. About 10 students of

the remaining 20, get

out of the problem.

3. Lack of monitoring of the

students after they took meal. As

a result, they remain in the

playground & enter their classes

in late.

Monitoring of the students after

finishing meal has been

increased.

Almost all students go

back their schedule

class.

Implication : They research was done merely on observing the behavior of few students of class

VIII in our School. We are satisfied with our effort. The students became disciplined and their

attention level in class increased. If we apply this strategy to other schools, a large number of

students will be benefitted.

Limitation: The study conducted only few students of class VIII in Kalipur High.School. So it

will be very difficult to draw a general conclusion from this study.

Delimitation : The study conducted only on one school.

Conclusion : This is a good study and we are highly satisfied with our outcome.

3. Improving awareness and consciousness regarding Homework and class-

room attention specially for the boys comparatively girls of Narayanpur

M.C. High School

Anupam Mondal, Asst. Teacher, Diamond Harbour South CLRC

Introduction – It is our challenge to make to the education more joyous and interesting for the

pupils who come to Educational institutions to gain knowledge. The holy duty of all the teachers

in any sector is to ensure all the students to be more serious and attentive in learning. Students

who do their homework and are attentive in the class-room do better in their school and

maximize the chances in their future life.

Background – A long no. of students across W. B. left their study after getting admitted in the

class IX or during the study in Class VIII. As if they were waiting for getting the certificated

passed in Eight. They have no enthusiasm or urge for knowledge related to the regular exercise

of lessons.

Rational – During the last three years we see that all the students of class VIII especially the

boys are not serious and attentive in the classroom and it is ridiculous to listen that they do not

know what the Homework is. In fact they don’t want to believe that regular exercise make a

learner trained and educated and polished. To get success in any sector every student must have

to be more serious, attentive regular and conscious about his study. No. of students left the

school after the final Exam. of class VIII or after the enrolling at class IX.

As a result drop-out rate of class VIII have increased. Hence it is very important and relevant to

conduct a study to find out the probable reasons behind this trend and find possible way out.

Objectives – The study will focus on the following objectives.

1. To identify the causes of the poor performance of the pupils specially the boys in class VIII in

the examination as well as everyday class performance.

2. To make the students more active and serious in their study.

3. To develop strategy of promoting retention rate at class VIII students in rural schools in South

24 Pgs.

4. To develop the interest-motivation among class VIII students for attention in the class and

regular homework.

5. To develop Attendance rate of the students.

Methodology :

Method : Descriptive research method will be adopted for fi9nding the solution of the problem.

Sample : Purposive sampling technique will be used for the selection of sample from two

primary school.

Tools : Students attendance register, external report, Achievement test report, Analysis of the

teachers etc. They are administered personally by us. Interview with teachers, parents and M. C.

members took place in this study.

Statistics : Data from primary sources is analyzed by using simple statistical techniques like

percentage, Bar-diagram, Pie-Chart; I. Q. test etc.

Attendance rate is derived on the basis of actual head course of students who will be present out

of total enrolled students in class VIII during three un announced

Analysis and Interpretation : Data from different sources is analyzed using various statistical

techniques of reaching at the general conclusion from this study. Students of class VIII are

basically teenagers. The reasons for what they are not serious and attentive in the class are in the

following points.

1. They have to help their guardians in different occasion for the economical backwardness and

financial insecurity.

2. All the guardians are not properly conscious; they are quite indifferent misuse their gifted

freedom.

3. The students specially the boys can do what they want. They are busy in different types of

enjoyments like fair, puja, vasan, game etc.

4. They are very disturbed for their adolescent and immature minds. They have to go through a

mental stirring. Now they are neither the children nor the men. They have to journey through a

transitional period.

5. If the teachers call their guardians they (guardians) avoid to meet us for their ignorance. They

don’t want to face the problems, the inconveniences.

The teaching and learning is not is no so interesting and attractive to them.

Solutions are followed :

1. The guardians must have to be conscious about their children. We have to make them aware

that we all have the duty to make a pupil fit mentally and physically.

2. Knowledge is a thing the man seek. So we have to make them thirsty for knowledge. Teaching

and learning should be more interesting, attractive and spontaneous.

3. Students have to be acquainted with the ‘Life-Style’ of a teenager. Teachers can not avoid this

subject. Life-Style is very necessary for the mental and physical growth of a child.

4. Government should take proper step to develop the situation of the financial backward classes.

5. The teachers should be more sensitive and sympathetic. They have to develop themselves as

the friends, philosophers and guide.

Implication : Finding of the study will be helpful in developing attendance rate and making the

future generation property educated from the very school level.

Limitation : The study is conducted only in one school. So, it will be very difficult to draw a

general conclusion from this study.

Delimitation : This study is conducted among the children of class VIII not taking into

consideration the other classes.

Conclusion : This is a good study. The finding of this study would help to increase in attendance

level and attention level of the pupils. At the same time we can reduce drop out at class VIII in

the rural schools of South 24 Parganas.

4. Developing the Attention Level in English Learning of a group of weak

learners belong to class VI in Gangadhar Pur K.K.High School

Ashoke Mondal , Asst. Teacher, Kakdwip South CLRC

Introduction: The young learners are generally inattentive in long dull and descriptive teaching

learning process. There inattentiveness increases in English as it is a foreign language. The

problem is acute to the weaker student who has not a sufficient stock of vocabulary along with

other factors.

Background: We have come across a group of students in class VI who are not paying their

attention in English students. They are rather drawing pictures or writing something else to pass

the English period. The students were frightened to reply as asked, that they could not write what

I dictated for lack of vocabulary and interest.

Rational: I did this research on the thought that these poor learners must be made attentive in

English in this upper primary stage so that they did not get dropped out of school. They must be

praised and encouraged in English class for their minimum success.

Operational Terms: 'Learners' means the student, 'weaker' means they are comparatively below

the standard of the expected learning competency and of average students.

Objectives: I bore in mind the following objectives while conducting the Action Research :

i) To make students regular,

ii) To make students attentive,

iii) To improve their stock of vocabulary,

iv) To encourage them to use spoken English e.g. greeting, biding thanks, adieu etc.

v) Not to suffer from inferiority complex.

Methodology: First we Chosen and separated a group of students of class VI and asked them to

speak their names and address in English. Asked them to write some common words as

indictated by us and told them to tell the Bengali meaning of the said words. We presented charts

infront of them and told them to write the names of the pictures in English and Bengali. We also

used colorful english comics to encourage them. We regularly correct their errors and

immediately we have got success in this regard.

Analysis & Interpretation:

Sl.

No.

Probable causes Action taken Result

1. Lack of Understanding We use charts, models etc in

the classroom to make the

teaching more attractive and

interesting. We interact with

those students frequently by

using Question-Answer

method.

Most of the students

became active in class

room transaction.

2. Phobia towards English As the base of the students is

very poor, we started to teach

the basic knowledge. We took

some special classes for this

purpose.

The students’

confidence level

increased. Now they

remain attentive in

class.

3. Large English syllabus

difference between class V and

VI

We tried to split the syllabus

into several parts and then

emphasized each section. We

continued unless each of

selected students achieves

mastery learning over the

subject matter.

The students’

knowledge improved

to a great extent.

4. Lack of learning capability We started to implement

joyful teaching strategy. We

used colorful charts, models.

The students’

comprehend level

increased.

Implication: They research was done merely on some of the weaker students of class VI of our

School. A quite perfection is not found .But it is satisfactory to find that the majority of the

targeted Students improved their learning competency. They were more attentive in English like

other subjects. The means may or may not be effective in general.

Conclusion: We are highly satisfied with the outcome of the research. We think the students

are glad and benefitted from this action research.

5. Improving the writing skill in Bengali of a group of students belong to class

I in Alaquilia F.P.School belongs to the brick field area

Ananta Chakraborty, Asst. Teacher, Bhangore North CLRC

Introduction : At present the literacy rate of our state is improving day by day. But this growth

is not consistent with the growth of the brick field area new. Most of students belong to this area

are first learner. These students face various problems one of which is bad writing skill in

Bengali. This problem is severe among the students of class I in Alaquilia F.P.School.

Back ground : A long no of students in such area of West Bengal comes from poor parents. In

this district we have seen that the writing skill in Bengali is poor, due to shortage of writing

materials from parent which are not supplied by poor parents.

Rational : Our school belongs to brick field area and we are experiencing an important problem.

A significant number of students of class I do not have much knowledge about writing skill in

Bengali. As a result, these students do not get marks according to their capability.

Hence, it is very relevant to conduct a study to find out the probable reasons and find possible

way out.

Objectives : The study will focus on flowing objectives :

1) To increase the writing skill in Bengali of a group of students of class I

2) To develop the interest and motivation level among class—1 children for regular attendance

and practing writing the letters.

Methodology :

Tools : Students attendance register, Achievement report. Interview with teacher and parents,

Charts, letter card, word card. Descriptive method used in this research.

Sample : Purposive sampling technique used to identify the target students

Statistics : Data from Primary Sources analyzed by using simple statistical techniques like

average , percentage, Bar diagram.

Annalysis and interpretation :

Sl.

No.

Probable causes Action taken Result

1. Do not write in their own

language

We compelled them to

read Bengali thoroughly

and try to internalize the

meaning of the subject

We encouraged them to

write letter, essay in

their own language

The students motivated

and their writing skill

improved a lot.

2. Lack of practice We regularly checked their

homework and removed their

error

The number of error

reduced day by day.

3. Lack of seriousness towards

Bengali subject

We organized a special class

with the students of class IV

once in a week .There we

discussed the importance of

acquiring good writing skill in

Bengali.

The students became

serious and started to

provide importance to

Bengali writing.

The got good marks in

class test.

Implication : We get satisfactory result for our effort. We have been able to improved the

students’ writing skill to a great extent.

Conclusion :To read and write Bengali language it is the first flight of steps to develop the

writing skill. This is a good study. The finding of this study would help to increase the writing

skill of students of other schools .

Reference :

Barna Pari chay of Pandit Iswar chandre vidya Sagar—part-I and part-II

Montassary techniques for letter writing and from new practice book in Bengali for class-

I for SSUU which is published by W.B.P.S.B. and combined with UNICEF.

6. Improving the writing skill of a group of students of class III in Horidas

Pur Sohalampur Vivekananda Vidyapith

Chanda Kayal , Asst. Teacher , Diamon Harbour CLRC

Introduction : Bad hand writing skill of the children is a burning problem now a days. Due to

bad handwriting , the level of learning achievement of the children can not be measured

properly. To get rid of this problem, several techniques are using for the better future of the

children.

Background : The examiners could not able to understand the answers given by the students, as

a result students used to get poor marks in the examination. These sufferer students may not

achieve successs in higher education for their bad handwriting. They may face embarrassing

situation and become the victim of frustration in near future. To get rid of this situation, we, the

teacher should take some immediate action.

Rational : Primary education is the base of any children. The future of them lies on it. If base is

weak, then the building will not be a strong one. Hence, this is the most crucial phase of the

children. And handwriting is indispensible for education. Therefore to enhance the educational

qualification, good handwriting is much important. For the better students’ handwriting we, the

teachers should take various steps.

Objectives : The main objectives of developing handwriting skills are :

1. Make handwriting better.

2. Enhance quality of education

3. Arousing interest towards writing

4. Financial assistance for future through writing sine board, festoon, banner etc.

Methodolgy :

First we have selected the students whose handwriting skills are poor. Then we organized a

meeting with parents of those children and discussed the importance of good handwriting. We

make them realize their role in this matter. Handwriting skill depends on the flexibilities of

muscles. We started our journey by habituating the students with sealant line, different sketching.

Then they practiced different latter in the Bengali exercise book for 15 days. After this, they

started to follow the textbooks. If any letter was not properly written, we underlined those letters

and teach them how to write it properly. This continued for 15 days. Then we began memory

writing with time bound for 20 days. After finish, we used to check their exercise book and

correct their errors. With these strategies we have been able to improve their handwriting skill to

a great extent.

We follow these procedures not only enhancing the hand writing skill for Bengali but also for

English. We used four line English exercise book where children practiced with small latter

a,b,c,d… first ,then capital latter A,B,C,D….As a result of these, their handwriting skills have

improved. In case of mathematics, we wrote the latter on the blackboard and instructed the

students to follow them. We continued this procedure and students achieved mastery learning

over hand writing skill.

Analysis and Interpretation:

CAUSES ACTION OUTCOME

To make the hand writing

better

1. //////////////////////////////

2. \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\

3. __ __ __ __ __ __ __

__ __ __ __ __ __ __

4. A,B,C,D,E,F ……..

L,M,N,O ……..

5. Bj¡­cl NË¡­jl e¡j q¢lc¡p

80% students have

benefitted and their

handwriting skill

improved to a great

extent.

The students’ interest

towards handwriting

increased.

f¤lzh¡ h C ­W­L J ­mM¡­e¡

q­u­Rz

6. memory writing

7. a b c d ……. A b c d

A B C D A B C D

8. Apple , Bag, Cat , …….

9. This is a cat .

This is a ball .

10. Paragraph from the text

book

11. Memory Learning

10. 1 , 2 , 3 , 4 …

11. 1, 2, 3, 4, Lb¡u ­mM¡ ­b­L

pwMÉ¡u ­mM¡­e¡z

They motivated and

became aware of the

importance of good

handwriting.

Implication : Good handwriting is a pre-requisite condition of getting good marks in the

examination. The achievement level of the students can only be judged when examiner able to

read the answer sheet properly. The selected students of our research will definitely do better in

their next examination.

Limitation : This study is applicable to a few number of students belong to class III of a single

school.

Delimitation : We have taken only 30 students for the Action Research.

Conclusion : The procedure we followed in this case to improve the handwriting skill is a good

one. 80% of our selected students have achieved good skill in handwriting. If we apply this

method to the students of other schools, then a large number of students may be benefitted. For

higher education and competitive examination, these students will gain confidence and achieve

success in future.

7. Removing the teaching – learning problems of a group of students of class

III in Brindakhali F.P.School

Abul Kalam Azad , Teacher-in-charge, Baruipur South CLRC

Introduction : Education is the back bone of the nation. It is playing a vital role in the field of

the national and international as well as local activities with the requirement of the time. The

development of any country primarily depends on its level of Primary education. Hence

government should provide bulk of its resources for development of basic education.

Background : The Brindakhali Gram Panchayat is one of the under-developed areas in the

Baruipur CLRC in South 24 Parganas. This village has lagged behind to a great extent. The SC

people (70%) and the minority class people (30%) are residing here. It is a matter of great

concern that they are deprived of getting proper education and have been victimized by the

superstitious and prejudices.

Rational : Education lacks in the above mentioned communities. Their addiction to drink,

smoking etc. is couting their moral degradation. These families often forget to pay the proper

importance to the education of their children. The parents used to bear the family’s expenditure

through involving in various jobs like biri making, chikon etc. The children of these families also

used to help their parents in their income earning process. As a result, the students’ attendance is

very poor. Many of these children come to school as first learner. These students are very

irregular. Therefore, they face various teaching learning problems in school.

Objectives : The objectives of this action research are

Identification of children of class III who face problems in teaching learning process

Make the students regular in the school and reduce the drop out rate

Improve the learning achievement of these students.

Methodology : We have taken some steps to solve the mentioned problems. Although we did

not achieve 100% success but we have able to cure the problems to a great extent. The

attendance rate has increased for these selected students. We took help from various sources like

external evaluation sheet, local panchayat members, local people who are interested in education,

members of different political party. We used to discuss several issues regarding the problems

faced by the children and try to find out the possible solutions. We divide the selected students

several groups and tried to make them familiar with the regular homework and correct their

error. We continued this for 20 days. We took different T.L.M for their better understanding.

Statistics : We used discussion method, trial and error method to improve the learning

achievement and reduce the poor attendance level of the concerned students. Different simple

statistic like Average, Percentage etc has been used in this case.

Analysis and Interpretation :

Sl.

No.

Problems faced by the class III

students

Action taken Outcome

1. Poor homework Discussed with the parents

and make them understood

about the importance of the

homework. They spend time

with their children.

70% students did their

homework timely.

2. Irregular in class We sat with the mothers and

discussed these problems.

They took this matter

seriously and convinced us.

We started the Mid day meal

programme once again in

more systematic way

80% of the students

became regular in the

class.

3. Understanding the lesson We use charts, models etc in

the classroom. We interact

with those students frequently

by using Question-Answer

method.

Most of the students

became active in class

room transaction.

4. Puzzled with the lesson Students become confused

with their lesson, the home

tutor taught the lesson

differently from the school

teacher.

We met few of the home

tutors and requested them

to follow the new

teaching strategy and

reduce the differences

with the school teachers.

Implication : We got good result by applying the above mentioned strategies. These procedures

can be followed in all the school belonging to the backward areas.

Limitation : The above action research have been done only few students belong to class III of

Brindakhali F.P.School. No general conclusion can be made.

Delimitation : We have taken few students for this survey.

Conclusion : If we make the parents conscious about the importance of Primary education then

more satisfying outcome may be obtained. The local political leaders, gram panchayat members

and retired teachers can play a vital role in this regards. The teachers should take the students’

problem seriously and response accordingly.

8. Improving the reading skill of a group of students of class II in Malipukur

F.P.School

Gopal Ghosh , Asst. Teacher, Malipukur F.P.School

Introduction : The main goal of the present education is not only to bring children into school

but also to raise the educational quality. So quantity and quality are the top most priority now a

days. Quality of achievement depends on several factors such as understanding level, reading

skill, good handwriting, proper answer of the question etc.

Background : We have seen there are lot of differences among the children in a single class.

Some are very good, some are average and rests are poor. In primary education, class II is the

most crucial stage. The base of a child builds in this class. In our school, we have seen that most

of the poor students are very week in English reading skill, especially class II. This is a problem

which can solved to great extent if we, the teachers take some initiative. The students of class II

are not very proficient in reading the English text book. They have fear against English and its

effect falls on reading skill.

Objectives : The objectives of these action research are :

Improve the English reading skill

Enhance the English speaking capability

Remove the fear against English

Methodology : First we have selected the students who face the mentioned problem in class II

and then identified the probable causes for the inefficiency of the students regarding poor reading

skill. We used discovery method for this purpose. Then we analyzed those reasons. At last we

selected some causes and took steps to remove that problem.

Statistics : We used discussion method, trial and error method to improve the reading skill in

English of the concerned students. Different simple statistic like Average, Percentage etc has

been used in this case.

Analysis and Interpretation :

Sl.

No.

Problems faced by the class III

students

Action taken Outcome

1. Members of the family are

illiterate

We met with the parents and

make them understood about

the importance of good

English knowledge. We

instructed them according to

capacity to notice their

children speak English in

proper manner.

The students became

serious about English

reading skill and tried to

read English textbook

loudly.

2. Lack of co-ordination between

school teacher and home tutor

We organized a meeting

where all home tutor were

invited and then we convinced

them to follow a unanimous

teaching techniques.

The students’ confusion

remove and their reading

skill improved

3. Lack of interested towards

English language

We used discussion method

and raised the students’

interaction. We used Pocket

board, charts, CDs and models

in the class.

We met few of the home

tutors and requested them

to follow the new

teaching strategy and

reduce the differences

with the school teachers.

4. Lack of patience We tried to change their view

towards English and

encouraged them to speak in

English in the classroom. We

have taken special attention to

each student. We used spoken

English CDs to make the

students familiar with the

pronunciation.

This strategy brought a

fantastic results, students’

accent improved a lot.

We have been able to improve the English reading skill of class II students to a great

extent. 90 % students’ English reading capability improved. They become more confident while

reading the textbooks. The rest of the students who did not achieve much success within this 3

months, we continue with those students. Hope they will acquire proficiency in English reading

very soon.

Delimitation : The above action research have been done only few students belong to class II of

Malipukur F.P.School. No general conclusion can be made.

Delimitation : We have taken few students for this survey.

Conclusion : Finally we conclude that there are some problems of students regarding teaching-

learning which can be solved by teachers if they (teachers) take some positive initiatives. For

this, the teachers should have good observational and analytical power. They should be flexible

enough so the students feel comfortable. Our aim should, not only gain quantitative achievement

but also qualitative improvement.

9. Increasing the awareness of a group of students of using toilet in proper

manner in Dhola Halderpara F.P.school

Bidyut Halder, Asst. Teacher, Kulpi 1 CLRC

Introduction : India today is often seen as a rapidly modernising country, but there is one area

where it still falls far short access to proper toilets for millions of people. A recent United

Nations report says India tops the list of countries where people still defecate in the open and

puts the number at 640 million. A lack of toilets and poor hygiene practices in India cost Asia's

third largest economy almost $54 billion every year, the World Bank said on Monday.

Background : There are lot diseases arises for not using the toilet properly. The premature

deaths, treatment of the sick for illnesses like diarrhoea, malaria, trachoma and intestinal worms,

as well as the time lost due to illness are few of them. So, we the teacher have the responsibility

of make the students aware about this problem.

Rational : In our school, the toilets are very close to our class room. The smell arising from

toilet creates disturbances in teaching learning process. And we found that these problems related

with toilet creates because of a few number of students. We identified those students and started

to teach them of using toilet properly.

Objectives : The objectives of this action research are

To increase the awareness of using toilet properly

Keep the students healthy and bright

Increase the concentration level of the students in the classroom

Keep the school environment clean and fresh.

Methodology :

Method : Analytical method, discussion method used for this purpose.

Sample : Few students [27] were selected over which this action research carried on.

Statistic : Different simple statistic like Average, Percentage etc has been used in this case.

Analysis and Interpretation:

Sl.

No.

Problems faced by the class III

students

Action taken Outcome

1. Members of the family are

illiterate about proper using of

toilet

We met with the parents and

make them understood about

the importance of using toilet

properl and the probable

disease that arises from toilet.

We instructed them according

to capacity to notice their

children follow the right way

while using toilet

The students became

aware of using toilet

gradually

2. Lack of seriousness while using

toilet

We told them about the

diseases and their effects on

human body

The student realized the

problem and try to follow

our instruction.

Immediately we got good

result

3. Lack of knowledge We used discussion method

and charts, CDs related to

toilet using for increase their

knowledge in this regard.

The students were

motivated and started to

handle toilet properly.

4. Lack of patience We instructed the students to

observe whether their class

mates are using toilet properly

or not. Whether they washed

their hands with soap or not

after using toilet also was an

important part of this

observation. After using toilet

the students are using

adequate water or not was also

very important task.

The students’ habit

improved a lot.

Implication : We have found encouraging result by applying the above mentioned procedure.

Limitation: The study conducted only few students. So it will be very difficult to draw a general

conclusion from this study.

Delimitation : The study conducted only on one school.

Conclusion : Toilets can be germ ridden places and if enough care is not taken to adopt hygienic

practices we can contribute to the spread of many types of disease .The students spend most of

our living hours at schools and still do not follow basic toilets habits and manners. In simple

words, it is shameful and more importantly ill-concern for personal hygiene for their classmates.

And the fact that school toilets are in use throughout the day, makes it critical that everyone

using it must follow some basic hygiene habits and manners.

Conclusion :

Action Research is a kind of classroom research taken up by the class teacher or subject

teachers with a view to find out what action can be taken to solve a certain problem in the

shortest possible time. We do not expect to achieve a cut-and-dried solution to the objectives we

have identified, and we are not concerned with producing a strictly generalised model of learning

or teaching. However, we do hope that fellow practitioners will find our experiences useful, both

as an example of action research. We would welcome communication with others working in

similar ways within the field of education.

This Action Research Project was made possible through the cooperation of our teachers. This

active research study not only increased our students’ enthusiasm for learning but it also rekindled

the excitement of our teachers towards teaching.

Refenrence :

Kothari, C.R, Research Methodology : Methods and Techniques, Paperback 2nd, New Age

International

Koul, L, Methodology of Educational Research, Paperback Edition, Bikash Publishing

House.

Stenhouse, L. (1975) An Introduction to Curriculum Research and Development, London,

Heinemann. (particularly ch.10 – The Teacher as Researcher)

Carr, W. & Kemmis, S. (1986) Becoming Critical: education, knowledge and action

research. Lewes, Falmer.

Whitehead, J. (1985) An Analysis of an Individual’s Educational Development: the basis

for personally oriented action research, in: Shipman, M. (ed.) Educational Research:

principles, policies and practices, Lewes, Falmer.

McNiff, J. (1988) Action Research: Principles and Practice, Basingstoke, Macmillan

Elliott, J. (1991) Action Research for Educational Change, Buckingham, Open

University Press.

Boud, D. et al. (1985) Reflection: Turning Experience into Learning. London: Kogan

Page.

Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action

Research. Basingstoke: Falmer Press.