Project Title: Developing students confidence through motivation at the secondary level
Description
This project is based on action research for B.ed classes 8613 from AIOU based on new pattern
Name
of the School (here write your school name please):
Theme: developing student soft skills (performance at
secondary level)
Subtheme: Student Confidence
Topic: Developing students self-confidence via motivation
at the secondary level
Demographic detail of
participants
For the present research 70 participants are selected, all of them are
student of 11th and 12th
classes, their ages are between 16 to 18 and the sample was consist of 40 students
Socio-economic
conditions of participants
The participants in this research mostly belong to a different category
in which socio-economic conditions are not good and they cannot afford the
expenses of their children’s study. Many participants relate to the middle class
families. They were very much relying on school environment and teachers
communication for perceiving the knowledge
Location of school
The present research conducted in Government school………which is situated
in the ………
Reputation of school
The school has a great discipline and is very organized in teaching the curriculum of Punjab text board and school show great annual results every
year, therefore the passaging ration of students are very good
Details of the school
In selected school for research, for teaching the teacher used mainly three languages such as Urdu, English and Punjabi, the use
of Urdu and Punjabi is most acceptable because the school location is present
in urban areas. For skilled productivity and enhancement of knowledge of their
students’ teachers also used many mixed teaching approaches to teach using the direct method of effective communication. The term communication is the process
of delivering a message by the communicator to the communicant.
1. Why did you select this
specific sub-theme and topic? Relate it to your experience/problem in your
classroom/institution. (10 marks) 8613 project
(Give the background
and rationale of the study)
The present topic has been selected for action
research because the self-confidence issue is faced by all the students in different
levels of education for career development. In the field of education, teaching
and learning go side by side. Education is the only tool that aims to equip and
empower its learners with the right knowledge. This knowledge also works
towards acquiring various competencies and skills that are required for any
citizen to capture good employment opportunities and have a positive impact on society.
2. What was your
discussion with your colleague / friend / senior teacher or supervisor
regarding the problem? (05 marks)
(Provide your
discussion with your colleague or supervisor for better understanding of the
problem and alternate solutions)
Action research procedures (plan, act, observe,
reflect and revise) were used to study the process and development of two classes.
I learned that not only intelligence-factors but also emotional ones play an
important role in learning and they will develop gradually and interact with
each other. Hence, it would become important to improve the students’ basic skills
so that they could participate in classroom activities with confidence. What I
have done in my Integrated skills class was to make full use of the “Activities a based methodology based on motivation by teacher” of each unit. The parts include
greetings with the novelty of concepts, farewells participation with more educated
manners, introducing others, and asking and giving information with the depth
of knowledge confidence based. Each time, we finished learning the parts; I
would ask one of my students to give us a morning speech on a specific topic the
next day by making a full preparation before class, which necessarily involved in
activity-based learning from the first part.
3. What did you find
about the problem in the existing literature (books/articles / websites)? (10
marks)
(Explore books and
online resources to know what and how has been already done regarding this
problem)
The earlier researcher Bandura (1997) and Eccles
(2009), was explained about Self-confidence is integral to psychological
theories of motivation and after that various expert in the field of education
Viljaranta, Tolvanen, Aunola, and Nurmi (2014), has practical relevance to
education: students’ self-confidence has associated with their interest in
particular subjects, for example, Regan and DeWitt (2015) analyzed about the concept
with their choices of what subjects to study. According to Royal Society (2014,
p.22) Students’ self-confidence and motivations are then highly relevant to
teaching and policy within science education in England and many other
countries, especially as higher numbers of science students are sought
The researcher Chen (2003); Chen & Zimmerman, (2007);
Möller and Pohlmann, (2010); Pajares and Graham, (1999), explored that the
studies of Secondary school students have often associated higher accuracy (not
being over-confident or under-confident) with higher performance, but have also
conversely associated over-confidence with lower performance and
under-confidence with higher performance (Chiu & Klassen (2010). Studies
with undergraduate students (the majority undertaken in the United States of
America) have usually revealed higher accuracy but slight under-confidence in
higher-performing students and over-confidence in lower-performing students (Ackerman
& Wolman,(2007).
4. What were the major
variables/construct of your project? Give definitions/descriptions from
literature. (05 marks)
(What are the key terms
in your topic or study? what do you mean of these terms? What particular
meaning you will attach to the term when used in this project?)
Experimental control
group
In the study pretest and posttest experimental design was used. The main
study sample comprised 30 students in a total them constituted the
control group. When creating the experimental and control group, it was aimed
not to cause any district differences between the groups to ensure this
motivation and ABT had been done before the study, and their choices were made
randomly in the classes that had similar performances to one another. The study
was conducted the one of Govt ………………..
5. What did you want to
achieve in this research project? (05 marks)
(Objective / purpose of
the study; what was the critical question that was tried to be answered in this
project)
This research study was conducted to determine the effectiveness
of activity-based teaching on student’s motivation and to measure the effect of
activity based techniques on individual students’ academic achievement in
science subjects.
Objective
1. To determine the effectiveness of the significant difference between
activity-based approach of teaching and learning integrated science.
2. To determine the skills acquired between activity-based approach and the conventional method of teaching with motivation and learning integrated sconce.
3. To investigate the role played by the teachers with motivation via
using the activity-based approach in the instruction of integrated science in the
classroom.
Critical questions:
1. What is the effect of activity-based teaching
techniques on students’ motivation and academic achievement to the students in
education at Secondary level?
2. Is there a significant difference in the effect of
activity-based teaching techniques on students’ motivation and achievement
according to the two groups of respondents?
3. What is the effect of gender motivation when exposed
to an activity-based approach in teaching and learning integrated science.
4. What is the role of a motivational teacher in
organizing effective use of an activity-based approach in teaching and learning
integrated science?
6. Who were the
participants in your project? (05 marks)
(Give details of the
individuals or groups who were focused in this project e.g. the early-grade
students whose handwriting in Urdu was not good or the students of class VIII
who did not have good communication skills)
The sample of the study consisted of 40 students enrolled in Secondary
school……. Which are shows less self-confidence to explore science subjects and
not learn with motivation even they have an education combination group? Thirty
students were randomly selected as the participants of the study and
distributed randomly to the experimental and controlled group.
The participants chose
for the present research have been in the school for more than two years. They have
undertaken an examination every year to move on to the next academic level. Many
students despite beginning serious about the studies remain unable to perform
well in exams. They are only thought the curriculum but are not prepared
mentally by the teacher to be motivated and encourage enough to understand the
exam. Thus some time fail to achieve the pressure and do not performs according
to the expectation of their teachers and parents. They feel confused about
structuring tens and grammar structures. Thus the researcher explores to
identify the problem by teaching them different methods.
The total of 70
participants are selected for the current study, all of them are students of 11th and 12th classes and their ages between 16 and 18.
Among 70 students all are boys because here only avail in this school so it is
confirm that all 40 boys are participants as samples in this action research.
All participants belong to the middle-class families who don’t have rich
sources for English language learning. Thus they very much rely on school
teacher and curriculum
7. How did you try to
solve the problem? (10 marks)
(Narrate the process
step-wise. Procedure of intervention and data collection)
The science process skills test (SPST) was used to measure the integrated
science skills the test developed by GOVT Secondary school science teachers.
The teachers who have 11 eleven dimensions
·
5 items
related to formulating a hypothesis
·
6 items
related to identifying variable
·
6 items
related to defining operationally
·
6 items
related to the interpretation of data
·
3 items
related to formulating models and
·
7 items
related to experimenting.
The Pre-test post-test
control group design
Which is one
of the methods of the experimental design is applied to all participants attendant
the four hours lectures per week in a science course, while the students in the control group were being taught the conventional method (lecture method). The
one in the experimental group were supplied some hands activities prepared by
the researcher to improve their science process skills.
Table number of activities aiming to improve the skills in all the groups
8. What kind of the instrument was used to collect the data? How was the instrument developed? (05
marks)
(For example:
observation, rating scale, interview, student work, portfolio, test, etc.)
Experimental
group
An experimental study design utilized in
this study consisted of an experimental group and a controlled group.
Control
group
The experimental group received treatment,
while the control group received no treatment.
Random
selection
Random assignment for selection of
subjects was considered and pre-test and post-test control group design of
experimental research was used for this study.
The sample of the study consisted of 80
students enrolled in Secondary education and unrolled for two years.
Thirty students were randomly selected as the participants of the study and
distributed randomly to the experimental and controlled group.
9. What were the
findings and conclusion? (Provide instruments and analysis as appendix) (10
marks)
Based on the results and discussion, this study concluded that
activity-based teaching enhances student motivation and improves academic
achievement in education at the higher secondary level. Teaching styles attract
students and play a positive role in student motivation and improve academic
achievement for better results in learning.
–
In order to
develop higher-order thinking skills, it is important to conduct lessons using
activity-based teaching.
–
Teacher
training programs on activity-based teaching may also be conducted by
educational institutions to enhance teachers’ teaching skills.
–
Guide the
development trend of students and their needs and develop their talents and the direction of education is correct.
–
The teachers
should employ and emphasize on improvisation which capacitated the acquisition
of basic and process skills.
–
Teachers
should provide opportunities for students to self-study, where the benefit of
the teaching-learning situation in their future.
–
Adequate
supply of learning and teaching materials should be provided so as to enhance
learning and teaching effectively.
–
Adequate
funding should be provided by the government.
–
Non-governmental the organization should assist the situation through the provision of materials and
other learning materials.
–
Encourage for
work in a group for the co-operative learning process.
–
Encourage the
students to take responsibility of their own learning.
10. Summary of the
Project (05 marks)
(What and how was the research conducted –
main objective, process and findings)
·
Activity-based teaching strategies
describes a range of pedagogical approach to learning teaching its core
premises include the requirement that learning should be based on doing some
hand experiments.
·
The idea of the activity-based approach is
rooted in the common notion that children are active learners rather than
passive recipients of the information. If the child is provided the opportunity to
explore by their own and provide an optimum learning environment than the
learning becomes joyful and long-lasting.
11. How do you feel
about this practice? What have you learnt? (Self-reflection) (10 marks)
Learning by students through activity-based teaching
with motivational strategies on the experience you get is of great importance
because of the education sector, with many goals and the advantages and benefits.
I believe students should improve their skills, for
which teachers have to motivate them to have good writing skills, by providing
instructions in writing processes and rules of writing, such as grammar rules
and writing practice. Strong writing skills may enhance students ‘ chances for
success. Any reading and language curriculum must think about the
multidimensional nature of writing with self-confidence in instructional
practices, evaluation procedures, and language development.
12. What has it added
to your professional skills as a teacher? (05 marks)
This research has made
me aware of the responsibility that lay on a teacher to motivate his/her
students towards studies. A teacher’s job is not only to teach the curriculum
to the students. A teacher also develops a positive attitude of the students
towards studies so they feel encouraged to acquire education and do not feel
burdened. It is mandatory for teachers to make their lesson plans interesting
and motivating for students to make part in daily class activities.
APA manual – 6th Edition). Examples of format
are available on websites. (05 marks) 8613 project
1.
Ackerman, P., & Wolman, S. (2007). Determinants
and validity of self-estimates of abilities and self-concept measures. Journal
of Experimental Psychology: Applied, 13(2), 57–78.
2.
Archer, L., DeWitt, J., Osborne, J., Dillon, J.,
Willis, B., & Wong, B. (2010). Doing science versus being a scientist:
examining 10/11-year-old schoolchildren’s constructions of science through the
lens of identity. Science Education, 94(4), 617–639.
3.
Arens, A. K., Seeshing Yeung, A., Craven, R., &
Hasselhorn, M. (2011). The twofold multidimensionality of academic
self-concept: domain specificity and separation between competence and affect
components. Journal of Educational Psychology, 103(4), 970–981.
4.
Bandura, A. (1977). Self-efficacy: toward a unifying
theory of behavioral change. Psychological Review, 84(2), 191–215.
5.
Chen, P., & Zimmerman, B. (2007). A
cross-national comparison study on the accuracy of self-efficacy beliefs of
middle-school mathematics students. The Journal of Experimental Education,
75(3), 221–244.
6.
Eccles, J. (2009). Who am I and what am I going to
do with my life? Personal and collective identities as motivators of action.
Educational Psychologist, 44(2),78–89.
7. Huang, C. (2011). Self-concept
and academic achievement: a meta-analysis of longitudinal relations. Journal of
School Psychology, 49(5), 505–528.
8. Marsh, H., Craven, R., &
Debus, R. (1999). Separation of competency and affect components of multiple
dimensions of academic self-concept: a developmental perspective.
Merrill-Palmer Quarterly, 45(4), 567–601.
9. Mullis, I., Martin, M., Ruddock,
G., O’Sullivan, C., & Preuschoff, C. (2009). TIMSS assessment fameworks.
Chestnut Hill, Massachusetts: TIMSS & PIRLS International Study Center,
Lynch School of Education, Boston College.
10. Usher, E., & Pajares, F.
(2008b). Sources of self-efficacy in school: critical review of the literature
and future directions. Review of Educational Research, 78(4), 751–796.
11. Viljaranta, J., Tolvanen, A.,
Aunola, K., & Nurmi, J.-E. (2014). The developmental dynamics between
interest, self-concept of ability, and academic performance. Scandinavian
Journal of Educational Research, 58(6), 734–756.
<Academy of Expert Writer>
<About CEO>
Mr. Imran Zafar
has completed his Bachelor of Science (BS) degree in Bioinformatics from
COMSATS Institute of Information Technology Islamabad Sahiwal campus under
supervision of Dr. Ahmad Ali and Master of Science (MS) in Bioinformatics from
Department of Bioinformatics and Computational Biology, Virtual University of
Pakistan, Lahore, Punjab, Pakistan under supervision of Dr. Muhammad Tariq
Pervez. For research work during BS and MS he has also done internships from
School of biological Science (SBS), University of Veterinary and Animal Sciences
(UVAS) and Center of Excellence in molecular biology (CEMB) Lahore. He has
published several research articles and book computers in reputed journals
recognized from Higher Education Commission (HEC) of Pakistan. His research is mainly focused on the field
of Bioinformatics, Genomics, Computational Biology and Molecular Biology in the
domain of life science to performed computational analysis. He is now working
in Ministry of Education as a Science subject instructor in the Department of
Education Punjab, Pakistan.
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