සිසු දරුවන් පැවරුම් කිරීමට මැළි බවක් දක්වන්නේ ඇයි ?
R. P.
Kalupahanage1, Dr. Sunethra Karunaratne2
1. Wickramabahu
National College, Gampola, Sri Lanka
2. Faculty of Science,
University of Peradeniya, Sri Lanka
Abstract
Action
research was on chosen five students in grade 10-D who seemed to have less
interest in submitting their assignments. The issue led me to investigate to
find out the reason for their non participation.
As the first
action a home assignment was given to the whole class with a complete
information sheet, which included the criteria for marking and a reminder note
about the submission date was hung effectively at eye level in the classroom.
Students were expected to work independently and complete the assignment within
a three weeks time. As the second action students in the classroom were grouped
randomly and an interesting group assignment was given. This was expected to
complete by the students as a group work in the classroom within the two
periods of the time table. Each group member was expected to do a specified
portion of work and put his name at the end of it. During this time
difficulties faced by the students were identified.
In the first
action only 3 out of the 5 students submitted their assignment on the due date
but in the second action all the students in the sample submitted their
assignment on the due date. It was clearly noticed when compared that students
actively participated in the second action and that they work as a team to
achieve a common task. It seemed that students were able to assess their
strengths and weaknesses better when they work as a group in school.
Key wards: Action Research, Students, assignments,
interest, submit
Full Paper
Introduction
The Action research was
conducted in a national collage in the central province. This school currently
has a student population of both girls and boys exceeding 1500. The college
area is more than 13 acres and there are 26 buildings in the school
premises. The academic staff consists of more than 80 teachers and nearly 10
non academic staff is being led by the Principal.
As a leading school in Sri Lanka
there are many kinds of facilities Such as, Well-equipped laboratories,
Library, Play grounds, computer lab, auditorium, hostel, gymnasium, etc.
There are many active and dynamic Clubs and Associations. Most students
actively take part in events which are organized by these clubs and
associations.
In this college, Athletic, Foot Ball, Net Ball, Volley Ball, Cricket, Judo,
Table Tennis, Karate, Chess, Badminton are the sports event functioning
currently in the school. Most of them are known to bring students to place in
provincial level and island level competitions and students actively take part
in these sports and games.
I was the teacher in charge of grade 10 – D classroom which was the 3 rd
class of the 1st floor of the building. This building was just next
to the play ground but students were unable to see the playground when they
were in the classroom. The classroom is covered by a short wall and it got more
sunlight form both sides and it faces very less disturbances from the external
environment. There were 25 students between the ages of 15 to 16 in this class.
They all come from upper, lower or middle class families. I taught
Science five periods per week.
BACK GROUND OF THE PROBLEM
During the first and the second
term of school, different type of evaluation methods such as written tests, oral test,
assignments, presentations, performances, practical tests etc, were used. Each
student’s level of science learning and their strengths and weaknesses were
determined. During this particular time, data were gained by my own
observations and documented by comparing these students’ attitudes towards the
science learning and their reactions while doing different types of tests.
During this time five students who were very lethargic in school work were
identified. In this study this students have been recognized as A, B, C, D and
E. These students didn’t show much interest in participating in the science
lessons of mine. As a result, I had to collect more data by the individual
files on the student profile, their daily attendance, and from interviews with
other teachers. Field notes and marks of student performances were also taken
in to consideration.
When individual profiles of these four students
were analyzed it was noted that this students were living only with a single
parent and these parents were not having a proper educational background.
When these students were interviewed four students mentioned that they were interested
in learning science but not in doing assignments. When their daily attendance
was analyzed it was noted that three students didn’t have 80 % of attendance.
They were seated in the class in different places according to the order in the
register but students had to change their sitting arrangement one a week.
Not only their participation in science subject but their participation
in other subjects was also monitored. More over when other subject teachers who
instruct my class were consulted it was found that A, B and E were performing
well whereas C, and E were weak in Buddhism, English, mathematics, and History
but C and E were showing colours in sports.
Daily records of these students
were kept in my reflective journal and everything which happened in my teaching
learning process was noted.
“When I asked
about the assignment I gave them last week only one student was able to hand
over the assignments. B was that student always did his assignments on time.”
(Field notes,
14/07/2010)
“Then I asked
about the assignments from the students, five students hand over it while the
other had forgotten it. Then I said Monday is the last submitting date to the students.”
(Field
notes, 15/07/2010)
When focusing on their marks for performances and the assignments during the first term there were clear differences in their marks with other students in the class. A, B, C, D, and F got the lowest marks for the assignments. It was also noted that these assignments had not been submitted on the expected date.
Considering all above evidence
it became a reasonable investigation to find out “How to make an interest in
six students to submit the assignments”.
To solve this problem action
research was selected as the teacher herself can act as a researcher in the
class. It is a simple, more practical method which can be easily applied in a
class room.
ACTION FOR INTERVENTION
In 7th
September 2010 this study was stared. First the concept of the
assignments was studied and tried to find answers to certain questions such as
“what is an assignment? What are the types of the assignments and how to create
the assignments in an effective way?
“The
assignment is an activity module allows teachers to collect work from students,
Review it and provide feedback including grades.”
There are different types of
assignments Lab reports, case study reports, review of an article, literature
review, reflective journal, and project reports, which can be used for
instructing science. And it was noted that each and every type of these
assignments has a purpose, audience and structure. Then it was decided to make
an assignment in a more effective manner.
After studying and finding facts
about the assignments newly structured assignment was used to teach science in
the class. This new assignment was used to direct the students to make a lab
report. In this assignment students were expected to make a report on
reaction rate of metals after doing their own lab experiments. To the report
students were expected to include an introduction, methodology, observations
and a conclusion. And also they have to list the references from which they
collected the information. An information sheet was produced including the
structure of the lab report and the reminder note about submitting date which
stated clearly “please submit your lab report before 15th September
2010”. This information sheet was pasted in the front wall of the classroom
effectively at eye level. Students carried out their laboratory experiment on 9th
September in 7th and 8th periods. While the students were
carrying out the experiment, special attention was given and they were
entrusted with responsibility and leadership. E was absent on the particular
date and A, and E were highly involved in the lab work, whereas B and C were
not. Even though they were asked three - four times to participate in carrying
out the practical they just continued to watch the experiment being done by the
others. Individual advices were given asking them to do the
experiment, handle equipment, clean the apparatus etc. After the
experiment a planned individual home assignment was given which
included the format of the lab report, criteria for marking and the submission
date. It was expected to give them a challenging task by using new method of
assignment.
OBSERVATIONS
Submission of lab reports
Three out of five students
submitted their assignment on due date. After inquiring individually it could
be found that E suffered from fever and C had not internal reinforcement to do
the assessment. After inquired from C, he stated that he forgot it and half was
completed a week ago. Further questioning revealed that this child is neglected
by his parents who are engaged in their own work and he had no idea to work on
time or the value of it. Anyhow C and E submitted their lab reports on 30th
September 2010.
REFLECTION
According to the
observations on my first action creating challenges using new patterns or new
method of assignments, clear instructions, the simple criteria actually make
more inertest in the students to attend on assignments. It was noted that hanging
the reminder note was successful and announcement of the content of the
reminder notice over and over again also guided the students to work on time
and submit the assignment on the due date. Except the student C and D others in
this study sample actively answered questions and they remembered lots of facts
from the activity they did when compared with the way they performed earlier.
As C and D didn’t reach the
expected level, I had to continue my study and apply the second action in order
to find out a more effective way to achieve the expected target.
SECOND ACTION
As the second action students in
the classroom were grouped randomly and an interesting group assignment was
given. This was expected to complete by the students as a group work in
the classroom within the two periods of the time table. Each group member was
expected to do a specified portion of work and put his name at the end of it.
During this time difficulties faced by the students were identified.
“Group assignments in a cooperative learning environment can help
improve student learning while developing essential teamwork, communication,
and leadership skills. The students report that the group assignments improved
their understanding of the course material because of the interaction of the
students' views, the need to listen and to express ideas, and the opportunity
to see other ideas. The students believed the group work helped them accomplish
more and understand concepts better than by working alone.”
(http://fie-conference.org/fie95/2b5/2b53/2b53.htm,
30/10/2010)
Information sheets which
include the relevant subject details with different topics were produced. It
was about “simple machines” the third unit in grade 10. Seven
information sheets were made about levers, pulleys, inclined planes, wheel and
axel and belts, chains and cranes. Students were divided into groups and were
asked to refer the information sheet and instructions were given to each and
every group to refer their text book in order to find more details and make
small booklet according to the given topic. Students were expected to make the
booklet with details about simple machines with daily life examples which they
came a cross.
All the
Students were present in the classroom on the 25th October at 1st
– 2nd periods. Students in the class were randomly divided in to
seven groups each containing three students. A, B, C, D and E were included in
to five of the above seven group. After grouping the students the above
mentioned, assignment was given. Half sheets were provided for each student and
guided them to make booklets. The structure and the criteria for marking given
were explained. The most effective thing was, each student had to precede some
kind of work and they had to write their name under their portion of work.
OBSERVATION
It was
observed that A, B, C, D and E students actively were actively involved in the
work. Their behavior on the observation sheet was documented. It was also noted
D and E joined in discussions than before. A, B and C engaged in making the
cover page sharing their ideas with peers such as weaknesses in their drawings,
hand writing etc. D and E played major roles such as finding and organizing
information and writing them in an attractive manner. End of the 2nd
period all the groups successfully submitted their assignments.
REFLECTION
According to my
observations regarding the second action, it seemed that learnt new and better
strategies by recognizing their own strengths and weaknesses by working with
peer groups they learnt different ways of tackling same task. at the end of the
assignment when questions were asked from the subject areas on which the
assignment had been based students answered very well. It was also noted that
they remembered the facts very well compared to the previous occasion. The
distractions may be less in the classroom than at home since all are engaged in
the same task and they were being under my constant supervision. When students
comments were considered it was clear that they prefer to work in groups rather
than on their own. It was more like an enjoyable fun game for them rather than
sitting in one place and reading the book.
Conclusion
From the above it was obvious
that working in groups has given them the opportunity to express their own
ideas and also have taught the value of working together in a group.
Observation of this study clearly proved that the students had actively
participated in the second action and that they worked well as a team to
achieve a common task. It was possible for the students to assess their
strengths and weaknesses better when they work as a group in school than alone
at home. When group activities are done at the school equal resources can be
provided to the students. This may be the reason for the success of the
students in the research sample. It can be concluded that group activities at
school is a more effective method of teaching.
.
References
- (http://docs.moodle.org/en/Assignments,30/10/2010).
- (http://fie-conference.org/fie95/2b5/2b53/2b53.htm, 30/10/2010)
- Stenhouse,L (1985) “Action research and the teacher’s responsibility for an educational Process”, in Rudduck and Hopkins, Reason as a basis for the teaching. Oxford;Heinemann, 56 – 59
- Burns, R.B “Introduction to Research Methods” (1994) Australia,Longman, Cohen L. Manion L (1992) “Research methods in Education” USA: Routledge
- Elliott, J (1991). “Action Research for Educational Change” Milton canes & Philadelphia: Open University Press. Altricher, Posch & Somekh, 1993.
- Gregory, R (1988) Action Research in the secondary schools, London: Routledge, Chapman & Hall
- Kemmis, S & R McTaggert. (1982) The action research planner Victoria, Australia: Deakin University Press
- Kemmis S & McTaggert (1990)The action research reader. Victoria: Deakin University
- Onei,Z (1997) Teacher Initiated Research : Action Research. Turkey
- fldä;=jlal= ð ^1998& ld¾h uq,sl m¾fhaIK m%fúYh" iqfkr m%ldYlfhda " kqf.af.dv'
It's great full blogging. All articles are best for science. i most like & very helpful for my education.
ReplyDelete