MANUAL

RESEARCH PROJECT
B.Ed (1.5 Year / 2.5 Year)
Course Code: 8613
Name: Muhammad Salman

Roll No. BU606167

Registration No. 18PNS04791

Semester: AUTUMN 2020

Region: Lahore

Theme: Promoting Children’s well-being

Sub-theme: Self Regulating Behaviour

Topic: Effect of Covid-19 on children’s self improvement or learning at Govt.

Elementary School, Phuliani
 COURSE TEAM
Chairman: Prof. Dr. Nasir Mahmood
Dean / Chairman
Early Childhood Education and Elementary Teacher Education
Department
Course Coordinator: Dr. Syed Nasir Hussain
Early Childhood Education and Elementary Teacher Education
Department
Members:
1. Dr. Fazal ur Rehman
Early Childhood Education and Elementary Teacher Education
Department
2. Dr. Muhammad Athar Hussain
Early Childhood Education and Elementary Teacher Education
Department
3. Dr. Rahmat Ullah Bhatti
Early Childhood Education and Elementary Teacher Education
Department
4. Dr. Syed Nasir Hussain
Early Childhood Education and Elementary Teacher Education
Department
5. Ms. Mubeshera Tufail
Early Childhood Education and Elementary Teacher Education
Department
6. Mr. Salman Khalil
Early Childhood Education and Elementary Teacher Education
Department
Reviewers: 1. Dr. Fazal ur Rehman
Early Childhood Education and Elementary Teacher Education
Department
2. Dr. Afshan Huma
Educational Planning, Policy Studies and Leadership
Department
3. Dr. Tanvir Afzal
Secondary Teacher Education Department
4. Dr. Muhammad Zafar Iqbal Mir
Secondary Teacher Education Department
Editor:
Designer:
Composing:
 1. Course Description

Pre-service teacher education in Pakistan has been criticized for being heavily content-ridden

on the cost of ignoring practical aspect. No doubt, theoretical knowledge should be linked

with classroom practices to make the teacher education programs more effective. The Higher

Education Commission Pakistan suggested some radical changes in the teacher education

programs. In wake of the transformation, Allama Iqbal Open University is trying to equip its

student-teachers with skills based on practical works under the supervisions of experienced

and highly qualified teachers. Research Project is one of such offerings to the students which

will provide them some basic skills for being an effective classroom teacher. It is designed to

provide them with critical approach, scientific attitude and reflective thinking. In the previous

semesters, the students were offered ‘Research Methods in Education’, ‘Critical Thinking and

Reflective Practices’ and ‘Teaching Practice-I’. The experiences from these courses will help

the students to build their narrative and complete this research project.

We have already learnt that action research is a way of solving local problems by adopting

steps of scientific method. It is not uncommon that a teacher faces many problems of

different nature during teaching and at workplace. Action research provides more valid and

reliable solutions of the problems faced by them at classroom and institution level. So,

mastering action research can be an important step in becoming a more effective teacher.

Keeping in view the importance of action research in the professional life of the teachers,

universities of the developed countries have made action research a part of teacher education

programs. For setting higher standards of pre-service teacher education in Pakistan, Allama

Iqbal Open University has also made it mandatory for B.Ed students to conduct an action

research and write a report. As action research targets learning teaching through researching

teaching and based on some practical work, it provides an opportunity to change student-
teachers’ beliefs based on practical experiences. It will help the students understand how

scientific method is used to solve classroom problems.

One the most important considerations in action research is ‘context’ – that’s why we are not

bothered about the generalization of the results. It is conducted in the context of the

researcher and the problem relates to the personal context. The critical question of an action

research is mostly narrated in personal pronoun i.e. ‘I’ and ‘My’. For example, “How can I

improve reading skills at primary level?” or “How can my teaching develop higher order

thinking among students at elementary level?” Sticking to one’s own context provides

another benefit. It provides an insight into the classroom and the institutional practices as a

whole. The other major consideration of Action Research is the ‘reflection’ of the student-

teacher. Action research at this level should be something meaningful to a student-teacher –

lessons which can be carried with as a professional teacher to make you a wiser, smarter and

more effective teacher. Once a student-teacher gets through action research, he/she gets to

know and handle a scientific method to solve his/her professional problems rather than

always looking for trial and error method.

2. Course Learning Outcomes

At the end of the course, the student-teacher will be able to:

 Identify an educational problem within the classroom / institution

 Review the literature related to the identified problem

 Develop a scientific plan to solve it

 Execute an intervention to achieve the objectives

 Collect data about the problem with the help of a research instrument

 Analyze the data

 Draw conclusions based on the analysis of the collected data

  Use APA manual in writing and formatting a research report

3. Introduction to Research Project

The purpose of research project is to engage student-teachers in action research process.

Action research helps student-teachers to begin a cycle of posing questions, gathering data,

reflection, and deciding on a course of action. Research project helps to understand a

particular problem or phenomenon along with strengthening their comprehension of research

process. They discover first-hand knowledge about (a) how the steps of the research process

are interlinked, (b) develop an understanding and appreciation of how knowledge evolves,

and (c) adds a contribution to the existing body of knowledge.

The purpose of action research project is either to solve a problem or to improve a practice in

education within local settings. The output of an action research project may provide

immediate solution to a problem at classroom or school level.

What is NOT an action research?

 Action research is nota library project where we theoretically learn about a topic that

interests us.

 Action research is not an attempt of trying to find out what is wrong, rather it is a

quest for knowledge about how to improve a particular practice/situation.

 Action research is not about doing research on or about people, or finding all

available information on a topic looking for the correct answers. Action research

involves people working to improve their skills, techniques, and strategies.

 Action research is not about learning why we do certain things. But it is about how we

can do things better. It is about how we can change our instruction to impact students’

learning.
 4. Teaching-learning Methodology

The research project is an activity-based course. The student-teacher will complete the

research project under the guidance of a supervisor. It will be mandatory that the supervisor

has at least an M.Phil degree in the field of Education. A person holding a degree of M.Phil /

MS without thesis will NOT be eligible for supervision. Furthermore, M.Phil / PhD degree

holders in the fields of natural sciences, engineering, agriculture, languages, and Arts and

Humanities will not supervise students’ project work. In extraordinary circumstances, the

persons holding the required degree in some specific subjects of social sciences may be

appointed as a supervisor but only with the prior approval of the Chairman, Department of

Early Childhood Education and Elementary Teacher Education. Further:

 A 3-day workshop will be held to share the concept and methodology of action

research with the students. The students will be allotted their supervisors during this

workshop. It is more advisable that the topic of research should also be finalized

during this workshop.

 One-on-one meetings between the student-teachers and the supervisor. The supervisor

will get the progress from the student and propose the way forward. The minimum

number of these meetings is nine. The meetings will be decided with the mutual

understanding of the supervisor and the student-teachers.

 The work (booklet) must be completed within the stipulated period of time and it will

be submitted to the regional office with the approval of the supervisor.

 The regional offices will permit only those students to submit their report who have at

least 80% attendance of the workshop sessions.

 A supervisor will not supervise more than 25 students at a time. Though in special

circumstances, the number of students may be increased subject to the prior approval
 of the Chairman, Department of Early Childhood Education and Elementary Teacher

Education.

Workshop

A 3-days workshop is a compulsory component of the course. At least 80% attendance in the

workshop sessions is mandatory failing which the student will be disqualified for report

submission and evaluation and he/she has to attend again the workshop. The workshop will

be conducted by the concerned regional office. The Dean Faculty of Education may appoint

some faculty members to visit the workshops, if needed, to convey to the coordinators /

supervisors what is and what is not required from the students.

During workshop, the students will get acquainted with the purpose and procedure of action

research. A coordinator and two supervisors will be appointed for the workshop. Only

persons eligible to supervise the students will be involved in the workshop. They will also

work as the resource persons. Except in special circumstances, the number of students in a

class should not exceed 75. It is recommended that the students should be distributed among

the same three persons who were involved in the conduct of the workshop. First two days of

the workshop will be dedicated for the sessions regarding action research. On the third day of

the workshop, the students will work with their supervisors to decide the topic and plan of

their project. The recommended program of the workshop is given below. However, minor

changes can be made to adjust to the local requirements.

Da Session Activity Timing Duration

y
1 I Inauguration of the workshop, communication of 2:00 pm to 1 hour
purpose, pattern and schedule of workshop 3:00 pm
II Introduction and importance of Educational 3:00 pm to
Research 4:00 pm
III Introduction and importance of Action Research 4:00 pm to
in teacher education program 5:00 pm
 IV Identification and selection of problem for 5:00 pm to
Action Research 6:00 pm
V Sources of Locating related Literature and Citing 6:00 pm to
it - APA manual 7:00 pm
2 I Data Collection in Action Research 2:00 pm to
Observation (note-taking, anecdotal record, 3:00 pm
checklists, etc.)
II Data Collection in Action Research 3:00 pm to
Interview (survey; attitude / aptitude rating 4:00 pm
scales; formal interview, informal interview,
etc.)
III Data Collection in Action Research 4:00 pm to
Artifact – the physical record (student work; 5:00 pm
portfolios; test scores; attendance record, etc.)
IV Data analysis and interpretation 5:00 pm to
6:00 pm
V Distribution of students in groups and allotment 6:00 pm to
of the supervisor 7:00 pm
3 I 2:00 pm to
3:00 pm
Students’ presentations on their topics
II 3:00 pm to
4:00 pm
III 4:00 pm to
5:00 pm
Finalizing research topics
IV 5:00 pm to
6:00 pm
V Time Frame and scheduling the meetings 6:00 pm to
7:00 pm

Selection of Topic

The Dean, Faculty of Education will provide a theme and a set of sub-themes. The Director

Regional Services will disseminate this list to all regional centers and the concerned Regional
Director will be responsible to convey it to all supervisors at the time or before the workshop

of the course ‘Research Project’. This practice will be followed every semester as for each

semester new theme and the sub-themes will be provided by the Dean, Faculty of Education.

The selection of the sub-theme – the topic of the research project for each student is up to the

mutual understanding of the student and his/her supervisor. The supervisor is responsible to

give almost equal weightage to each sub-theme. It means that if a supervisor is going to

supervise the work of 25 students and there are 08 sub-themes given, every sub-theme should

be selected by at least 03 students. In simple words, divide the number of students by the

number of sub-themes; and in this way, equal weightage to each sub-theme should be

ensured.

Writing Project Report

You must consider the following points at the time of writing your project report:

 Write you report concise and brief. You are supposed to write your report on the

given space as it is not permitted to attach extra sheets by your own.

 The report must be written in English language ONLY. A report written in any

language other than English will be awarded zero marks.

 Do not copy your report from some other student. If two or more reports are found to

be similar, all such reports will be awarded zero marks.

 If you are already a practicing teacher, use your classroom to conduct this action

research. And if you are not a teacher, you can conduct your research during Teaching

Practice-II (CC-8608).

Dear student
You are required towriteyour response on the given blank spaceONLY in the manual
issued by the department. Write brief and concise; keep in view the space specified
 for a particular portion. Don’t use extra sheets. Only handwritten responses will be
accepted. Don’t write in any language other than English.

5. Assessment of Project Report

Research project is a practical course. There will be no written examination at the end of the

course. At completion of the project, the manual will be submitted to the concerned regional

office of Allama Iqbal Open University. The project manual must be signed by the supervisor

on the given form provided in the manual. Without the signature of the supervisor, the

manual will NOT be accepted. Furthermore, the concerned regional office will ensure that the

said student has at least 80% attendance in the workshop failing which the student will not be

allowed to submit the manual. Though attendance in the workshop bears no marks yet it is

mandatory for manual submission.

The final date of submission will be communicated by the DRS to the regional centers. No

submission after the deadline will be accepted. If a student is unable to submit the report

within the stipulated time or falls short of the minimum attendance of the workshop, he/she

will have to reregister in the course. The student will pay full fee of the course (the fee is

subject to any change by the university administration). He/she will be given two chances to

reregister in consecutive two semesters (offerings) and if the student remains unable to pass

or avail these chances, he/she will be considered fail and has to get fresh admission when the

course is offered.

The project manual will be evaluated against total number of 100. The distribution of marks

is provided against each part. Adequacy, relevance, quality and language will guide the

scoring of responses.
 TOPIC APPROVAL FORM
(Note: This form must be filled and signed on the last day of the 03-days workshop)

Student Name: Muhammad Salman

Registration Number: 18PNS04791
Roll Number BU606167
Programme: B.ED 2.5 YEARS
Supervisor Name: Dr.Ijaz Hussain
Theme Promoting Children’s well-being
Sub-theme Self Regulating Behaviour
Topic of Research Project: Effect of Covid-19 on children’s self improvement or learning
at Govt. Elementary School, Phuliani

Workshop Coordinator Signature: ________________________________

(Name)
Resource Person-1 Signature: ______________________________________
(Name)
Resource Person-2 Signature: ______________________________________
(Name)
Date of Approval of Topic: ________________________________________
 DECLARATION
(To be filled and signed by the student and retained by the Controller of Examination)

I ________________________________ Daughter / Son of

___________________________

Roll No. _______________________________ Registration No. ______________________,

a student of B.Ed Program (1.5 Year / 2.5 Year) at Allama Iqbal Open University do hereby

declare that the research project entitled

___________________________________________

___________________________________________________________________________

submitted by me in partial fulfillment of B.Ed (1.5 Year / 2.5 Year) program is my original

work and has not been submitted or published earlier. I also solemnly declare that it shall not,

in future, be submitted for obtaining any other degree from this or any other university or

institution.

I also understand the zero tolerance policy against plagiarism of the university and the

HEC and if my work is found to be plagiarized or copied from someone other’s work at any

stage, even after the award of the degree, the work may be cancelled and the degree

confiscated.

_________________________________
(Signature of the Student)

Date: _____________________ _________________________________

(Day-Month-Year) (Name of the Student)
 Research Project Submission Approval Form
(To be filled by the student;and signed by the supervisor and the RD)

This research project entitled ___________________________________________________

___________________________________________________________________________

submitted by (student name)

____________________________________________________ Roll No.

_______________________________ Registration No. _______________________

Program (1.5 Year or 2.5 Year) ______________________ was conducted under my

supervision. I have read it and found it to be satisfactory regarding its originality, content,

language, relevancy, consistency, citation and reference list. It is ready for submission for

evaluation to Allama Iqbal Open University as a partial fulfillment of B.Ed (1.5 Year / 2.5

Year).

_________________________________
(Signature of the Supervisor)

Date: _____________________ _________________________________

(Day-Month-Year) (Name of the Supervisor)

Certified that the student has completed at least 80% attendance and all required components

of the workshop.

_______________________
(Signature of the Regional Director)
Name of the School(where the action research was conducted):

Govt.Elementary School ,Phuliani

Overall background of the participants of the project; area / school: (socio-economic status,

occupation / profession – earning trends of majority of the parents, literacy rate, academic

quality, and any other special trait of the community where the school is situated)(10 marks)

Pakistan is a developing country and like any other developing nation, the prosperity of the
country depends on the working class. More prominently known as the middle class. With the
huge economic gap between the rich and the poor in Pakistan. The divide is filled with the
people belonging to the middle class.

The approximate size of the middle class in Pakistan is around seventy million and is rising
rapidly. As it is quite clear in Pakistan that the rich are getting richer and the poor are getting
poorer. So the middle class is like an intermediate between the two. Since independence the
condition of the middle class has gone from bad to worse.

Most of the people in the middle class are service men or workers. They get a fixed sum of
money every month. Though their humble incomes are nothing compared to the rising prices
and the increase in Tax does not help. Most of the middle class citizens live hand to mouth.
They strive hard to makes ends meet. The price of bare necessities such as pulses and grain
had increased drastically.

All the best professors, teachers and scholars come from the middle class. As it is the most
hardworking group of people. They are mental workers, who earn using their intellect and
mental capacities. Thus to maintain their health and nourishment they need quality food.
They need milk and fruits etc. The price of milk has shot up 15 rupees per litre. The fruits are
so costly that only the rich are able to buy them comfortably. The people are risking and
losing their health.

Like every parent. The middleclass dreams to provide their children with quality education,
but due to such great domestic expenses. They cannot afford the fees of private schools. The
government education institutions have degraded. The education offered is very poor. So in
order to survive in the society and get good jobs. People go to private schools for education
but the middle class finds it difficult to afford. Thus, depriving them of opportunity to get
good high paying jobs.

The people of Pakistan have become sheep. Just like sheep do, they all bundle together to
follow any trend that comes along without thinking about it much. And this trend following
has weakened the position of many people. Many people are actually causing unnecessary
problems for themselves. Grand weddings have become a trend and those who cannot afford
it still try to make it possible by going as far as taking loans. Loans which are difficult for
them to repay. They weaken their economic situation even more. My area also belongs with
middle class people. Most of the people are working in fields, factories and offices. Their
income is hand to mouth.
 Theme: Promoting Children’s Well Being

Sub-theme: Children’s self-awareness and self -efficiency

Making choices
Self-control
Accepting mistakes and errors
Topic: Effect of Covid-19 on children’s self-improvement or learning at primary level in

Govt. Elementary School Phuliani, Kasur

1)Why did you select this specific sub-theme and topic? Relate it to your experience /
problem in your classroom / institution. (10 marks)
(Give the background and rationale of the study)
Corona viruses are a family of viruses that range from the common cold to Severe
Acute Respiratory Syndrome (SARS). The most recent corona virus (sometimes referred to
as the novel corona virus) is called COVID-19, and was first detected in Wuhan, China in
December of 2019. Since its first cases in China, COVID-19 has spread to almost every
country worldwide. According to the World Health Organization, 167,515 global cases were
reported, including 6,606 deaths, as of March 16, 202
In response to the COVID-19 pandemic, Pakistan imposed a lockdown in most
provinces on March 24, 2020. The country closed schools much earlier on March 13, 2020,
along with sealing its borders, when the country only had 21 confirmed cases. The lockdown
was lifted on May 9, 2020. Since June 16, 2020 localized lockdown was imposed in certain
localities. In June 2020, the World Health Organization (WHO) ranked Pakistan among the
top ten countries reporting the highest number of new COVID-19 infections. In August,
2020, Pakistan ranked among the top five Asian countries with the highest number of
COVID-19 cases, with 284,660 infections. Limited testing means that the outbreak is
probably more severe than the numbers depict. However, latest reports suggest that the
country has brought the number of new cases and deaths under control over the past few
months. As with other countries around the world, the pandemic is impacting economic,
health, and education systems. The World Bank expects the economy to shrink by 0.2
percent. In June, the health system was straining with hospitals operating at full capacity,
though recent reports suggest COVID-19 wards freeing up capacity. Schools were closed
since March 13, 2020 and while there is a TV distance learning channel called Tele School in
place, there are issues of accessibility and quality of content. Schools have started opening in
a phased manner since September 15, 2020.
Finally, another important aspect of school is the social learning it generates. Beyond
cognitive learning, school is vital as a setting for social learning: the links between students
and with teachers are vital for the personal development of each child. Knowing how to
express oneself, how to listen to others, how to respect diversity, and more abstractly how to
respect the 'social contract' is difficultly learned from books. Confined to their homes,
children suddenly find themselves unable to see their friends, teachers and other members of
their classes, an isolation that could have a strong impact, especially if it lasts too long. Too
long a closure could perhaps lead to delays in social learning, although their remains little
evidence of this. Online platforms, from games to social networks, will likely reduce this
impact, at least in part. Similarly, the transition to remote learning tools hopes to provide
educational continuity. It remains to be seen whether they will be enough.
As part of the effort to contain the spread of the coronavirus, public spaces such as
schools, universities, and offices are closing down so that people can stay at home and
prevent further spread. 
In countries, such as China, where testing and quarantine measures were taken, the
spread was able to level out. Measures that are taken to slow the rate of infection include
social distancing, limits on event sizes, and home quarantine when necessary. Closing
schools and offices ensures that people can limit their interactions with others and slows the
spread of the virus while the healthcare system copes with the pandemic.
Notwithstanding the fact that school closures will result in significant loss of learning
for children, educators and psychologists alike point out that this will not be the only impact
felt by students. In the context of school closures, and with the impacts of the COVID-19
crisis more generally, it is unfortunately quite likely that many students will experience
significant trauma, additional stress and anxiety. Many children and adolescents will
potentially find themselves confined in unsuitable and/or unsafe housing, especially if parents
are also confined and still have to work. Family ties have been placed under greater strain,
with mandatory confinement and the need to live together with few alternatives.Though the
world has dealt with other pandemics in the past, COVID-19 has been spreading fast.
Additionally, the virus is quite contagious and can pass between people before any symptoms
appear.
The worry around the virus, and the effort to contain it, stems from a lack of previous
experience with it. Since the virus is previously unknown, highly contagious, and passes
easily from one person to the next, public health and government officials around the world
are working hard to contain the spread of the virus while a vaccine is still unavailable.
The current crisis related to COVID-19 has already had a strong impact on students,
teachers and instructional modalities around the world. It will be important to put in place
systems that are better able to provide emotional and psychological support for children,
including alternative methods of providing quality education for all. The implementation of
transmission mitigation measures at the start to the school year must not fall solely on
teachers. Addressing the negative impacts of this crisis in the education sector will require
multi-sectoral contributions from governments, donors, organizations and even families.
The present topic has been selected for action research because the corona virus 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. However, the most
important element to gain these advantages is the teachers. In order to provide the youth and
masses with the correct information, the teachers are the focal figure and have to set
standards accordingly for their students. They are required to be competent enough and must
possess the knowledge of the subject matter. This knowledge must be passed on to the
students in the most neutral and creative way to enable the students to develop a clear insight
along with stimulating critical thinking skills in this situation. Therefore I have selected this
topic for my research because I feel this topic give original insight in developing self-poise
via solid motivation which enables students to assimilate more from the learning process by
empowering them to ask relevant questions and discuss doubts.

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)

Researcher discussed this problem with seniors, my colleagues and I agreed that we
did not teach well in the class but let students practice speaking on the corona virus by
themselves based on activity-based methodology to increase confidence. Pakistan is a low-
and middle-income country with a population of 197 million. It has four provinces, namely
Punjab, Sindh, Khyber Pakhtunkhwa (KPK), and Balochistan, and three territories, including
Islamabad Capital Territory, Gilgit–Baltistan, Azad Jammu, and Kashmir. The first two
confirmed cases of COVID-19 in Pakistan were reported on 26 February 2020, which rang
the bell for the upcoming storm. At the time of writing this article, there were 10,076
confirmed COVID-19 cases and 212 deaths across the country. Punjab province was severely
hit by COVID-19 as it topped the ranks in terms of the number of COVID-19 cases (with
4328 cases as of 22 April 2020). The government has opted for some unprecedented
strategies, including partial lockdown, social distancing, travel restrictions, suspension of
public transport, setup of quarantine centers, diagnostic laboratories, and isolation wards.
Despite these measures, the numbers are continuously amplifying every minute.
The impact of COVID-19 will strongly depend on the behavior of students, which in
turn will rely on their understanding of COVID-19. There is a massive spread of
disinformation and misinformation about COVID-19 on various social media platforms,
making it difficult for the public to determine which ones they should trust. To prevent
people’s misunderstanding about this viral disease, the WHO had to launch a page entitled
“myth busters” on their webpage. The effectiveness of government-run information
campaigns significantly depends on what people perceive and know about COVID-19.
Therefore, it will be of great importance to educate the public about hygiene principles, the
spread of diseases, and possible options to treat it.
At the very beginning, my students were very nervous when they stood in front of
their classmates. When the students were asked to express ideas, most of them were quiet and
did not respond. Because most of the students not taking classes .After all the discussion, this
is mandatory to pay full and proper attention on students.And after taking classes they will
able to talk on any topic and their deficiency in studies overcome gradually.

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-
assurance 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’ poise 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’ poise 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
In recent area Shavelson, Hubner, and Stanton (1976), explored that Self-concept
evolved from general psychological measures (such as self-esteem), rather than within a
motivational theory, and was originally conceptualized as a person’s perceptions of their self,
formed through experiences and interactions with and within the environment. Self-concept
was considered to have various characteristics, such as being structured, hierarchical, and
being both descriptive and evaluative; however, someone’s perceptions of their self are many
and varied, and it perhaps remained unclear regarding what, exactly, should be measured.
Subsequently, the operationalization of self-concept became increasingly focused on
someone’s beliefs of their academic ability; for example, interest and enjoyment were
originally assumed to be integral but were later considered to be a separate factor (Arens,
Seeshing Yeung, Craven, and Hasselhorn, 2011; Marsh, Craven, and Debus, 1999).
The motivational benefits of high self-poise (whether self-concept or self-efficacy)
appear to be clear, as assumed within social-cognitive theory and the expectancy-value
model. However, it remains unclear whether any motivational benefits occur regardless of
whether someone is accurate in their beliefs (they have correspondingly high attainment) or is
over-confident (they have lower attainment than would be expected given their high beliefs);
someone may also be under-confident, and hold lower beliefs than would be expected given
their attainment, and it is unclear whether this is always detrimental or limiting. Less research
has explicitly explored confidence biases and results have varied across studies and contexts.
The researcher Chen (2003); Chen & Zimmerman, (2007); Möller and Pohlmann,
(2010); Pajares and Graham, (1999), explored that the studies of elementary 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 / description
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)
Tentative 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 tentative 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 Elementary School Phulini.
Motivation
Action research procedures (plan, act, observe, reflect and revise) were used to study
the process and development of two classes. I learnt 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 classroom activities with confidence.
Activities based methods (ABM)
What I have done in my Integrated skills class was to make full use of the “Activities
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 inactivity based learning from the first part.
Activity-based teaching (ABT)
The ABT used to determine the effectiveness of the a significant difference between
the activity-based approach of teaching and learning integrated science and also determine
the skills acquired between activity-based approach and conventional method of teaching
with motivation and learning integrated sconce
Lesson planning
Teaching learning becomes influential if the syllabus is properly planed and taught
with the help of proper audio-visual aids. It has been documented that lack of fundamental
facilities and neglect of Audio –Visual aids in a proper way increases the ratio of failure.
Similarly, it is suggested, for overcoming the rising failure of the students, the authority
should provide basic needs of schools Like Audio-Visual aids and other teaching materials.

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 distance learning.
2. To determine the skills acquired between distance learning and the conventional
method of teaching.
3. To investigate the role played by the teachers with motivation via using the
activity-based approach 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 elementary 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 face to face when exposed to an activity-
based approach in teaching and distance learning?
4.      What is the role of a motivational teacher in organizing effective use of an
activity-based approach in teaching?

6)Who were the participants in your project? (05 marks)

(Give details of the individuals or groupswho 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 Elementary school
Phulini, Which are shows less poise to explore what they have learnt in distance learning?
Thirty students were randomly selected as the participants of the study and distributed
randomly to the tentative and controlled group.
The participants chose for the present research have been in the school for more than
six months They have undertaken a test sessions every year to move on to the next academic
level. Many students despite beginning serious about the studies remain unable to perform
well in tests. 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 7th and 8th classes and their ages between 14 and 16. Among 70 students all are boys
because here only avail in this school so it is confirms 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 was used to measure the integrated science skills the
test developed by Govt Elementary School students. The students 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
tentative group were supplied some hands activities prepared by the researcher to improve
their science process skills.
The students did 70 hands-on activities for a complete semester in order to improve
their science process skills they worked in a group of at least 3 and a maximum of 5 students.
The groups were nitrogenous with respect to their science achievement. The students in the
experimental group were trained about activity-based teaching methods and hands-on
activities.
During the student was asked some open-ended questions to attract their orientation to
the topic and activities and they were asked to answer them working cooperatively. At that
stage, the students were obtain supported by researchers the group were demanded their
funding and results attained in writing or verbal of whenever they finished working together
they write some group report and different students in the workgroups provided oral
explanations to the rest of the students about each one of those reports the finished were
discussed all together to have some specific results to consolidate thing.

8)What kind of 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.)
Tentative group
Atentative 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 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.
Surveys
Three types of instruments were used to collect data. In the first step, an academic
interest survey was filled by both groups of students to gather information about what
motivates students to learn.
Pre-test and Post-test methods
In the next step, students were assessed by pre-test and post-test, and for testing two
achievement tests, consisted of multiple type questions that were developed.
Post teaching and lesson selection
Expert opinion was taken for the validity of the test. The improved version underwent
a pilot study and the alpha reliability of the test was computed at 0.93. Finally, post-teaching
survey was conducted to analyze lessons taught to both experimental and controlled group
students. The researcher taught both classes. Five chapters from education textbooks grade
7th and 8th   were selected and taught through hands-on activities. The controlled group was
taught in the traditional way of instruction.
9) What were the findings and conclusion? (Provide instruments and analysis as appendix)
(10marks)

Means Scores, Standard Deviation and t-Critical of Experimental of control

groups on Pre-test.

The tabulated value for 58 degree of freedom at 0.04 level of significance,

since the calculated t (0.48)is less than the critical value (1.684), Ho may be rejected.

Means Scores, Standard Deviation and t-Critical of Experimental of control

groups on post-test
The tabulated value for 58 degrees of freedom at 0.05 level of significance, since the
calculated t (7.90) is less great than the critical value (1.684), Ho may be retained. We may
conclude that there is a significant difference between activities based instruction and
conventional methods of teaching. It is indeed, the basic skills were acquired during the
experimental studies. Hence activity-based instruction is effective and efficient in teaching
and learning science all level of education.
Based on the results and discussion, this study concluded that activity-based teaching
enhances student motivation and improves academic achievement in education at the
elementary level. Teaching styles attract students and play a positive role in student
motivation and improve academic achievement for better results in learning.
Guide the development trend of students and their needs and develop their talents and
the direction of education is correct.
-          The teachers should use 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.
·         The study investigated the effects of activity-based introduction approach on the
academic performance of the student integrated sciences which focus on the level of success
in using this method and its affectivity in teaching and learning integrated sciences
education .the the study is an attempt to land out the significant differences between activity-
based instructional strategy and conventional method of teaching (lecture method).
 The sample comprises thirty (80) students randomly selected. The groups were placed into
two categories, tentative and control groups.
The tentative groups were taught using Activity-based approach and the control groups were
taught using conventional methods.
·         A quasi-experimental design is used using pre-test post-test control group design.
·         The data collected were analyzed using t-test statistic at P≤0.04 level of significance.
·         The instrument used for data collection is integrated science process skills (ISPS) test.
·         The results obtained shows that there is significant differences between the two
approaches which entail the use of Activity- base is effective and efficient methods of
teaching and learning science in general.
·         Recommendations were made for the effective use of Activity-based approach in
teaching and learning integrated science education.
 
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 poise in
instructional practices, evaluation procedures, and language development.
The research project has helped me become a better teacher because I have become
more patient towards students’ I don’t blame the students but I try to identify the problem that
causes such mistakes so I also handled this problem with motivation via focusing on activity-
based teaching method. So, students need motivation on every step to meet their academic
needs and workplace requirements.

Some critical self-reflections are as follows:

            The teachers should increase the student’s attention and willingness to
respond to the educational settings.
          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 for their own learning.
           Students role towards the development of activity-based learning,
strategies are.

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.
In my opinion, acquiring poise is a difficult issue among new learners, especially such
as science subjects for Pakistani learners. It has found that most science subject learner
learners at all levels believe that writing is one of the most difficult language skills to master
or a sophisticated skill compared with other skills and a teacher should do everything in his
capacity to facilitate this process by analyzing students’ performance.
This research has contributed a lot to my professional career as well because it has
equipped me with research techniques to use in my profession. I have become more updated
with the current trends of the research and that made me more capable of teaching science
subjects with the most suitable approaches. After this research, my attitude has also been
changed towards students. Now rather than whining about their mistakes, I try to find out the
reasons and find their best possible solutions and I think that’s an achievement in self.
This research has made me a more confident and cautious teacher who looks for
solutions to solve students’ problems. I have learned to facilitate the proper learning of
science subjects for my students by activity-based teaching or many different approaches to
ensure their comprehension.

13) List the works you cited in your project (follow the APA manual – 6 th Edition). (05
marks)Examples of format are available on websites.

1. https://www.cgdev.org/sites/default/files/covid-19-pakistan-phone-survey-assess-
education-economic-and-health-related-outcomes.pdf

2. https://reliefweb.int/sites/reliefweb.int/files/resources/Note12_Covid19_Youth.pdf

3. https://www.uopeople.edu/blog/impact-of-coronavirus-on-education/

file:///C:/Users/gujjar/Downloads/ijerph-17-03347-v2.pdf

4. 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.
5.      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.
6.      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.
7.      Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change.
Psychological Review, 84(2), 191–215.
8.      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.
9.      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.
10.      Huang, C. (2011). Self-concept and academic achievement: a meta-analysis of
longitudinal relations. Journal of School Psychology, 49(5), 505–528.
11.      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.
12.      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.
13.  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.
14.  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.