CENTRE FOR PROFESSIONAL AND ADVANCED STUDIES

COLLEGE OF TEACHER EDUCATION KANJIRAPPALLY

B.Ed DEGREE PROGRAMME

PRACTICAL
SEMESTER III

EDU: 302.1
ACTION RESEARCH REPORT
DIFFICULTY FACED BY CLASS 8 STUDENTS IN RECALLING
FORMULAS

SUBMITTED BY SUBMITTED TO

SHIFANA FATHIMA ASST. PROF. SREEJI SADAN

MATHEMATICS CTE KANJIRAPPALLY

REG. NO: 233240111380

CTE KANJIRAPPALLY
 DECLARATION

I hereby declare that “ACTION RESEARCH ON DIFFICULTIES FACED BY CLASS

8STUDENTS TO RECALL FORMULAS” is a bona-fide work done by me under the supervision
and guidance of Asst. Prof. Sreeji Sadan, College of Teacher Education Kanjirappally .

Place: Kanjirappally

SHIFANA FATHIMA
Date:
 COLLEGE OF TEACHER EDUCATION
KANJIRAPPALLY

CERTIFICATE

This is to certify that this project report entitled “ACTION RESEARCH ON DIFFICULTIES
FACED BY CLASS 8 STUDENTS IN RECALLING FORMULAS “is an authentic record of
the project work carried out by SHIFANA FATHIMA, Reg. No: 233240111380 in partial
fulfilment of the requirements for the award of B.Ed. Degree in Physical Science of Mahatma
Gandhi University during the academic year 2023- 2025

Place: Kanjirappally Teacher in Charge

Date: 30/09/2024 Asst. Prof. Sreeji Sadan
C T E Kanjirappally
 ACKNOWLEDGEMENT

I express my sincere gratitude towards our Principal Dr. Rajeena A who gave us all support and
guidance for our education and Asst. Prof. Sreeji Sadan. who led me throughout the project work and
helped me very much in the successful completion of this project.I am grateful for the resources and
support provided by ST THOMAS HSS ERUMELY , which enabled me to undertake this research

.I would like to give special thanks to the class 8 students of ST THOMAS HSS ERUMELY for their
enthusiastic participation and valuable insights.I am also indebted to all other teaching staffs, non-
teaching staffs for the help they have rendered me to compile a good project. Finally I thank my
classmates for the valuable comments and suggestions they have made during this project work.

SHIFANA FATHIMA
 INDEX

SI TOPIC PAGE NO
NO
1 INTRODUCTION

2 STATEMENT OF THE PROBLEM

3 DEFINING THE PROBLEM

4 OBJECTIVES OF THE STUDY

5 ANALYSIS OF THE PROBABLE CAUSES

6 FORMULATION OF HYPOTHESIS

7 ACTION PLAN

8 ANALYSIS AND INTERPRETATION OF ACTION

10 SUGGESTION AND RECOMMENDATION

11 CONCLUSION

12 REFERENCE

13 REFLECTIVE JOURNAL
 INTRODUCTION

Action Research is a kind of classroom research taken up by the class teacher or subject teachers with

a view to finding out what action can be taken to solve a certain problem in the shortest possible time.

For example, a student who performs very well in written exams fails to give oral answers or a group

of students constantly misses a particular subject period. There may be some reason for all such

problems, all that is required is a certain more effort on the part of the teachers to get involved and ask

why, what and how.. It is a method for improving and modifying the working system of a classroom in

a school. The teacher and principal can study their problems of teaching scientifically. It is a problem-

oriented method.. This curriculum is based on constant research and studies going on in the field of

education.Such research is fundamental research which adds to the existing facts in a certain field. The

problems related tosyllabus, teaching methods, adjustment of students, etc. are few such areas which

can be taken up for fundamentalresearch. But the minor problems like problems related to discipline or

absenteeism or fatigue or boredom relatedto subjects like History, Science or Mathematics which faces

by an individual teacher in her classroom cannot besolved by the fundamental research because these

problems required immediate solution that can be found by theaction research.

As part of EDU 302.1, I conducted as action research to find out student’s class room problems St

Thomas Hss erumely from the 8th standard students.

 IDENTIFICATION OF THE PROBLEM

During my second phase of internship I got opportunity to teach mathematics in St Thomas HSS school

for 8th standard students English medium. During the time I taught the chapter EQUAL TRIANGLES

to 8th standard students. The main concepts are properties of the triangle and different types of triangles.

During the time students carefully listen the calls but the time I asked they were confused. Students

often struggle to recall specific properties and formulas related to equilateral triangles. Frequent errors

in solving problems involving equilateral triangles, such as incorrect application of side lengths, angles,

and area formulas. Students appear to have difficulty distinguishing between properties of equilateral

triangles and other types of triangles. Some student’s express confusion about when and how to use

specific formulas.

A portion of the class reports feeling overwhelmed by the amount of information and different rules

they need to remember. Many students mention that they find the abstract nature of geometry

challenging without sufficient visual aids and practical examples Throughout this chapter, I employed

various teaching methods. We brainstormed, engaged in activity-based learning, participated in group

discussions, practiced peer tutoring, and focused on problem- solving. During lessons, students often

need repeated explanations of the same concepts, indicating a lack of retention. Group work and class

discussions show varying levels of understanding, with some students relying heavily on peers for

assistance. When solving problems independently, many students hesitate or struggle to start, indicating

uncertainty about the appropriate methods and steps. This experience led me to choose " Difficulty to

recall formulas, rules, or solving specific types of problems " as the topic for my action research..

STATEMENT OF THE PROBLEM

Action research highlights the successful identification and resolution of difficulties faced by

Class 8 students in recalling formulas, rules, and solving problems, particularly in

mathematics and science Initially, many students struggled with memorization and application

due to a reliance on rote learning, which proved ineffective when dealing with complex

problems.
 DEFINING THE PROBLEM

The topic of my action research is “Difficulty to recall formulas and rules in

mathematics”

This problem significant challenge especially in academic fields that require precise application of

these elements. The formulas and rules of mathematics is very difficult students to storage in

memory.

The topic “difficulty in recalling formulas and rules in mathematics” refers to the challenges students

face in remembering and retrieving mathematical principles when needed. It highlights issues related

to memory retention, where students struggle to retain formulas and rules over time, and cognitive

load, which can overwhelm their ability to process and recall information. This difficulty often stems

from a lack of conceptual understanding, over-reliance on rote learning,

insufficient use of recall strategies. Addressing these issues requires implementing effective

learning techniques, like mnemonic devices or active recall, to help students build a stronger

foundation in mathematical reasoning and problem-solving. Failure to recall necessary information

can lead to lower academic performance, demised confidence and long-term challenges in retaining

knowledge.

Limitations of this problem include a reliance on rote memorization, which hinders deeper

understanding and long-term retention. Students may also struggle with applying formulas to

different contexts or complex problems. Additionally, cognitive overload and individual learning

differences make it difficult to find a one-size-fits-all solution to improve recall. I choose these

problems because, first chapter Equal Triangles consists of different rules and some formulas but

students didn’t remember that on next class.

 ANALYSIS OF THE PROBABLE CAUSES

Difficulty in recalling formulas, rules, or solving specific types of problems often stems from a

complex interplay of factors related to learning, memory, and application. Here’s an in-depth

analysis of probable causes: Insufficient Practice and Repetition causes one of the primary reasons

for difficulty in recalling formulas or solving problems is insufficient practice. Cognitive science

suggests that memory is strengthened through repetition and frequent engagement with material.

Without regular practice, the neural pathways associated with specific formulas and problem-

solving techniques may not be reinforced effectively. When individuals do not practice applying

formulas or solving problems regularly, their ability to recall this information diminishes. This can

be exacerbated if practice sessions are infrequent or if the problems tackled are too varied,

preventing focused reinforcement of specific skills. Solution to mitigate this, individuals should

incorporate consistent practice into their study routines. This can be achieved through regular

problem-solving exercises, timed quizzes, or using flashcards for formulas. Spaced repetition

techniques can also help in reinforcing memory over time. Incomplete

Understanding of Underlying Concepts Cause Difficulty often arises when individuals

Have a superficial Understanding of the underlying concepts rather than a deep comprehension.

Formulas and rules are often derived from fundamental principles; thus, a lack of understanding of

these principles can impede the ability to recall and apply them effectively. When learners only

memorize formulas without grasping the underlying logic or context, they may struggle to apply

these formulas to new or complex problems. This can result in a reliance on rote memorization

rather than a functional understanding of how and why certain rules work. To address this issue, it

is crucial to focus on understanding the ‘why’ behind formulas and rules. Engage in activities that
explore the derivation and application of concepts in various contexts. Study groups, teaching

others, and applying concepts to practical scenarios can enhance comprehension. Ineffective Study

Strategies Ineffective study techniques can also be a major contributing factor. Passive study

methods, such as re-reading notes or watching videos, may not be as effective as active learning

strategies that engage the brain more deeply. Passive learning often results in surface-level retention,

whereas active learning techniques, such as problem-solving, teaching others, and self- testing,

enhance deeper understanding and recall. Inadequate use of these strategies can lead to difficulties

in recalling and applying information. Employ active learning strategies to improve retention.

Techniques such as self-quizzing, spaced repetition, and interleaved practice can significantly

enhance the ability to recall and apply formulas and rules. High Stress or Cognitive Overload can

impair cognitive functions, including memory and problem-solving abilities. When individuals are

overwhelmed or anxious, their ability to process and retrieve information can be compromised.

Stress affects cognitive functions by diverting attention and reducing working memory capacity.

This can make it challenging to recall formulas or solve problems effectively, particularly under

pressure. Implement stress reduction techniques such as mindfulness, deep- breathing exercises, and

time management strategies. Breaking tasks into smaller, manageable chunks and maintaining a

calm study environment can also reduce cognitive overload and improve performance. Inadequate

Application of Knowledge Difficulty in recalling and applying formulas can also arise from

inadequate application of knowledge in practical situations. Learning concepts in isolation without

contextual practice can limit the ability to transfer knowledge to new problems. Practical application

helps solidify theoretical knowledge. Without exposure to diverse problems and contexts, learners

may find it challenging to apply what they’ve learned effectively in different. Scenarios. Engage in

hands-on practice by working on a variety of problems and scenarios. Participating in practical

exercises, simulations, or real world applications can bridge the gap between theoretical knowledge

and practical application. Difficulties in recalling formulas and solving problems often arise from a

combination of insufficient practice, incomplete understanding, ineffective study methods, stress,

and inadequate application. Addressing these issues through targeted strategies can significantly

enhance recall and problem-solving abilities.

 OBJECTIVES OF THE STUDY

To identify student’s problems in learning mathematics

To identify student’s difficulty to recall formulas and rules in mathematics

To identify understanding reasons for the difficulty to recall formulas and rules in

mathematics.
To identify action program to solve student’s difficulty to recall formulas principles and

rules.
 FORMULATION OF HYPOTHESIS

The formulation of an action hypothesis to address the difficulty in recalling mathematical formulas

and rules focuses on two key causes: insufficient conceptual understanding and reliance on

ineffective learning strategies. These factors significantly impact students’ ability to retain and recall

mathematical principles, especially in class 8.

Action Hypothesis:

“Enhancing students’ conceptual understanding and promoting the use of effective learning

strategies will significantly improve the recall of mathematical formulas and rules among class

8 students.”

Insufficient Conceptual Understanding

A major reason students struggle to recall formulas and rules in mathematics is the lack of a strong

conceptual foundation. Many students focus on memorizing formulas without understanding their

origins, applications, or the logic that drives them. Without grasping the underlying concepts, they

find it challenging to make connections between the formulas and real-world situations, resulting in

poor recall during problem-solving. Conceptual understanding involves linking mathematical ideas

to form a coherent knowledge structure, making it easier to retrieve relevant information when

needed. Teaching strategies that emphasize exploring the meaning, logic, and interrelationships of

formulas—through visual aids, diagrams, and real-life examples—can deepen students’

comprehension and significantly enhance their ability to recall these formulas effectively.

Reliance on Ineffective Learning Strategies

Students often depend on rote memorization techniques that focus on repetitive learning without

context. While rote learning can provide short-term gains, it rarely leads to long-term retention or

the ability to apply knowledge in new or complex scenarios. Ineffective strategies such as cramming

or surface-level memorization fail to engage deeper cognitive processes necessary for lasting recall.
To address this, implementing active learning strategies like spaced repetition, mnemonic devices,

and self-quizzing can be highly beneficial. These methods encourage students to retrieve

information from memory frequently, strengthening neural connections and enhancing retention.

Incorporating practice-based learning, where students apply formulas to solve varied problems,

further supports the development of procedural knowledge and mathematical reasoning skills.

Addressing the difficulties of recalling formulas and rules in mathematics requires a dual approach:

building a solid conceptual understanding and adopting effective learning strategies. By focusing

on these areas, educators can help students develop the cognitive skills necessary to internalize

mathematical principles, leading to improved recall and better performance in mathematics.

Practical application helps solidify theoretical knowledge. Without exposure to diverse problems

and contexts, learners may find it challenging to apply what they’ve learned effectively in different

scenarios. Engage in hands-on practice by working on a variety of problems and scenarios.

Participating in practical exercises, simulations, or real world applications can bridge the gap

between theoretical knowledge and practical application. difficulties in recalling formulas and

solving problems often arise from a combination of insufficient practice, incomplete understanding,

ineffective study methods, stress, and inadequate application. Addressing these issues through

targeted strategies can significantly enhance recall and problem-solving abilities.

 ACTION PLAN

⮚ conducted a class text to understand the difficulty of students in the chapter equal triangles

⮚ provide additional question and discussed the answer with students.

⮚ paired students and enabled collaboration learning through group activity

⮚ teacher asked the students to read the question and discuss the answer

⮚ teacher gave individual instruction to the students who faced the difficulty.

⮚ students were engaged in problem solving session and math games.

⮚ conducted a pervious year question and answer solving session

⮚ conducted s post - test of the chapter to check their improvement and level of understanding

⮚ follow-up them by asking question

⮚ Conducted a pre test for students after the discussion

⮚ Providing extra support for struggling students

 ANALYSIS AND INTERPRETATION OF DATA

The action research aimed at addressing students’ difficulty in recalling formulas and equations

provides valuable insights into their learning processes, particularly in subjects like mathematics

and science. These subjects often require not only a fundamental understanding of the concepts but

also the ability to recall and apply formulas and equations in various problem-solving scenarios. By

conducting both pre-tests and post- tests, the study explored the root causes of these difficulties and

evaluated the effectiveness of specific interventions designed to improve recall and understanding.

The pre-test results highlighted several challenges faced by students. Many struggled to recall

formulas accurately, and even those who could remember the formulas often had difficulty applying

them correctly in problem-solving situations. This difficulty was particularly evident when students

were faced with more complex or unfamiliar problems. One of the primary reasons for this was a

reliance on rote memorization, where students tried to remember formulas without understanding

the underlying principles or relationships between variables. Consequently, when slight variations

in problem types were introduced, students often felt overwhelmed and unable to adapt the formulas

to new situations.

Another contributing factor was anxiety around subjects like mathematics and science, which

caused many students to approach formulas with apprehension. This emotional barrier can impede

memory recall and cognitive processing, further exacerbating the problem. The pre-test also

revealed that students lacked confidence in their problem- solving abilities, leading them to second-

guess themselves and make mistakes even when they had correctly recalled the formula. After the

pre-test, targeted interventions were implemented to address these issues. These include
a variety of teaching strategies aimed at improving students’ understanding and recall of formulas

and equations. One of the most effective strategies was the introduction of Mnemonic devices, which

helped students associate complex formulas with simpler, memorable patterns or phrases. By

breaking down the formulas into smaller, more digestible components, students were able to recall

them more easily. Another key intervention was the use of concept mapping, which encouraged

students to visually map out the relationships between different variables and equation. It helped

students see the connections between concepts, enabling them to understand the reasoning behind

the formulas rather than simply memorizing them. Real-life examples were also incorporated into

lessons, showing students how these formulas and equations could be applied to everyday situations.

This contextualization made the material more relevant and engaging, helping students internalize

the information more effectively. Collaborative learning was another significant intervention.

Students were given opportunities to work in groups, discuss problems, and explain formulas to their

peers. This interaction not only reinforced their understanding but also built their confidence in using

formulas in a supportive, low-pressure environment. Peer teaching allowed students to solidify their

understanding by articulating concepts to others, further enhancing their ability to recall formulas

during the post-test.

The post-test results demonstrated a marked improvement in students’ ability to recall and apply

formulas and equations. Many students who had previously struggled with memorization showed

significant progress, and their problem-solving accuracy improved as well. This improvement was

particularly evident in problems that required students to adapt formulas to new or unfamiliar

situations, indicating that they had moved beyond rote memorization and developed a deeper

understanding of the material. Students also reported feeling more confident in their ability to recall

formulas and solve problems, suggesting that the interventions had not only improved their
cognitive skills but also reduced the emotional barriers they previously faced.

In conclusion, the action research underscores the importance of shifting from a memorization-

based approach to a more conceptual, understanding-driven learning process. By incorporating

mnemonic devices, concept mapping, real-life applications, and collaborative learning, students

were able to better recall and apply formulas and equations in problem-solving scenarios. The post-

test results clearly indicated that these interventions were successful in addressing the initial

difficulties observed in the pre-test, leading to improved academic performance and greater student

confidence. This research provides a strong foundation for future studies aimed at further enhancing

students’ abilities to recall and utilize complex mathematical and scientific concepts.
 3

SUGGESTION AND RECOMMENDATIONS

Following up on the action research regarding students’ difficulty in recalling formulas, rules, and

problems is essential to ensuring sustained improvement and continued growth in their learning

journey. After analyzing the post-test results and observing significant improvements, the next step

involves tracking long-term progress to ensure that the gains made are retained over time. This can be

done by conducting periodic assessments, administering quizzes, and offering opportunities for

students to engage with increasingly complex problems. Additionally, it’s important to provide

ongoing support, including reviewing previously learned formulas and encouraging students to apply

them regularly to various contexts. Regular feedback sessions can also help identify any emerging

difficulties and allow for timely interventions.

Communicating these findings to other stakeholders, such as fellow educators, parents, and school

administrators, is crucial for fostering a collaborative approach to addressing the challenges faced by

students. Teachers can present the results during staff meetings, professional development workshops,

or conferences, highlighting the effectiveness of the interventions used. Sharing specific strategies like

mnemonic devices, concept mapping, and peer collaboration can encourage other educators to adopt

similar approaches in their classrooms.

Parents can be informed through newsletters or parent-teacher meetings, emphasizing the importance

of conceptual understanding over rote memorization and providing suggestions furrow they can

support their children’s learning at home. School administrators can use the findings to inform

curriculum development and teacher training programs, ensuring that effective teaching strategies are

widely implementing.
 4

Effective follow-up and communication are key to ensuring that the insights gained from there search lead
to

lasting improvements in students’ abilities to recall and apply formulas, rules, and problem- solving

techniques.
Focus on Conceptual Learning: Emphasize the importance of understanding the logic behind formulas and

rules rather than memorizing them. Teachers should use visual aids, real-life examples, and interactive

activities to explain mathematical concepts, helping students build a strong foundational understanding.

Implement Active Recall Techniques: Encourage students to use active recall strategies, such as self-

quizzing and flashcards, to practice retrieving formulas from memory. This technique has proven to be

effective in strengthening long-term retention.

Use Mnemonic Devices: Introduce mnemonic devices or memory aids to help students create associations

with complex formulas, making them easier to remember. Promote Spaced Repetition: Encourage a study

schedule that includes spaced repetition, where students review material at increasing intervals over time.

This approach is more effective than cramming and helps transfer information into long-term memory.

Interactive Problem-Solving Sessions: Conduct regular problem-solving sessions where students apply

learned formulas to different scenarios. This hands-on approach reinforces understanding and aids in recall.

Personalized Learning Support: Provide additional support for students struggling with specific concepts,

using differentiated instruction tailored to their individual learning needs

 6

CONCLUSION
Action research highlights the successful identification and resolution of difficulties faced by

Class 8 students in recalling formulas, rules, and solving problems, particularly in mathematics

and science Initially, many students struggled with memorization and application due to a reliance

on rote learning, which proved ineffective when dealing with complex problems. Additionally,

anxiety and a lack of confidence hindered their ability to engage with formulas meaningfully.

The interventions introduced during the research, such as mnemonic devices, concept mapping,

and the use Of real-life examples, significantly improved students’ ability to both recall and apply

formulas. Mnemonics aided memory retention, while concept mapping enabled students to

visualize and understand the relationships between variables. Real- world applications of the

formulas made learning more engaging and relevant. Collaborative learning also fostered peer

support and enhanced understanding through group discussions. Post- test results demonstrated

that these interventions were effective, as students exhibited noticeable improvements in recalling

and applying formulas and rules in problem-solving contexts. Furthermore, their confidence

levels increased, and anxiety around formulas was reduced. In conclusion, this action research

shows that focusing on conceptual understanding amusing interactive, student-centered learning

strategies can significantly improve students’ ability to recall and apply formulas..
 1

REFERENCE

https://www.scribbr.com

https://en.wikipedia.org

www.mathematic.com/problems of students in facing formulas

www.sciencedirect.com
 2

REFLECTIVE JOURNAL

DATE : 30/09/2024

EVENT: Action research

Description: I conducted an action research with Class 8E students at St Thomas HSS Erumely
to identify difficulties in understanding formulas and recalling them’

Feelings: I felt concerned about the students’ low performance but motivated to find effective
solutions to improve their understanding. It highlighted the need for more engaging teaching
methods.

Evaluation: The research revealed a clear gap in comprehension, with traditional methods not
fully meeting the students' needs. However, it also provided insight into potential areas for
instructional improvement.

Analysis: Students’ difficulties likely stem from inadequate conceptual understanding, lack of
interactive learning, and minimal exposure to practical examples. A shift towards hands-on
activities and collaborative learning can address these issues.

Conclusion: The action research confirmed that most students struggle with unit conversion,
emphasizing the need for new teaching strategies. Addressing this issue is essential for
improving their overall performance.

Action Plan: I plan to integrate more interactive tools like visual aids, technology, and peer
collaboration into future lessons, along with regular formative assessments to monitor progress,
providing additional support to struggling students.
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