SHAHEED DUNICHAND TEJANDAS KALANI

MEMORIAL TRUST’S COLLEGE OF

EDUCATION ULHASNAGAR

A STUDY OF DIFFICULTIES FACED BY THE SECONDARY

SCHOOL STUDENTS IN SOLVING SUMS INVOLVING
PROPERTIES OF QUADRILATERALS.
A

PROJECT SUBMITTED TO THE

S.D.T.KALANI COLLEGE FOR THE DEGREE OF
BACHELORS OF EDUCATION
SUBMITTED BY

Ms.SHRUTI SHAMBHUNATH GUPTA

ROLL NO.:-84

UNDER THE GUIDANCE OF

Prof SHALAKA
BATCH:- 2018 - 2020

1
 ACKNOWLEDGEMENT
As I began to reflect onto the magnitude of this project, I am reminded
of the kindness, support and affection offered to me by selfless people
to whom I am indebted. I would like to thank all the people who
contributed in some way to the work described in this thesis. First and
foremost, I thank to the principal of S.D.T.Kalani college of Education
for giving me opportunity to conduct research.

I pay my gratitude to my academic advisor, my research guide Mrs.

Shalaka. I remain indebted for her co-operation, encouragement and
especially the trust, which were generously bestowed upon me. She has
helped me in all the possible ways to make this thesis a reality.

I also thank S.D.T.Kalani college of Education, which harboured me

education and training. I thank my college for providing me with
efficient facilities and a good environment. I am proud to be a part of
S.D.T.Kalani college.

I thank my fellow classmates in the institution for the stimulating

discussions, for the sleepless nights we were working together before
deadliness, and for all the fun we have had in the last two years. Thanks
for their active help, positive motivation, valuable suggestions and
constant support throughout the project work and college days.

Thanks a ton!!!

2
 DECLARATION STATEMENT BY
THE CANDIDATE

As required by University Regulation, I wish to state that the work

embodied in this thesis titled “A study of difficulties faced by
secondary school students in solving sums involving properties of
quadrilaterals.” forms my own contribution to the research work
carried out under the guidance of Mrs. Shalaka at S.D.T.Kalani College
of Education Ulhasnagar-1. This work has not been submitted for any
other degree of this or any other university. Whenever references have
been made to previous work of others, it has been clearly indicated as
such and included in the bibliography.

Ms. Shruti Shambhunath Gupta

3
 CERTIFICATE

This is to certify that, this work described in this project, has been
carried out by Ms. Shruti Shambhunath Gupta of the B.Ed. course,
Roll No. 84, under my supervision and has satisfactorily completed her
Action Research Project entitled “A study of difficulties faced by
secondary school students in solving sums involving properties of
quadrilaterals”. I certify that it is her bonafied work. The work
described is original and has not been submitted for any degree to this
or any other college and is worthy of examination.

Mrs. Shalaka
Research Guide, Professor,

S.D.T.Kalani College of Education,

Ulhasnagar-1

4
SR. TABLE PAGE
NO. NO. TITLE NO.
1. 4.1 Table showing example of descriptive analysis
for combination of two variables 36
2. 4.2.1 Table showing positive and negative 38 -39
responses of the students

5
SR. GRAPH PAGE
NO. NO. TITLE NO.
1. 4.1 Graph showing example of descriptive
analysis 35
2. 4.2.2 Graph showing the responses of the students 40

6
SR. CONTENT PAGE NO.
NO.
1. Title page/ cover page 1
2. Certificate 2
3. Declaration 3
4. Acknowledgement 4
5. List of tables 5
6. List of graph 6

SR. CONTENT PAGE NO.

NO.

CHAPTER- 1 - INTRODUCTION 9 - 18
1.1 Introduction about topic 9 - 11
1.2 Needs of the study 12
1.3 Statement of the study 13
1.4 Aims of the study 14
1.5 Objectives of the study 15
1.6 Limitations of the study 16
1.7 Significance of the study 17 - 18

CHAPTER-2 - REVIEWS 19 - 25
2.1 Introduction of review literature 19 - 20
2.2 Reviews 21 - 24
2.3 Conclusion 25

CHAPTER-3 –RESEARCH DESIGN 26 - 33

3.1 Introduction of research design 26
3.2 Methodology of the study 27
3.3 Sample 28
3.4 Method / Tools of the study 29 - 31

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3.5 Technique of analysis 32
3.6 Data collection procedure 33

CHAPTER-4 – DATA ANALYSIS 34 - 40

4.1 Introduction of data analysis 34 - 37
4.2 Interpretation of the study 38 - 40
4.2.1 Table 38 - 39
4.2.2 Graph 40
4.2.3 Interpretation 40

CHAPTER-5 –FINDINGS & CONCLUSION 41 - 45

5.1 Conclusion 41
5.2 Suggestions & Bibliography 42
5.3 Appendix 43 – 45

8
 Chapter - 1

Introduction
Abstract
In mathematics curricula, secondary school students explicitly learn the concept
of properties of quadrilaterals such as parallelogram, rhombus, rectangle, square
and trapezoid in the Grades 5th to 8th . They are presented individually, and there is
no comparison between their characteristics. Therefore, the students will be
difficult to recognize the relationships among kinds of quadrilaterals. The results
of an investigation of 30 secondary school students revealed that most of them
found it easy to identify the properties of squares and rectangles but many of
them asserted that “a square is not a rectangle”.

Keywords: quadrilateral, teaching and learning quadrilaterals, mathematics in

secondary schools, mathematics education

Introduction
Geometry appeared very early in the history of mathematics and it had
numerous applications in human life. For this reason, mathematicians as well as
educators were deeply concerned about it. Indeed, there were many works on
teaching geometry, in particular, a lot of research papers of teaching
quadrilaterals were made by authors around the world.

Teaching mathematics in researcher secondary schools includes topics:

arithmetic, quantity and quantity measurements, statistics ,properties of
geometry and word problems. In particular, the geometry is taught very early,
even the students learn geometrical shapes in kindergarten schools. Two main

9
 contents emphasized when studying these shapes are their properties and ways
to find circumference and area of these shapes. Typically, the properties are
introduced first, then to the circumference and area of shapes. Also, squares and
rectangles are studied in Mathematics 5, while parallelograms and rhombuses are
taught in grade 7. Finally, trapezoids are presented in the 5th grade mathematics
textbook . However, our research only focuses on the properties of shapes, not
the perimeter or area of shapes. In reality, the geometrical shapes are presented
in textbooks with a fixed direction, i.e. they have at least a side parallel to the
edge of the paper. In a normal way, teachers adhere to this when they introduce
the shapes to students. Because of this, students can have misconceptions about
shapes accidentally. In addition, we are also interested in students’ ability of
identifying shapes. Through our classroom observation, very few exercises of
identifying shapes by analyzing and synthesizing are raised by teachers. For this
reason, it can lead to the restriction of students in shape identification. Besides,
textbooks rarely present a comparison of similarities and differences between the
shapes. As a consequence, teachers also do not introduce relationship between
shapes to students. Sometimes, this results in inaccurate knowledge of students.
For instance, it is not accepted for them to say “squares are rectangles”.

A survey of 30 eighth grade students to find out their difficulties in answering

geometry questions of measures was carefully conducted by the researcher. The
researcher used the descriptive methodology and student interview in the study
to analyze and interpret the results. It was revealed that they had some
misconceptions, lacked background knowledge and made reasoning and basic
operation errors. At the end of the paper, the researcher made some suggestions
to help students to study geometry effectively such as: developing the thinking
and reasoning abilities of students, improving their perceptions of recognizing the
shapes by rotating the objects mentally and using visual aids.

The above research questions are restated into the following research hypotheses:
Hypothesis 1: In many cases, if the teachers change the unessential signals of a
quadrilateral and retain their essential signals, students will not realize the
quadrilaterals.

10
 Hypothesis 2: In the classroom, students are familiar with how to identify a
rectangle with a long side and a short side, therefore, they will say that a square is
not a rectangle.

Hypothesis 3: Students’ abilities of identifying quadrilaterals by analyzing and

synthesizing are limited. Our study is aiming at verifying the above hypotheses.

11
 Needs of the study
The Educational research has enormous needs. Some important needs are presented
as following.

 According to researcher students need to clear all the basic concept related to
quadrilaterals.
 They need to know all the different types of quadrilateral
 They need to know all the properties of each and every quadrilateral to solve
the respective sums.
 They need to know the difference between the properties of quadrilaterals.
 They need to also need to know the comparison of similarities of the
quadrilaterals.
 They must know how to calculate the measure of angle of a triangle.

12
Statement of the
problem:-A study of
difficulties faced by secondary
school students in solving sums
involving properties of
quadrilaterals.

13
 Aims of the study
The aim of this study is to remove all difficulties
faced by secondary school students in solving sums
involving properties of quadrilaterals. So that
students should understand whatever they are
learning. They must clear all the related concepts .

14
Objectives of the study
 To study whether students know various types of
quadrilateral.
 To study whether students know the number of sides
consist in quadrilateral.
 To study whether students know the difference of
adjacent sides and opposite sides.
 To study whether students know how to write the names
of quadrilateral in different ways.
 To study whether students know the difference between
the properties of rhombus and parallelogram.
 To study whether students know the properties of
trapezium.
 To study whether students know how to calculate the
angle of a quadrilateral, when other three angles are
given.

15
Limitations of the study
 This is a paper pen test.
 This test is for kalyan.
 This test is for shahad in kalyan.
 This test is for M.D. Dedhia English High School in shahad.
 This test is for Vlllth standard of M.D. Dedhia English High
School.
 This test is for only division (A) of Vlllth standard of M.D.
Dedhia English High School.

16
 Significance of the
study
1. Students can take benefit to measure their Aptitude in Mathematics.
This will help them to boost their confidence and take corrective
actions if score is non satisfactory.

2. Since such type of aptitude is not available; results of this test will be
an eye opener of parents and students who are planning to make
carrier in Mathematics oriented subjects.

3. Institutes who conducts entrance tests can take benefit of this study
to check eligibility of participant students by measuring their
mathematical aptitude.

4. Teachers can take benefit of this study to measure mathematical

aptitude of their students. This will help them to take corrective actions
for low ranking students. This will also help teachers to measure their
performance.

5. Teachers educators can take benefit of this study to measure

performance and effectiveness of teachers in Mathematics.

6. Since there is no research done on this topic in this geographic area

this makes major milestone for teachers, students etc,. to measure
aptitude in mathematics.

17
 7. This pioneer study will be helpful for mathematician and researchers
who will do research on similar topic. This provides solid baseline to
them.

8. Considering potential uses of this study and time taken to measure

aptitude it will save significant time of students, teachers and institutes
to get early results without waiting for regular assessment. Eg.
Scheduled exams.

18
 Chapter -2

Literature Review
Problem solving has always been regarded as a central theme for
mathematics, and it is considered as a principal tool for understanding and
elucidating mathematical skills (NCTM, 2000; Polya, 1957). Polya (1957)
described problem solving as a four step process and these are
―understanding, planning, implementing and looking back‖. Problem
solving also involves, verbal and syntactic processing, visualizing; building
different type of representations; the use of mathematical notations; change
of representation; transfer in between different types of representations
(Goldin, 1992). Representation plays a key role in problem solving (Arcavi,
2003; Cifarelli, 1998; Stylianou, 2002). Voutsina (2012) used Karmiloff-
Smith‘s model of representational redescription (the RR model) and
reported that students achieved better understanding and higher efficiency
in problem solving. Learning geometry highlights the importance of
exploring different representations such as virtual manipulatives, written
math formulas, and verbal explanations, which help in development of
mathematical concepts and critical thinking among the (Hwang & Hu,
2013). ―The term representation refers both to process and product—to
the act of capturing a mathematical concept or relationship in some form
and to the form itself‖ (NCTM 2000, p. 67). Multiple representations are
defined as the representation of any process using symbols, diagrams,
numbers, tables, texts graphics, animations, etc. as two or more
(Ainsworth, 2006). Eisner (2004) advocated that multiple representations
play an important role in the development of critical thinking, which is
important for mathematical ideas. NCTM (2000) stated that ―Instructional
programs should enable all students to do the following:
Create and use representations to organize, record, and communicate
mathematical ideas

19
 Select, apply, and translate among mathematical representations to solve
problems
Use representations to model and interpret physical, social, and mathematical
phenomena

20
Reviews of K.K. Bhagat
Abstract:
Students often find geometrical concepts abstract and difficult to
understand. This results in poor performance, which contributes in the
declining interest in geometry. The aim of this study was to examine the
impact of using the free educational software program, ‗GeoGebra‘ on 9th
grade student‘s mathematics achievement in learning geometry. A total of
50 students were selected from a government school located in the eastern
part of India. The experimental group (25) was taught theorem on circles
using GeoGebra while the control group (25) was taught utilizing
traditional teaching methods. At the end of the treatment, students‘
mathematics achievements were measured using a post - test. The result
indicated that GeoGebra is an effective tool for teaching and learning
geometry in middle school
Keywords: GeoGebra, geometry, mathematics achievement, middle school

Title:
Incorporating GeoGebra into Geometry learning-A lesson
from India.

Aims:
The aim of this study is to examine the impact of using the free educational
software program, ‗GeoGebra‘ on 9th grade student‘s mathematics
achievement in learning geometry.

21
Findings:
A one-way Analysis of Co-variance (ANCOVA) was used in order to find the
effects of instructional methods, in the control group and the
experimental group, on post-test scores. The dependent variable was
the student‘s MAT scores and the covariate was the student‘s pre-test
scores. The AVCOVA was significant, F (1, 47) =16.103, p<.05 (see Table
2). The calculated effect size (eta squared, η2) is 0.213 which is
considered to be a large effect (Cohen, 1988). This result illustrated that
the students in the experimental group performed better than in the
post test than the students in the control group.

22
Review of Dylan Wiliam
Abstract:
The study reported here is a three year (2000-3), joint project which
examined the progress and changing attitudes of one cohort of
undergraduate, single honours mathematics students in two,
traditional English universities. This was in the context of a shortage of
mathematics undergraduates and mathematics teachers.
Title:
Students Experiences of Undergraduate
Mathematics
Aims:
The main aim was to understand better the reasons why students
experience
undergraduate mathematics programmes in different ways and why
some maintain or
develop more positive attitudes than others to the subject. The
subsidiary aims are set
out below in the results section.
Findings:
We report our main findings under five headings corresponding to our
subsidiary aims. It should be understood, however, that many of the
issues raised under one or other aim overlap and can apply to several
aims.

23
 To understand more about the ways in which mathematics
undergraduate students' attitudes to the subject change over the
period of the study.
 To understand what experiences and knowledge contribute to
building positive attitudes both to students' own competence and to
mathematics as an academic discipline.
 To explore the ways in which undergraduate students feel they are
helped and/or hindered in their learning of mathematics.
 To identify ways in which students can be encouraged to complete a
mathematics degree rather than transferring, failing or withdrawing.
 To explore the reasons why students elect to study mathematics at
university and why they select or reject a teaching career.

24
 Conclusion
The literature review informed my study. Five prominent themes arose
in the literature review: validity, benefit, practicality, continued
practice, and change. By detailing the various methods to increase
validity in action research studies, by describing the benefits to be
gained from action research, by illustrating how it is pragmatically
attuned to teacher concerns, and by suggesting factors influencing
teachers to continue to practice action research I was provided specific
attributes with which to examine the characteristics of teacher action
research under the faculty-mediated model. These attributes helped in
the formulation of questions to be asked of teachers as I probed the
effects of their action research experiences. The literature established
validity in my research questions. And, as pointed out for good action
research, I gather three different types of data in this study. Further,
being a relatively objective bystander, this helped the validity as well in
my study. Whereas the literature on action research suggests that it is
very beneficial and practical for those involved in terms of their
particular situations, very little research has been done on the faculty-
mediated model. At this point, I have come across only one study of the
model, a dissertation completed at the time of the literature review.
We know very little about action research that is initiated within the
faculty-mediated model.

25
 Chapter - 3
Introduction of
Research design
The survey used in this study was designed for the specific purpose of
looking at the five areas of focus in the review of the literature. These
topics surfaced as the most significant aspects of teacher action
research and provided a scope with which to study the faculty-
mediated approach in particular. The work of two research of K.K.
Bhagat were used as aids in designing a survey appropriate for this
research study. Dylan Wiliam surveyed 30 students using a four-point
Likert-type scale representing five groups of topics: doing, thinking,
professional development, mentor, and future. The literature review
suggests that these five areas are paramount to the success of action
research. The survey consists of both qualitative and quantitative
questions and statements such as: “I have become a better problem
solver from doing action research” and “action research has been
beneficial for my students because….” The inclusion of both
quantitative and qualitative statements gives more information, and
deeper results may be ascertained from posing questions in different
formats.

26
 Methodology of the
Study
The researcher use the descriptive method. The research methodology
for this present study, discusses the method for the study, the sample
selection procedure and a description of the tools used for the study.
This present study is descriptive type research.
An attempt was made to note titles of the projects that might be
researched further in the questionnaire phase of the study, based on
the topic the student chose. However, ultimately it became clear that
the capstones should inform the questionnaire decision process and
the questionnaire questions, but they should not be a deciding factor
for questionnaire selection. Instead, survey data was used to determine
which capstones might warrant further investigation. Specific capstones
were reviewed a second time after determining who would be
questionnaire based on responses to the survey data. Upon this second
review, the capstone informed the questionnaire process, suggesting
further questions to ask and providing background on the teacher to be
interviewed. Those students capstones were carefully reread to refresh
the researcher about the project and what further individual questions
might be asked of each graduate.

27
 Sample
In sampling method stratified sampling is used for this
study. There are two sampling method are used for this
study one is for the Standardization of the Mathematical
Aptitude test and other for the collection of data for
relationship between Mathematical Aptitude of
Secondary school students and their Achievement in
Mathematics subject. Selection of school was purposively
selected and the selection of the boys and girls was done
by lottery method.
To strengthen validity and reliability of the researcher’s
survey. Although this other program has a different
disciplinary focus, it is offered in a similar format to a
teacher audience . An intentional sample of 30 secondary
school students from a similar program . An
administrative coordinator for the program selected this
sample, choosing students who would be responsive and
helpful in taking 17 and retaking the competetive survey
and provide useful information for the revision process.

28
 Method/Tools of the
Study
Researcher used questionnaire as a tool for this
study.
What is questionnaire?
A questionnaire is a research instrument that consists of a set of
questions or other types of prompts that aims to collect information
from a respondent. A research questionnaire is typically a mix of close-
ended questions and open-ended questions. Open-ended, long-form
questions offer the respondent the ability to elaborate on their
thoughts. Research questionnaires were developed in 1838 by the
Statistical Society of London.

The data collected from a data collection questionnaire can be

both qualitative as well as quantitative in nature. A questionnaire may
or may not be delivered in the form of a survey, but a survey always
consists of a questionnaire.

Types of questionnaire:-
As we explored before, questionnaires can be either structured or free-
flowing. Let’s take a closer look at what that entails for your surveys.

 Structured Questionnaires: Structured questionnaires

collect quantitative data. The questionnaire is planned and designed
to gather precise information. It also initiates a formal inquiry,
29
 supplements data, checks previously accumulated data, and helps
validate any prior hypothesis.
 Unstructured Questionnaires: Unstructured questionnaires
collect qualitative data. They use a basic structure and some
branching questions but nothing that limits the responses of a
respondent. The questions are more open-ended to collect specific
data from participants.

Types of questions in a
questionnaire :-
You can use multiple question types in a questionnaire. In fact, using
multiple question types can help increase responses to your research
questionnaire as they tend to keep participants more engaged.

Some of the widely used types of questions are:

 Open-Ended Questions: Open-ended questions help collect

qualitative data in a questionnaire where the respondent can answer
in a free form with little to no restrictions.
 Dichotomous Questions: The dichotomous question is generally a
“yes/no” close-ended question. This question is generally used in case
of the need of basic validation. It is the easiest form of a
questionnaire.
 Multiple-Choice Questions: Multiple-choice questions are a close-
ended question type in which a respondent has to select one (single
select multiple choice question) or many (multiselect multiple choice
question) responses from a given list of options. The multiple-choice
question consists of an incomplete stem (question), right answer or
answers, incorrect answers, close alternatives, and distractors. Of
course, not all multiple-choice questions have all of the answer types.

30
 For example, you probably won’t have the wrong or right answers if
you’re looking for customer opinion.
 Scaling Questions: These questions are based on the principles of the
four measurement scales – nominal, ordinal, interval, and ratio. A few
of the question types that utilize the fundamental properties of these
scales are rank order questions, Likert scale questions, semantic
differential scale questions, and stapel scale questions.
 Pictorial Questions: This question type is easy to use and encourages
respondents to answer. It works similar to a multiple-choice question.
Respondents are asked a question, and the answer choices are
images. This helps respondents choose an answer quickly without
over-thinking their answers, giving you more accurate data.

Thus, researcher use questionnaire

method for the study . Researcher use close
ended type questionnaire and multiple choice
type of questions are use in questionnaire.

31
Technique of analysis
The methodology used to analyze the interview data was taken from
mathematics textbook . I conducted interviews on the telephone while
taking handwritten notes and, with permission, recording the
conversation. I transcribed the interviews, capturing what was literally
said but leaving out identifying comments. In order to validate that my
transcription was what the interviewee intended and was willing to
share, I used the procedure of member checking. This validation was
accomplished by emailing a copy of the transcribed interview to each
interviewee for review and confirmation. Interviewees had the option
to edit or to add to the transcription. Few changes were made; most of
them involved minor word changes or removal of complaints about
current work conditions.
The major purpose of the transcript analysis was to organize responses
in such a way that themes were identified and overall patterns were
clear . I organized the interview data by themes that arose from the
interview questions and from the responses to the questions. For
example, since questions about working with high need students were
answered in terms of being beneficial, those responses were
categorized in the benefit section. Along with the five action research
themes derived from the literature, new categories were identified and
combined. For example, the themes of benefit, practicality, and
continued practice were combined with new categories of “helpful”
and “useful” to create one overarching theme titled “values.” To assist
with analysis, I (literally) cut up the interviews by question and sorted
them into piles by the themes given above and by various subtopics
within the theme. I then read each different group of answers for each
theme, identifying notable remarks for later quotations and quantifying
information where possible. I did not consider every response
separately, but I looked for conclusions representing all of them
together. See the full transcriptions of the interviews in the Appendix .
32
 Data collection
Procedure
Preliminary stage of the study

Needs,aims,objectives,limitations and significance of the study

Review of the study

Research design

Methodology of the study

Sampling

Tools use for the study

Use technique of analysis

Data collection procedure

Data analysis

Interpretation of the study

Conclusion

Suggestions

Appendix

33
 Chapter - 4
Results
This chapter details the results of data collection and analysis, and
reports findings in relation to the research questions for this study.
Background information on the survey is presented first, followed by
survey results. The content of the interviews with their related findings
are then discussed. The chapter ends with a discussion of the capstone
projects and their contribution to the study.

What is descriptive data

analysis?
INTRODUCTION
A descriptive analysis is an important first step for conducting statistical
analyses. It gives you an idea of the distribution of your data, helps you
detect outliers and typos, and enable you identify associations among
variables, thus making you ready to conduct further statistical
analyses.

However, with availability of so many types of graphical and summary

approaches, investigators get confused about which approach to use
for analysis of their data. They either end up conducting a range of
analyses, thus wasting their time, or completely skip this crucial step of
statistical analysis, thus increasing their chances of making erroneous
decisions

34
 However, descriptive analyses are neither difficult nor time consuming,
if done systematically. It is easier to think about descriptive analyses if
you divide them into two types:

1. Descriptive analysis for each individual variable

2. Descriptive analysis for combinations of variables
The best approach for conducting descriptive analyses is to first decide
about the types of variables and then use approaches for descriptive
analyses based on variable types.

Broadly, variables can be classified into qualitative and quantitative.

Quantitative variables represent quantities or numerical values (e.g.
age, weight, phone bill, volume etc.) while qualitative variables describe
quality or characteristics of individuals (e.g. colour, ethnicity, gender
etc.). Both variable types have further sub-classifications but the broad
35
classification is sufficient for deciding approaches for descriptive
analysis.

Descriptive analysis for each individual variable

For quantitative variables, it is a good idea to first create a histogram

and a box-and-whisker plot to get an idea of the shape of the
distribution. If the shape is symmetric, then calculate and present mean
and standard deviation whereas if the shape is skewed, calculate and
present median and quartiles. You could also calculate and present min
and max values. These descriptive analyses would also help you identify
outlying and improbable values so that you can double check data entry
errors.

For categorical variables, create frequency tables and present them in

bar charts, pie charts or doughnut charts. These approaches are
sufficient to get an idea of distributions of variables and of typos and
other errors in data entry.

Descriptive analysis for combination of two variables

Since both the variables can be either qualitative or quantitative they

make four combinations:

Quantitative Qualitative

Quantitative A B

Qualitative C D

36
 In fact, the approaches for descriptive analyses for combination of
qualitative and quantitative variables (B and C) are the same, thus
essentially there are only three combinations of variables for
descriptive analysis: (A) Both variables are quantitative; (B and C) one
variable is quantitative and the other is qualitative; (D) Both variables
are quantitative.

So all you need to understand is three types of descriptive analysis!

1. Both variables quantitative (A): Prepare a scatter plot

2. One variable qualitative and the other quantitative (B and C):
Calculate summary statistics of the quantitative variable classified by
the qualitative variable and prepare box-and-whisker plots of the
quantitative variable by the categorical variable
3. Both variables qualitative (D): Prepare a contingency table
And that is it!

Obviously, there are number of other graphical approaches but the

above would give you sufficient information about the association
between two variables so that you can conduct further statistical
analyses.

Both the univariate and bivariate descriptive analyses can be very easily
conducted using our Descriptive Analysis tool.

37
 Interpretation of the
Study
Table:

Serial % of the students

number of Answers
questions
1. Yes 27/30 (90%)
No 3/30 (10%)
2. Yes 23/30(76.67%)
No 7/30 (23.33%)
3. Yes 28/30 (93.33%)
No 2/30 (6.67%)
38
4. Yes 24/30 (80%)
No 6/30 (20%)
5. Yes 29/30 (96.67%)
No 1/30 (3.33%)
6. Yes 30/30 (100%)
No 0/30 (0%)
7. Yes 25/30 (83.33%)
No 5/30 (16.67%)
8. Yes 26/30 (86.67%)
No 4/30 (13.33%)
9. Yes 18/30 (60%)
No 12/30 (40%)
10. Yes 23/30 (76.67%)
No 7/30 (23.33%)
39
Graph:
100%
90%
80%
70%
60%
50%
40% Answer No
Answer Yes
30%
20%
10%
0%

Interpretation:
The table and graph is the evident of
the number of students gave the exact
answer of the question show in appendix.
This will help for the future action of
students as well as of teachers. These
shows the result of the students of Vlllth (A)
of M.D. Dedhia English High School.
40
 Conclusion
In this study I have examined action research as carried out by
teacher practitioners in educational settings. A review of
literature revealed five recurring themes that provide a
framework for my investigation: benefit, practicality, validity,
continued practice, and change. My quest was to examine
faculty-mediated action research in light of the five themes that
emerged from the literature. A review of graduate programs
indicates that faculty-mediated action research is a common
ingredient. However, I was able to find only one study that
focused on faculty-mediated action research conducted by
teachers as part of graduate programs.
1) Researcher through the present study, construct a
standardized Mathematical Aptitude Test for secondary school
students. This Mathematical Aptitude Test was developed as
per the steps of standardization of psychological testing.
2) With the help of item difficulty and discrimination power the
item analysis of the test was taking placed.
3) The reliability of the Mathematical Aptitude Test was
calculated by test-retest reliability. And at 0.91 the
Mathematical Aptitude Test was reliable.
4) The predictive validity of Mathematical Aptitude Test was
calculated. Validity of the test was calculated by the Multiple
Regression equation.
5) The norms of the Mathematical Aptitude Test was developed
by establishing the percentile norms.

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 Suggestions
On the basis of above results, following suggestions are
proposed to students and teachers

 Suggestions for students

1) Students should learn the basic concepts of
Mathematics.
2) For development of Mathematical Aptitude the basic
concept in Mathematics is most important.
3) Try to solve difficult problems/examples many time and
make practice this type of difficult examples.
4) Solve the verbal problems/examples and understand
the simplest way to make its equation.
 Suggestions for teachers
1) Teach the students in simplest way that they
understand theory behind the Mathematics subject.
2) Check students Aptitude once in a year.
3) Students in rural area is poor in their Mathematical
Aptitude so teachers who teaches them have work on
their development in Mathematics.

Bibliography
 www.theijes.com
 https://doi.org/10.1063/1.499513
 [email protected]

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 Appendix
Interview question on:-
1. Do you know various types of
quadrilateral?
 Yes No
2. Do you know, the number of sides
consist in quadrilateral?
 Yes No
3. Do you know, what is diagonal?
 Yes No

If yes write the name of diagonals of the given

figure_____________________________________

43
4. Do you know the difference of adjacent
sides and opposite sides?
 Yes No
5. Can you write the names of
quadrilateral in different ways?
 Yes No

If yes, write the names of given figure in three

ways__________________________________

6. Do you the number of vertices consist in

quadrilateral?
 Yes No
7. Do you know the sum of all the angles of
a quadrilateral?
 Yes No
If yes, answer if______________
44
8. Do you know the difference between
the properties of rhombus and
parallelogram?
 Yes No
9. Do you know the properties of
trapezium?
 Yes No
10. Do you know how to calculate the angle
of a quadrilateral, when other three
angles are given?
 Yes No

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