ACTION RESEARCH SAMPLE-01 | ENGLISH

অ্যাকশন রিসার্চ নমুনা-০১ | ইংরেজি

ACTION RESEARCH SAMPLE-01 | ENGLISH

Research Title:

Finding Solution for four students of class two of———- GPS who can’t recognize non-cursive small letter ‘b’ and ‘d’

Directed by:	Presented by:
Mr. ——————— – Instructor (—————)   ————————— —————————-	Md/Most.——————————— Roll No: ———- Session: ——————- PTI, ———————–

Index

Serial No.	Topic	Page No.
1.	Introduction
2.	Objectives
3.	Rationale of the Research
4.	Methodology of the Research
5.	Place of the Research
6.	Tools of the Research
7.	Data Presentation and Analysis
8.	Result
9.	Implementation
10.	Observation
11.	Reflection
12.	Recommendation
13.	Conclusion
14.	Reference
15.	Appendix-1
16.	Appendix-2

Introduction:

Recognizing alphabet is very important for reading and understanding words and sentences. There are 26 letters in English alphabet and there are two types of alphabet. Those are cursive and non-cursive letter. Every student must learn how to read the 26 letters for building a strong foundation in basic literacy skills which is very important among young learners.

Some learners of class two struggle with recognizing letter shapes, pronounce the letters and sounds. As a result, they face difficulties to read the text. The small letters are often confused to the young pupils.  Teaching the correct formation of similar small letters can help reduce the confusion.

This research focuses on the problem of those learners who are not able to recognize the shape of the letters, letter names and its corresponding sounds.

Objectives of the research:

• Identifying the causes of why students can’t recognize non-cursive small letter ‘b’ and ‘d’
• To improve the recognition of letters and its corresponding sounds
• To find out the appropriate techniques that may attribute to remedy

Rationale of the research:

Many factors impact a learner’s ability to read alphabets successfully. Recognition of letters is a fundamental part of learning how to read. Without it, children struggle learning letter sounds and recognizing words. Children who cannot recognize letter and name them with their sounds have difficult learning how to read. I have been working in ———— GPS for 5 years. As a class teacher, while conducting the English class in class two, I observed some students can’t recognize non-cursive Small Letter ‘b’ and ‘d’. As a teacher it is really a matter of concern to find out what the problem is behind this issue, and how it can be solved. So, I felt that it is needed to work more intensively on that class regarding improving students’ listening.

Research Methodology:

This research is followed some mix method as it handled both quantitative and qualitative data. A test item was used for assessing students’ performance to know their existing level. The Researcher also used an observation schedule for his self-reflection. Besides, in this research, we will use the following methods:

1. Research methods, and

2. Questionnaire Methods.

Place of Research:

This research held over the students of class two of —————- Government Primary School. There are four students who faced problem with recognize the letters ‘b’ and ‘d’ for fulfilling purpose of the research.

Tools of the research:

Tool those are being used in this action research:

1. Observation Checklist.

2. Questionnaires for students and parent.

Data presentation and analysis:

Achievement tests an achievement test was held at the early stage of study to asses’ students’ existing level of recognizing the letters ‘n’ and ‘u’, writing and distinguishing them were assessed to understand the real condition of the students through the achievement test. The result is given below (Appendix-1).

Analysis of Ability to Identify small Letters ‘b’ and ‘d’

Item	Percentage
Recognizing ‘b’	74%
Recognizing ‘d’	70%
Writing ‘b’	68%
Writing ‘d’	71%
Distinguishing ‘b’	42%
Distinguishing ‘d’	44%

Table-1: Results of achievement test before intervention

This table shows that 74% students can recognize ‘b’, 70% students can recognize ’d’, 68% students can write ‘b’, 71% students can write ‘d’ and 42% students can distinguish ‘b’, 44% students can distinguish ‘d’.

From interview, it is found that the teacher had not used any technique other than the lecture method. This finding suggests that any technique other than the lecture method can be applied as an intervention for this study.

Observation schedule:

	Always	Sometimes	Never
Students’ attention
Students’ participation in repeating again and again
Participation in Pair Work/ Group Work
Students’ involvement in language games

Table-2: Information from observation

In the beginning of the study the researcher found that students sometimes took part in the above-mentioned listening issues.

Result:

After completing the research on the students of Class one, we can ensure that the difficulties of English often cause by the mal-treatment of other skills of the language like, listening, speaking, reading etc. The main problem in letters’ recognition is the shape. There are multiple tasks that students have to do in letters recognition which are:

1) distinguish shapes between capital letters,

2) distinguish shapes between small letters and

3) associate the sounds of the letters. The problem related to letter discrimination tasks by pointed out that certain types of letter confusions were harder for children to distinguish than others, resulting in differing improvement rates.

4) Reverse small letters like ‘b’ and ‘d’, ‘p’ and ‘q’, ‘n’ and ‘u’ etc. make confusion to the learners.

5) Cannot match the appropriate letter when given the sound.

6) Read with poor comprehension.

Implementation:

Considering the problems, I made a lesson plan according to my issues taken above. Next, I went to the class and conducted lessons in accordance with my plan during two weeks. Some techniques named using thumbs”, “fun games”, “zero ball game” are available to teach non-cursive small letters, specifically, ‘b’ and ‘d’, to primary level students. Newly introduced activities are choral drill, pair work and group discussion.

Observing the implementation output:

From this research, we came to a opinion for bringing out the points for the difficulties in recognizing some small letters. The student participants responded very well to the applied technique. But the change could not be measured unless an achievement test was not administered. The result from the test shows that though the technique did not bring all the student participants at same stage, the number of capable students in every category of the achievement test has increased. Specially, in writing ‘b’ and ‘d’ category all students became capable after the intervention.

Analysis of Ability to Identify small Letters ‘b’ and ‘d’

Item	Students’ average ability (%)
Recognizing ‘b’	99%
Recognizing ‘d’	98%
Writing ‘b’	98%
Writing ‘d’	97%
Distinguishing ‘b’	92%
Distinguishing ‘d’	88%

Table-3: Results of achievement test after the intervention

Observation

I did continue lessons for two weeks. After two weeks, achievement test was held again and I found satisfactory improvement. Students were more confident to recognize non-cursive Small Letter ‘b’ and ‘d’. They enjoyed a lot in participating all activities.

Reflection:

When teachers use student-centered joyful activities related to the topics, and give students sufficient opportunities to practice them, it helps develop their basic language skills. From then, I was encouraged to continue same strategies in the classroom.

Recommendation Teacher should not depend solely upon the lecture method while teaching non-cursive letters in primary level. Along with “zero ball game”, different techniques should be applied in the classroom.

Conclusion:

The student participants did not experience appropriate teaching technique when they were learning how to recognize and write the non-cursive letters ‘b’ and ‘d’. The result of this study shows that if they had been experienced the techniques like “zero ball game”, they would not be at the same stage as they were at before this study was conducted.

References:

• https://research-methodology.net/research-methods/action-research/
• https://www.proshikkhon.net/dped-action-research/
• https://www.teacherph.com/sample-action-research-about-education/
• https://www.twinkl.co.uk/resource/T-L-024-Letter-Formation-Worksheets
• https://www.bigactivities.com/printing/alphabet/lowercase/small_b.php
• DPEd Resource Book. NCTB, Dhaka, Bangladesh.

Appendix A

Achievement Test

Name of School: ————————————–

Name of Student: ————————————-

Roll: —————————————————-

1. Circle the letter ‘b’: bat, nib, beauty, doubt.

2. Underline the letter ‘d’: dog, mad, dear, student.

3. Write 3 words start with ‘b’

4. Write 3 words start with ‘d’

5. Write the words in your notebook.

Appendix-B

Observation Schedule (Checklist for teacher)

Name of the topic: ———————————

Start time: —————–

End time: ——————-

Date: ————————

Observation schedule:

	Always	Sometimes	Never
Students’ attention
Students’ participation in repeating again and again
Participation in Pair Work/ Group Work
Students’ involvement in language games

আরও পোস্ট দেখুন:

• কেস স্টাডি নমুনা-০১; পেশাগত শিক্ষা। শিরোনাম: “প্রথম শ্রেণির শিক্ষার্থী বকুল, রোল-২২ এর শিক্ষকের নির্দেশনা এবং সহপাঠীদের সাথে মিশতে না পারার কারণ অনুসন্ধান।” দেখুন।