The Regency College of Education

Bachelor of Education (B.Ed)

Semester III

Action Research Practical

Action Research proposal for a classroom

problem

Topic name: “The study of discipline manners

among grade 11 students in the classroom
during class hours”.
 ACKNOWLEDGEMENT

At the very beginning of my research work, I would like to express my

deepest sense of gratitude to our respected principal, ‘Mr. K. Chandrashekara’
who gave me the golden opportunity to do this wonderful project on the topic
“The study of discipline manners among grade 11 students in the classroom
during class hours” (Action Research), which also helped me to acquire many
experiences.

I would also like to express my sincere thanks to my respected

supervisor of this project, Mr. Amruthesh sir for the valuable guidance and
advice. He inspired me greatly to work in this project. His willingness to
motivate me contributed tremendously to my project. I also would like to thank
him for showing me some examples that related to the topic of my project.
Besides, I would like to thank the authority of ‘The Regency PU College’ for
providing me with a good environment and facilities to complete this project.

Finally, an honourable mention goes to my friends and the teaching staff

of The Regency Public School for their understanding and supports on me in
completing the project. Without helps of the particular that mentioned above, I
would face many difficulties while completing this research.
 CONTENT
PAGE NO
SL NO Topic Name

1. Action Research
2. Introduction to Action Research
3. Meaning & Definition
4. Aims and objectives of Action research
5. Benefits of Action Research
6. Principles of Action Research

7. Limitations of Action Research

8. Action research circle
9. Steps of Action Research
Practical Activity
Proposal on action research practical activity on a classroom
10. problem
11. Selection of the problem based on the action research steps
12. Sample questionnaire
13. Students’ responses
Statistical Analysis, Graphical representation and Interpretation of
14. data
15. Tabulation of students’ responses based on the questionnaire
16. Graphical representation
17. Designing programme of action
18. Verification of action hypothesis
19. Report writing
20. Suggestions for improvement
21. Conclusion
22. Bibliography
23. Appendix
 Action Research
Schooling plays an important part in the life of any individual.
Reflecting its memories often call anybody to go back to relive those unbridled
joyous childhood days. Curious and successful teachers have influenced not just
the learning of students but their personality on the whole. The long-term
impact of school probably relies upon the effective and ineffective teachers in
schools. The lacunae arise when the teachers and students participate in
teaching learning activities as endured and not treasured. While teachers
complain it as lack of support from community, administrators, inadequate
facilities, parents’ wrong perceptions, students argue it as teachers’ failure to
grab their attention, monotonous preaching of lectures and lack of quality
teachers.
Action research has the power to bridge these differences in the learning
environment where a teacher can reflect on the classroom strategies and create
an exciting growth-oriented environment replacing the routine process and
avoiding stagnation.

Introduction to Action Research

Action research is seen to differ from other research methodologies in
three fundamental ways. First, its primary goal is rooted in social change.
Second, participants in action research studies accept responsibility for helping
solve issues around a focus of inquiry. Third, relationships between the
researcher(s) and study participants are more complex, often less hierarchical.
Most often, action research is viewed as an approach in which theory and
practice are explored by posing questions, collecting data, and testing
hypotheses through several cycles of action. The most common purpose of
action research is to guide practitioners as they uncover answers to complex
problems in disciplines such as education, health sciences, sociology, or
anthropology.

Teaching as a craft is both a science and an art. Therefore, for teaching to

produce the desired results, teachers ought to always experiment and try out
new ways of engaging in their teaching-learning practices. Action research is
one of the research methodologies teachers can use to investigate a particular
issue within the school because it directly involves the teachers' participation in
solving the problems they experience during their teaching-learning processes.

Action research is especially encouraged for teachers because they can

identify, solve and reflect on the solutions within their comfort zones the
classroom. Action research is suitable for any person who wishes to improve his
or her performance, or a group or organization who wish to do the same. Given
the dynamism of teaching and learning settings, what may be considered as the
improved practice may still demand continuous redress thus, making action
research one of the best ways’ teachers can use to address problems in their
teaching-learning environments.
In the field of education, action research is systemic inquiry conducted by
educators with a vested interest in the teaching-learning process or environment
for the purpose of gathering information about how their school operates, how
they teach, and how their students learn. Action research focuses on solving
specific classroom or school problems, improving practice, and helping to make
decisions at a local site.

Meaning and Definition of Action Research

Action Research is known by many other names, including participatory
research, collaborative inquiry, emancipation research, action learning, and
contextual action research, but all are variations on a common theme. In a
nutshell, action research is ‘Research in Action’. – a group of people identify a
problem, do something to resolve it, see how successful their efforts were, and
if not satisfied, try again.
According to Kurt Lewin, action research is ‘comparative research on the
conditions and effects of various forms of social action and research leading to
social action’; this type of research uses ‘a spiral step’, each of which is
‘composed of a circle of planning, action and fact finding about the result of the
action’.
Action research is a form of investigation designed for use by teachers to
attempt to solve problems and improve professional practices in their own
classrooms. It involves systematic observations and data collection which can
be then used by the practitioner-researcher in reflection, decision making and
the development of more effective classroom strategies. - Parsons and Brown
(2002)
Action Research is a fancy way of saying let's study what's happening at
our school and decide how to make it a better place. - Emily Calhoun (1994)
Action research is a natural part of teaching. Teachers are continually observing
students, collecting data and changing practices to improve student learning and
the classroom and school environment. Action research provides a framework
that guides the energies of teachers toward a better understanding of why, when,
and how students become better learners. - A. Christine Miller (2007).

Aims and Objectives of Action Research

Improvement in practice rather than production of knowledge is the
fundamental aim of action research. This aim conditions and sub-ordinates the
production and utilization of knowledge. The practitioner’s capacity for
handling and discriminating complex human situations before judging paves the
way for improvement in practice. This aims to make practical judgement on
concrete situations. ‘It informs professional judgement and thereby develops
practical wisdom, i.e., the capacity to discern the right course of action when
confronted with complex and problematic states of affairs’ (Elliott, 1991).

Aims:
 Focus towards improvement of school on whole. Action research
envisages a positive dimension to the regular teaching practice by
encouraging and assisting teachers in conduction of action research and to
bring effective social and educational changes in their immediate
environment as well as in the spheres of influence.
 Bring effective personal/ professional practice of teachers. The teacher’s
involvement in the process of action research reveals the professional and
personal development of the participants. The proactive and responsible
behaviour of teachers bring in effective changes in their academic and
personal career.
 Provide research opportunities to faculty as a prelude to research
projects. The expertise of teachers through action research enables them
to collaborate with other staff members to solicit for specific projects.
 Make an upsurge in community engagement and research profile of the
faculty. Engaging in projects in collaboration with schools/educators
raises the community engagement profile of the faculty and also provides
opportunity for both faculty members and students to become involved in
research projects for higher degree and/or for publication purposes.
 Provide stakeholders with opportunities for research. The students,
parents, administrators, teachers and other stakeholders are provided an
opportunity to work in collaboration with teachers to improve the
educational practice.

Objectives:
 To bring an advancement in the infrastructural components and working
conditions of a school.
 To cultivate research vigour and scientific attitude among teachers.
 To motivate the teachers to address the students’ problems in a scientific
way.
 To promote a democratic environment where teachers and students
together understand and solve their problems.
 To bring excellence in educational institutions.
 To develop the ability and understanding among administrators to
improve and modify school conditions with a scientific outlook.
 To eradicate the existing static and conservative school environment.
 To generate a healthy school environment for effective learning.
 To elevate the level of aspiration and performance of the students.
 To improve the current practices in the schools.
 To confiscate the notion that professional researchers can only conduct
educational research.
 To enable the regular teachers and administrators to utilize the research
method.
 To stimulate the confidence among the practitioners to involve in
research to solve their academic problems.
 To create consciousness about the problems and application of the
research methods for immediate solutions among the student teachers.
 To inculcate cooperation and democratic values among the schools or the
educational personnel in their work.
 To instil the desire and needed attitude among the school personnel to
bring excellence in their work.
 To create a conducive learning environment for effective teaching and
learning.
 Benefits of Action Research
1. Professionalize the work of teachers and thereby increasing its efficiency.
2. Comprehend the teacher or the practitioner own work or practices.
3. Find out ways and measures to make one’s teaching or other practice better.
4. Find out ways to bring changes that are thought necessary to make one’s
teaching or practice more effective.
5. Work on or deal with problems identified by teachers and principals themselves.
6. Make the work of teachers and principals more effective.
7. Meet the needs of divergent student body on the basis of research.
8. Encourage teachers to study and evaluate their own teaching and to think about
improvements.
9. Encourage collaborative work by teachers and principals.
10. Effect professional development of teachers and principals through continuous
learning and progressive problem solving.
11. Develop theoretical problem-solving and expanding scientific knowledge
leading to better future decisions and actions.
12. Enhance competency of the teacher researcher through a learning process that is
integrated to the action research project.
13. Action research generates knowledge around inquiry in practical educational
contexts and allows educators to learn through their actions with the purpose of
developing personally or professionally.
14. Action research contributes significantly to the professional stance that teachers
may adopt because it encourages them to examine the dynamics of their
classrooms, ponder the actions of students, challenge existing practices,
and take risks in the process.
15. Action research is largely about developing the professional disposition of
teachers by encouraging them to be continuous learners in their classrooms.

Principles of Action Research

Borgia and Schuler describe components of action research as the “Five C’s”-
1. Commitment
Time commitment should be carefully considered by participants of action
research since it takes them time to get acquaintance with other participants,
think about change, try new approach, collect data, interpret results etc.
2. Collaboration
In action research, all participants are equal to each other’s in terms of giving
ideas, suggestions or anything that leads to success of the change.
3. Concern
In the research process, participants will build up a group of ‘critical friends’
who trust each other and the value of the project.
4. Consideration
As it is mentioned above, reflective practice is a review of a professional
research like action research. It demands concentration and careful
consideration as one seeks pattern and relationship that will create meaning
within the investigation.
5. Change
For humans, especially teachers, change is continuing and it is a significant
element in remaining their effectiveness.
Characteristics of Action Research:
Many scholars have attempted to characterize action research in terms of a
school-based research. McDonough proposes four characteristics of action
research as follows-
1. It is participant-driven and reflection.
 2. It is collaborative.
3. It leads to change and the improvement of practice not just knowledge in
itself.
4. It is context-specific.
Action research is implemented in a classroom by a particular teacher or
group of teachers who work together to pursue a change or improvement in
their teaching and learning issues. Creswell proposes six key characteristics of
action
research as-
1. A practical focus.
2. The education-researcher own practices.
3. Collaboration.
4. A dynamic process.
5. A plan of research.
6. Sharing research.
Types of action research:
There are 2 common types of action research: participatory action research and
practical action research.
 Participatory action research emphasizes that participants should be members
of the community being studied, empowering those directly affected by
outcomes of said research. In this method, participants are effectively co-
researchers, with their lived experiences considered formative to the research
process.
 Practical action research focuses more on how research is conducted and is
designed to address and solve specific issues.
Both types of action research are more focused on increasing the capacity and
ability of future practitioners than contributing to a theoretical body of
knowledge.
 Action research models:
Action research is often reflected in 3 action research models: operational
(sometimes called technical), collaboration, and critical reflection.
 Operational (or technical) action research is usually visualized like a spiral
following a series of steps, such as “planning → acting → observing →
reflecting.”
 Collaboration action research is more community-based, focused on building
a network of similar individuals (e.g., college professors in a given geographic
area) and compiling learnings from iterated feedback cycles.
 Critical reflection action research serves to contextualize systemic processes
that are already ongoing (e.g., working retroactively to analyse existing school
systems by questioning why certain practices were put into place and developed
the way they did).

Limitations of Action Research

Though action research can be very useful for teachers and academic
researchers in the solution of their teaching problems and to evaluate and
improve the effectiveness their teaching, as an approach to research action
research has certain limitations.
Following are a few of such limitations of action research-
a. Action research is often carried out in a hurry which makes it impossible to
maintain the rigor that is characteristics of the research process.
b. Unfamiliarity with research methods among researchers is another limitation
of action research. Action research is usually carried out by classroom teachers
or practitioners who are not trained in the methodology of research.
c. Gibson (1985) suggested that action research tended towards the heavily
ironic situation of little self-critique.
d. Despite the fact that most action research studies use descriptive designs of
research, they attempt to draw conclusions about the effects of an action on
some outcome. However, such conclusions and cause and effect relationships
can be drawn only on the basis of experimental design of research.
e. Since most action research is limited to one classroom or school; the result of
action research cannot be generalized beyond that external validity and hence
not useful for making policy decisions.

f. Action research is also criticized for researcher bias in data collection,

analysis and interpretation since researchers themselves are interested parties in
the research process.
g. Action research can make very limited or no contribution to the advancement
of knowledge.
h. Mertler and Charles (2009) hold that, action research does not conform with
many of the requirements of conventional research with which one may be
familiar- it is therefore less structured and more difficult to conduct.
i. They also hold that, because of the lack of fit between standard research
requirements and the process of conducting action research, one may find it
more difficult to write-up the results.

Thus, action research is informal research conducted by teacher

researchers, not by academic researchers. Although action research cannot
match the reliable and validity of fundamental research, it can be of great use
and significance in educational field since it helps teachers to know about their
teaching and improve it.
 ACTION RESEARCH CYCLE

There are four basic stages in the cyclical action research process: reflect, plan,
act, observe, and then reflect to continue through the cycle.
 One cycle emerges and leads to the second cycle, hence continuous. Thus,
action research is an emergent process with dual cycle, an action cycle
integrated with a research cycle and each cycle follows four steps such as
planning, action, observation and reflection.

STEPS OF ACTION RESEARCH

1. Identifying the Problem for the action research.
2. Pinpointing the problem
3. Analysis of the problem in terms of probable causes
4. Objectives of the action research.
5. Formulation of Action hypothesis
6. Design of action plan (Pretest, implement plan, posttest)
7. Implementation of Action plan
8. Analysis & interpretation of data
9. Verifying the action hypotheses
10. Drawing Conclusion
11. Report Writing

1. IDENTIFICATION OF PROBLEM
A teacher should be sensitive towards job related tasks and problems. Problem
should be need based, specific and limited in scope. The first step of action
research is to recognize the nature of the problem and then efforts should be
made to solve them. The problem may be identified by the teacher's own
experience in the actual classroom teaching-learning process along with the
usage of observation technique.

2. PINPOINTING THE PROBLEM

The next step is to define the problem. After locating the problem it should be
stated. It helps the teacher to formulate goals and pinpoint the problem
precisely. The problem of action research may emerge from academic, social,
curricular, administrative, evaluation and professional areas. There is a need to
pinpoint the problem by defining clearly each aspect of the problem and
recording the symptoms of the problem. The statement should be direct, precise
and unambiguous, listing probable causes after identifying the problem the
teacher tries to list the probable causes. A careful study of the problem areas
will reveal that they are only titles and do not specify the subjects, the number
of low achievers, which group of teachers etc.

3. ANALYSIS OF THE PROBLEM IN TERMS OF PROBABLE CAUSES

The purpose of analyzing is to diagnose the specific difficulties faced by the
students in the process of learning. Data is collected by using suitable tool and
then it is systematically analyzed to make action plan. After looking over the
preliminary data, the teacher/researcher will want to consider what appears to
be emerging.

4. LISTING THE OBJECTIVES OF ACTION RESEARCH

Action Research cannot be purposeful or successful unless objectives are fixed.
Hence the objectives for the study are listed. This helps the teacher to plan the
procedure for action.

5. FORMULATION OF ACTION HYPOTHESIS

At this stage, the teacher restates the problem into specific and testable
hypothesis. The purpose of formulating and testing, the hypothesis is to
determine the probability of the fact that supports the problem. The basis for the
formulation of action hypotheses is the cause of the problem, which are under
the approach of an investigator. It consists of two aspects: action and goal. It
indicates that the action should be taken for achieving the goal. This step brings
clarity in solution to the problem and choosing appropriate research design. It is
the expectation regarding the relationship between the variables within the
problem. In this step, the investigator chooses the appropriate research design to
test the action hypothesis, suitable methods are applied and lessons are taught
differently.

6. DESIGN OF ACTION PLAN

This step is the pivot of action research. The design is developed for testing the
most important action of hypotheses. Some actions may be taken and their
results are observed. Design of action plan describes in detail what we will be
doing in the action research project.
 This step involves 3 major components:
1. Preparation of Diagnostic Tool (Pre-test)
2. Designing program of action (Treatment)
3. Preparation of Achievement Tool (Post-test)
Preparation of Diagnostic Tool (Pre-test)
Pre experimental test paper is prepared to identify the specific difficulties or
deficiencies in the students. It is based on the probable causes which are already
listed. This tool is used to collect pre-experimental evidences. The different
tools that can be used for action research are achievement- test, diagnostic test,
questionnaire, checklist, Rating scale, rubrics etc.
Designing program of action (Treatment)
In order to find the solution to the problem, a plan of action is prepared based
on the process of inquiry. Every proposal action is planned based on the action
hypothesis.
Preparation of Achievement Tool (Post-test)
This tool is used to collect post-experimental evidences. This tool should be
parallel to the pre-experimental tool. Parameters like number of questions, type
of questions, level of difficulty, objectives tested by the questions, maximum
marks allotted etc. should be same in both the tools and test papers.

7. IMPLEMENTATION OF ACTION PLAN

The next step in the process of conducting action research is the determination
of the specific data to be collected and how to actually collect them. The whole
action is scheduled according to the needs of the learners. First, teachers can
observe participants involved in the educational process. Interviews may also be
used to collect data from students or other individuals. However, interviews can
also be conducted in written form through the use of a pencil-and paper
medium. This type of written question-and questionnaire or survey other
quantitative measures of collecting data are checklists, rating scales, tests, and
other formal assessments that are routinely used in schools.

8. ANALYSIS AND INTERPRETATION OF DATA

The analysis of data, obtained from pre-test and post-test, is done as follows
 Error analysis of pre-test and post-test separately.
 Plotting error analysis graph.
 Preparation of marks list for both the tests.
 Analysis of individual performance by comparing the scores
 In case of group performance mean values in both the test are calculated and
compared
 Histogram, frequency polygon and bar charts are drawn to represent the data
graphically.
 Interpretations are made based on the analysed data.

9. VERIFICATION OF ACTION HYPOTHESIS AND DRAWING

CONCLUSION:

If the problem reduces then the teacher would have to make changes in the way
he/she teaches based on the conclusion drawn. After testing the entire hypothesis
one by one, the accepted hypotheses are considered and a conclusion about the
current problem is drawn. The conclusion section refocuses the purpose of the
research, revealing a synopsis of what was found and leads into the implications
of findings. A conclusion may also include limitations of the study and future
research needs.

10. REPORT WRITING

After completing the research, the investigator has to write a report to make his
findings and conclusions, known to others. This report is not very rigid and is
prepared for future evidence.

S.V EDUCATION TRUST

THE REGENCY COLLEGE OF EDUCATION (B.Ed)
#5/1, AMS Extension, Vidyaranyapura, Bengaluru – 560097
 FORMAT OF ACTION RESEARCH REPORT

A. Preliminary Section
B. Main Section/Main body of the Report
C. Reference Section

A.Preliminary Section
1. Cover page:

Title of the study: “ …..”

Name of the institution to which the report is being submitted: THE

REGENCY COLLEGE OF EDUCATION

Name of the candidate: Shahana.K

Date of submission: 20/03/23

Guided by: Mr.CHANDRASHEKARA K & Mr.AMRUTHESH

2. Certificate: ATTACHED
3. Preface/Acknowledgement: ATTACHED
4. Table of contents: ATTACHED

5. List of tables:

SL.NO TABLES PAGE NUMBER

1 Students mark list (pre-test)
2 Error Analysis table(pre-test)
 3 Students mark list (post-test)
4 Error Analysis table(post-test)

6. List of maps/graphs

SL NO TABLES PAGE NUMBER

1 Histogram for pre-test
2 Frequency polygon for pre-test
3 Histogram for post-test
4 Frequency polygon for post-test

B. Main body of the report:

Introduction:
I. Defining the problem:
: “ …..”
II. Analyzing the probable causes:
1. Inefficient communication skills.
2. Lack of proper guidance at home
3. lnsufficient knowledge of cell biology.
4. Use of inappropriate method of teaching.
5. Lack of motivation.
6. Indifferent attitude of both students and teacher.

III. Objectives of the study:

1. To know the cause of not understanding the statement problem.

2. To make them better understand the statement problem.

IV. Hypothesis:
 Students can be made more familiar with the topic by giving a proper
understanding of the concepts
V. Designing the action plan:

Design: pre-test, treatment and post-test

Sample: Students of Class 9th

VI. Execution of Action Plan

VII. Statistical Analysis
VIII. Verification of Action Hypothesis
IX. Conclusion
X. Suggestions

C. References/Bibliography:
Appendix: ATTACHED
 PRACTICAL ACTIVITY
ACTION RESEARCH
ON A CLASSROOM
PROBLEM

Topic name: “The study of discipline

manners among grade 11 students in
the classroom during class hours”.

“The study of discipline manners among grade 11

students in the classroom during class hours”
Need for the study
 Maintaining classroom discipline is a necessary skill for teachers to
promote learning. Discipline is defined as the practice of teaching others to
obey rules or norms by using punishment to correct unwanted behaviors. In a
classroom, a teacher uses discipline to ensure routine is maintained, school rules
are enforced, and the students are in a safe learning environment. While the
word discipline seems negative, the goal of using discipline is to teach students
boundaries and limits to help students achieve personal and academic life goals.
The purpose of this study is to investigate common threads of effective school
discipline practices in the classroom.

Selection of the problem based on the action

research steps:

1. IDENTIFICATION OF THE PROBLEM

There are different areas in which action research could be commonly

undertaken in school. The topic studied as action research here is under the
review of academic areas in Regency PU College.

2. PIN POINTED PROBLEM

The study of lack of discipline manners among 15 students of eleventh grade of

The Regency PU College.

3. OBJECTIVES OF STUDY
 To maintain discipline in school.
 To actively develop students and help them achieve their academic progress.
 To develop self-discipline among students and school administration.
 Motivate them and develop good qualities among themselves.
 To ensure student teacher relationship is good and motivating.
 To make students understand the importance of discipline in life.

4. PROBABLE CAUSES
 Influence of bad peer group.
 Favoritism of teacher towards particular students.
 Parents not involved in student school activities.
 The rules are not enforced properly in school.
 Lack of proper communication between teacher and student.
 Lack of leadership quality in teacher.
 Lack of teacher student relationship.
 Influence of bad habits.
 No extracurricular activities in school.
 No moral value education in school curriculum.
 No scouts and guides or NCC programs in school
 No proper guidance from teacher or parents to the students.
 Teacher being too strict or too lenient in class.
 Lack of attention in large group of class.
 Embarrassment caused sometimes by peer group or teacher.
 Past history or an event of a student which led to indiscipline nature.

 Students are not well-motivated by teacher or parents

 5. ACTION HYPOTHESIS

 If we can have one to one parent teacher meeting it will help both to
change the students’ attitude and to bring a good development.

 If we can have a separate counselling of child, individual attention can be

given to the child and analyze the problem.

 If there is a modification of teachers’ attitude towards these kinds of

students then this will improve or bring positive change in the
disciplinary action of the child.

 If all the students involve in every presentation and provide positive

reinforcement as often as possible, it will enhance the self-development
of the student.

 Increase the students’ responsibility in class or leadership.

 If we can include moral value subject in the class curriculum it will help
the student to gain ethical value of life.

 Involvement of students in extracurricular activities like sports and

debate, it will keep them physically and mentally active.

 If we can possibly maintain a positive learning atmosphere.

6. DESIGN OF ACTION PLAN

Action research was conducted to find the cause for the problems that was
occurring in the 11th class (in disciplinary manners in classroom) , through
questionnaires and to provide suggestions based on these choice opted by the
students for the given questionnaire.
 SAMPLE
QUESTIONNAIRE
 S.V EDUCATION TRUST
THE REGENCY COLLEGE OF EDUCATION (B.Ed)
Action Research Questionnaire
School: The Regency PU College
Topic: Disciplinary Problem in Classroom
Name of the student:
Class: 11th
Instructions: Please complete the following questionnaire with specific regard
to the enquiry, by placing a tick mark (√) in the appropriate box.
Sl no. Questions always sometimes never
1. Does your teacher show favoritism in
class towards particular students?
2. Does your parents know the names of
your peer group?
3. Does your parents involve in school
activities like PTM?
4. Is the school rules communicated
properly?
5. Are you following the school rules
properly?
6. Is there any cooperation among teacher
and students?
7. Is teacher being too strict?
8. Is teacher being too lenient?
9. Is there any extracurricular activity like
music, sports, dance etc.?
10. Is there any extra programs like NCC,
scouts and guides in school?
11. Is there any moral value education
subject in the school curriculum or
timetable?
12. Are you influenced by your peer group
for indisciplinary action?
13. Is there any proper guidance by your
teacher or parents?
14. Does your teacher encourage you for
your good deeds?
15. Is there any proper communication
between teacher and students?
16. Are you influenced by bad habits?
17. Does your parents guide you and help
develop moral and ethical value of life?
18. Are you encouraged with some
responsibility or leadership quality in the
class?
19. Is there any positive atmosphere in the
class?
20. Does your teacher or your peer group
embarrass you in the class which effected
in your behavioral change?
STUDENTS’ RESPONSES
(QUESTIONNAIRE
FILLED BY STUDENTS)
 S.V EDUCATION TRUST
THE REGENCY COLLEGE OF EDUCATION (B.Ed)
Action Research Questionnaire
School: The Regency PU College
Topic: Disciplinary Problem in Classroom
Name of the student:
Class: 11th
Instructions: Please complete the following questionnaire with specific regard
to the enquiry, by placing a tick mark (√) in the appropriate box.
Sl no. Questions always sometimes never
1. Does your teacher show favoritism in
class towards particular students?
2. Does your parents know the names of
your peer group?
3. Does your parents involve in school
activities like PTM?
4. Is the school rules communicated
properly?
5. Are you following the school rules
properly?
6. Is there any cooperation among teacher
and students?
7. Is teacher being too strict?
8. Is teacher being too lenient?
9. Is there any extracurricular activity like
music, sports, dance etc.?
10. Is there any extra programs like NCC,
scouts and guides in school?
11. Is there any moral value education
subject in the school curriculum or
timetable?
12. Are you influenced by your peer group
for indisciplinary action?
13. Is there any proper guidance by your
teacher or parents?
14. Does your teacher encourage you for
your good deeds?
15. Is there any proper communication
between teacher and students?
16. Are you influenced by bad habits?
17. Does your parents guide you and help
develop moral and ethical value of life?
18. Are you encouraged with some
responsibility or leadership quality in the
class?
19. Is there any positive atmosphere in the
class?
20. Does your teacher or your peer group
embarrass you in the class which effected
in your behavioral change?
 S.V EDUCATION TRUST
THE REGENCY COLLEGE OF EDUCATION (B.Ed)
Action Research Questionnaire
School: The Regency PU College
Topic: Disciplinary Problem in Classroom
Name of the student:
Class: 11th
Instructions: Please complete the following questionnaire with specific regard
to the enquiry, by placing a tick mark (√) in the appropriate box.
Sl no. Questions always sometimes never
1. Does your teacher show favoritism in
class towards particular students?
2. Does your parents know the names of
your peer group?
3. Does your parents involve in school
activities like PTM?
4. Is the school rules communicated
properly?
5. Are you following the school rules
properly?
6. Is there any cooperation among teacher
and students?
7. Is teacher being too strict?
8. Is teacher being too lenient?
9. Is there any extracurricular activity like
music, sports, dance etc.?
10. Is there any extra programs like NCC,
scouts and guides in school?
11. Is there any moral value education
subject in the school curriculum or
timetable?
12. Are you influenced by your peer group
for indisciplinary action?
13. Is there any proper guidance by your
teacher or parents?
14. Does your teacher encourage you for
your good deeds?
15. Is there any proper communication
between teacher and students?
16. Are you influenced by bad habits?
17. Does your parents guide you and help
develop moral and ethical value of life?
18. Are you encouraged with some
responsibility or leadership quality in the
class?
19. Is there any positive atmosphere in the
class?
20. Does your teacher or your peer group
embarrass you in the class which effected
in your behavioral change?
 S.V EDUCATION TRUST
THE REGENCY COLLEGE OF EDUCATION (B.Ed)
Action Research Questionnaire
School: The Regency PU College
Topic: Disciplinary Problem in Classroom
Name of the student:
Class: 11th
Instructions: Please complete the following questionnaire with specific regard
to the enquiry, by placing a tick mark (√) in the appropriate box.
Sl no. Questions always sometimes never
1. Does your teacher show favoritism in
class towards particular students?
2. Does your parents know the names of
your peer group?
3. Does your parents involve in school
activities like PTM?
4. Is the school rules communicated
properly?
5. Are you following the school rules
properly?
6. Is there any cooperation among teacher
and students?
7. Is teacher being too strict?
8. Is teacher being too lenient?
9. Is there any extracurricular activity like
music, sports, dance etc.?
10. Is there any extra programs like NCC,
scouts and guides in school?
11. Is there any moral value education
subject in the school curriculum or
timetable?
12. Are you influenced by your peer group
for indisciplinary action?
13. Is there any proper guidance by your
teacher or parents?
14. Does your teacher encourage you for
your good deeds?
15. Is there any proper communication
between teacher and students?
16. Are you influenced by bad habits?
17. Does your parents guide you and help
develop moral and ethical value of life?
18. Are you encouraged with some
responsibility or leadership quality in the
class?
19. Is there any positive atmosphere in the
class?
20. Does your teacher or your peer group
embarrass you in the class which effected
in your behavioral change?
 S.V EDUCATION TRUST
THE REGENCY COLLEGE OF EDUCATION (B.Ed)
Action Research Questionnaire
School: The Regency PU College
Topic: Disciplinary Problem in Classroom
Name of the student:
Class: 11th
Instructions: Please complete the following questionnaire with specific regard
to the enquiry, by placing a tick mark (√) in the appropriate box.
Sl no. Questions always sometimes never
1. Does your teacher show favoritism in
class towards particular students?
2. Does your parents know the names of
your peer group?
3. Does your parents involve in school
activities like PTM?
4. Is the school rules communicated
properly?
5. Are you following the school rules
properly?
6. Is there any cooperation among teacher
and students?
7. Is teacher being too strict?
8. Is teacher being too lenient?
9. Is there any extracurricular activity like
music, sports, dance etc.?
10. Is there any extra programs like NCC,
scouts and guides in school?
11. Is there any moral value education
subject in the school curriculum or
timetable?
12. Are you influenced by your peer group
for indisciplinary action?
13. Is there any proper guidance by your
teacher or parents?
14. Does your teacher encourage you for
your good deeds?
15. Is there any proper communication
between teacher and students?
16. Are you influenced by bad habits?
17. Does your parents guide you and help
develop moral and ethical value of life?
18. Are you encouraged with some
responsibility or leadership quality in the
class?
19. Is there any positive atmosphere in the
class?
20. Does your teacher or your peer group
embarrass you in the class which effected
in your behavioral change?
 S.V EDUCATION TRUST
THE REGENCY COLLEGE OF EDUCATION (B.Ed)
Action Research Questionnaire
School: The Regency PU College
Topic: Disciplinary Problem in Classroom
Name of the student:
Class: 11th
Instructions: Please complete the following questionnaire with specific regard
to the enquiry, by placing a tick mark (√) in the appropriate box.
Sl no. Questions always sometimes never
1. Does your teacher show favoritism in
class towards particular students?
2. Does your parents know the names of
your peer group?
3. Does your parents involve in school
activities like PTM?
4. Is the school rules communicated
properly?
5. Are you following the school rules
properly?
6. Is there any cooperation among teacher
and students?
7. Is teacher being too strict?
8. Is teacher being too lenient?
9. Is there any extracurricular activity like
music, sports, dance etc.?
10. Is there any extra programs like NCC,
scouts and guides in school?
11. Is there any moral value education
subject in the school curriculum or
timetable?
12. Are you influenced by your peer group
for indisciplinary action?
13. Is there any proper guidance by your
teacher or parents?
14. Does your teacher encourage you for
your good deeds?
15. Is there any proper communication
between teacher and students?
16. Are you influenced by bad habits?
17. Does your parents guide you and help
develop moral and ethical value of life?
18. Are you encouraged with some
responsibility or leadership quality in the
class?
19. Is there any positive atmosphere in the
class?
20. Does your teacher or your peer group
embarrass you in the class which effected
in your behavioral change?
 STATISTICAL ANALYSIS,
GRAPHICAL REPRESENTATION
&
INTERPRETATION OF DATA
Tabulation of students’ responses on the basis of Questionnaire

Sl no. Questions Responses by No. of students

always sometimes never
1. Does your teacher show favoritism in class 8 8 9
towards particular students?
2. Does your parents know the names of your peer 5 15 5
group?
3. Does your parents involve in school activities 3 13 9
like PTM?
4. Is the school rules communicated properly? 8 10 7
5. Are you following the school rules properly? 11 9 5
6. Is there any cooperation among teacher and 11 11 3
students?
7. Is teacher being too strict? 5 16 4
8. Is teacher being too lenient? 4 12 9
9. Is there any extracurricular activity like music, 0 25 0
sports, dance etc.?
10. Is there any extra programs like NCC, scouts 0 0 25
and guides in school?
11. Is there any moral value education subject in the 0 0 25
school curriculum or timetable?
12. Are you influenced by your peer group for 5 13 7
indisciplinary action?
13. Is there any proper guidance by your teacher or 10 12 3
parents?
14. Does your teacher encourage you for your good 9 13 3
deeds?
15. Is there any proper communication between 8 14 3
teacher and students?
16. Are you influenced by bad habits? 0 3 22
17. Does your parents guide you and help develop 16 9 0
moral and ethical value of life?
18. Are you encouraged with some responsibility or 8 9 8
leadership quality in the class?
19. Is there any positive atmosphere in the class? 9 13 3
 20. Does your teacher or your peer group embarrass 7 8 10
you in the class which effected in your
behavioral change?

HYPOTHESIS 1:

If we can have separate counselling of child, individual attention can be given to

the child and analyze the problem.

Hypothesis1

35
30
25
20
15
10
5
0
Always Sometimes Never

Q1 Q2 Q3

Q1 - Does your teacher or your peer group embarrass you in the class which
effected in your behavioral change?
Q2 - Are you influenced by bad habits?
Q3 - Are you influenced by your peer group for indisciplinary action?

HYPOTHESIS 2:
If we can have one to one parent teacher meeting it will help both to change the
students’ attitude and bring a good development.
 Hypothesis2

35
30
25
20
15
10
5
0
Always Sometimes Never

Q1 Q2 Q3

Q1 - Is there any proper guidance by your teacher or parents?

Q2 - Does your parents involve in school activities like PTM?
Q3 - Does your parents know the names of your peer group?
HYPOTHESIS 3:
If there is a modification in teacher’s attitude towards these kinds of students,
then this will improve or bring positive change in the disciplinary action of the
child progress of improving disciplinary manners.

Hypothesis3

60

50

40

30

20

10

0
Always Sometimes Never

Q1 Q2 Q3 Q4 Q5

Q1 - Is teacher being too strict?

Q2 - Is teacher being too lenient?
Q3 - Is there any proper communication between teacher and students?
Q4 - Does your teacher show favoritism in class towards particular students?
Q5 - Is there any cooperation among teacher and students?
HYPOTHESIS 4:
If we can include moral value subjects in the class curriculum it will help the
students to gain ethical values of life.

Hypothesis4

35
30
25
20
15
10
5
0
Always Sometimes Never

Q1 Q2 Q3

Q1 - Is there any moral value education subject in the school curriculum or

timetable?
Q2 - Does your parents guide you and help develop moral and ethical value of
life?
Q3 - Is there any positive atmosphere in the class?

HYPOTHESIS 5:
If we can include more extracurricular activities in the class curriculum it will
help the students to keep the mind and body of students engaged in a healthy
manner.

Hypothesis5

35
30
25
20
15
10
5
0
Always Sometimes Never

Q1 Q2 Q3
Q1 - Is there any extracurricular activity like music, sports, dance etc.?
Q2 - Is there any extra programs like NCC, scouts and guides in school?
Q3 - Is there any cooperation among teacher and students?

HYPOTHESIS 6:
If we ensure the involvement of every student in all the classroom activities and
provide positive reinforcement as often as possible will enhance the self-
development of students.

Hypothesis6

45
40
35
30
25
20
15
10
5
0
Always Sometimes Never

Q1 Q2 Q3 Q4

Q1 - Does your teacher encourage you for your good deeds?

Q2 - Are you encouraged with some responsibility or leadership quality in the
class?
Q3 - Is the school rules communicated properly?
Q4 - Are you following the school rules properly?
DESIGNING PROGRAMME OF ACTION:

Programme of action was designed to improve the performance of students.

Sl CAUSES HYPOTHESIS Programme of action

no.
1.  Influence of bad peer If we can have Counselling the student
group separate counselling so build up healthy
 Influence of bad habits of child, individual mind set.
 Embarrassment caused attention can be
sometimes by peer given to the child & Showing some
group or by teacher analyze the problem motivational thought
videos.
2.  Parents not involved in If we can have one Talking with students’
student school activity to one parent teacher parents will bring
 No proper guidance by meeting it will help positive outcome.
teacher or parent to the both to change the
students students’ attitude &
bring a good
development.
3.  Lack of motivation & If there is a Teacher & parents
proper guidance from modification in should encourage the
teacher and parents. teacher’s attitude student in developing
 Favoritism of teacher towards students, it the students’ attitude
towards particular will improve or and discipline.
students. bring positive
 Lack of proper change in the
communication disciplinary action of
between teacher & child, progress of
students. remembering the
 Teacher being too strict concept.
or too lenient in class.
4.  No moral value If we can include A habit practicing in
education subject in moral value forms of puzzles &
school curriculum. education in class games would be helpful
 No scouts & guides or curriculum, it will in creating the interest
NCC program in help students to gain and develop positive
school. ethical values of life. attitude.
Creating interest &
grabbing attention
 towards the class
through innovative
method of teaching &
using different methods
5.  Lack of attention in a If we increase the Dividing the class
large group of class. involvement of each responsibility among
student in every the students equally &
presentation and rotationally.
provide positive
reinforcement as
often as possible, it
will enhance the
self-development of
students.
6.  No extracurricular Increase Extracurricular
activities in school. involvement of activities in PT period,
students in with different concept
extracurricular of games to keep the
activities like sports mind and body engaged
& debate, will help in a healthy manner.
students keep them
physically and
mentally active.

VERIFICATION OF ACTION HYPOTHESIS:

After the feedback received through questionnaires, action research on

indiscipline problems in classroom from 25 students of 11 th standard in The
Regency PU College reveal that students were not having the lack of self-
confidence but there was a lack of proper guidance from teacher and also
parents. We could also see, there was no extracurricular activities, scouts,
guides, NCC, music, dance, sports and moral value education which made the
disturbance in the balance of discipline. These feedbacks are accepted as it was
matching with the proposed hypothesis done in the research.
 To overcome this problem, I suggested certain changes like grabbing the
attention of students with innovative teaching, motivate the students with moral
values and ethical values, encouraging them in more sports, and other cultural
activities to make the class more attractive, active and healthier in discipline
manner.
REPORT WRITING:
Discipline gives enthusiastic obedience to instructions even though they
do not satisfy the reason. It has ability to make yourself do something you don’t
want to do, in order to get a result, you want to get. During the teaching practice
I observed that most of the students in the school find disciplinary problems in
classroom.
This prompt probing to find out the factors responsible for the mass failure
in poor expression usage. Action research was done to find the cause of
indiscipline in the classroom among 25 grade 11 students of The Regency PU
College.
Through observation and interaction with the students during teaching
learning process, I notice that students’ behavior with their peer group and
teachers in their native language also accelerate the indiscipline in classroom.
Through all these observations, I listed the probable causes of the problem of
disciplinary manners in classroom.
The main objective of this study is to motivate students in disciplinary
manners and cultivate such qualities among them and to develop self-discipline
in students school administration. To find the causes, questionnaire tool was
made and it was used to collect the data. The questionnaire consists of 20
questions based on the cause’s assumptions or hypothesis of the study.
After receiving the feedback through questionnaire which was revealed to
students that is after the programme of action. The students could see the
improvement in their disciplinary manner and nature.
SUGGESTIONS:

Classroom action research is a way to solve teaching learning problems in

the classroom for the teacher to have a good attention to his/her actions, if they
want to improve the quality of teaching and to make their experience in
teaching rich. This will also help students to cope with their learning and
increase their prestige in study.

Suggestions are listed below:

 Change the seating arrangement of students who are talking.
 Teacher & parents should encourage students in remembering and
understanding the concepts.
 Increase confidence of students by giving various examples of life and
motivating them.
 Counselling the students to develop healthy mind-set showing some
motivational videos and thoughts.
 A habit of practicing game of puzzles, riddles making the class more
interesting and fun.
 Conduct quizzes to grab attention.
 Divide the class responsibility among students equally and rationally.
 Extracurricular activities in PT, more sports and games to keep body and
mind more engaged in a healthy manner.
CONCLUSION:

Classroom action research is important for teachers to observe and reflect

their process of teaching. Moreover, for the students it can make their
motivation increased because the learning process always changes by the time
and can help them away from being bored in the class. The classroom action
research conducted consists of planning, acting, observing and reflecting.
In the educational settings great importance is placed on the use of
discipline in classroom, hence the study by action research would be found
useful in improving the discipline of grade 11 students of The Regency PU
College. The study will also help to inform the teachers and students the
importance of discipline in classroom. It gives enthusiastic obedience to the
instructions even though they do not satisfy the reason.
It is therefore the hope of research that the study would immensely benefit
the students and teachers alike.
BIBLIOGRAPHY

 Action Research- Dr. M Parveen Taj and Dr. Girish S

 https://www.researchgate.net/publication/345502957Action Research in
education
 https://www.acdemia.edu/15105555/Action Research in education
 https://www.actionresearch.net/living/rawalpdf/Chapter1.pdf
 https://www.brown.edu/academics/educationalliance/sites/ /files/
publications/act research.pdf

 https://www.researchgate.net/publication/282199978Action research
 www.study.com
 www.wikipedia.actionresearch.com

 Hopkins David, 2002(3rd Edition), A Teacher’s Guide to Classroom

Research, Open University Press.
 Sagor Richard, 2000, Guiding School Improvement with Action
Research, Association for Supervision and Curriculum Development.
 https://saidnazulfiqar.files.wordpress.com/2013/09/actionresearch-1.pdf

.
 APPENDIX

Sample Questionnaire - Page No.

Students’ Responses - Page No.

Sl No. Graphs Page No.

1. Statistical data analysis of Hypothesis H1

2. Statistical data analysis of Hypothesis H2

3. Statistical data analysis of Hypothesis H3

4. Statistical data analysis of Hypothesis H4

5. Statistical data analysis of Hypothesis H5

6. Statistical data analysis of Hypothesis H6 5.