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Developing Moral Values Through Reward And Punishment Among The Students

Developing Moral Values Through Reward And Punishment Among The Students
Developing Moral Values Through Reward And Punishment Among The Students

Developing Moral Values Through Reward And Punishment Among The Students

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Developing Moral Values Through Reward And Punishment Among The Students Of Grade 8

Theme

Developing Scientific Attitude Among Children

Sub Theme

Ethics

The overall background of the participants of the project

Background

Name of the School. (Arooj Public School).

Overall background of the participants of the project; area / school: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated)

AROOJ PUBLIC SCHOOL

Arooj Public School situate in Jura district Kasur. There are 12 teachers and 700 students enrolled in the school. School building is looking very good. There are more than 7 classrooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities are available for the students.

This action research project titled “Developing Moral values through Reward and Punishment among students of grade 8.    at Arooj Public School.

Demographic details of participants: For the present research 40 participants are selected form the school, their ages are between 10-12 years. I selected students from grade 8th from sections A. Among 40 students, there are all girls thus they make the total of 40 students as a sample for the present research.

Socio-economic condition of participants: The socio-economic status is not on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions are good. Such families have not enough means to manage the expenses of their children study. The participants belong to middle class families. Thus, they very much rely on school teachers and the curriculum.

Location of the school: The present research is conducted in a public school “Arooj Public School” which is situated in the district Kasur.

The school has great discipline and is very organized in teaching curriculum of Kasur board. The school also achieves great 80-90% annual result every year. Hence it has a very good ratio of passing students every year.

Occupation / Profession and earning trends:

That was rural area mostly people are attached with agriculture were 25% parents of the students attached with agriculture, 5% in teaching profession .2 % people well educated jobs and remaining were laborers. I got the occupation information from the index of school register.

Literacy Rate:

I notice that the literacy rate of the city it was not so bad. Literacy rate 35 percent. It was good. Parent’s meetings were arranged in school then I observed the literacy rate of the located. Almost 25% parents were well educated and other parents were uneducated.

Special Traits of Community:

The community where the school was situated have not strong financial condition mostly people were laborers. They have to do strict effort to fulfill the school expenses of their children. Students participate in games and then go to Elementary level. Private school were present in this village. People respect to the teachers.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

The reason behind the selection of the topic: This action research was designed to investigate Developing Moral values trough Reward and Punishment among students of grade 8.  Although, well managed school provide an environment in which Reward and Punishmenthelpful for students to improve the level of Ethics”. “Many research studies have resulted that a conducive classroom environment promotes students ‘ethics development through Reward and Punishment”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students in building ethics development”. “The purpose of education is to provide a safe and friendly environment in order for learning”.  “Therefore, teachers should know how to use and apply strategies that will allow and also help students to improve student performance as well as improve ethics development.”.

The following reasons behind lack of student ethics development which was observed in the school. This research identifies the solution of these.

1.Focus Just on Books Reading:

Some school teachers just focus on books reading. Thay do not involve the students in any other physical task like Reward and Punishment which can be helpful for building confidence and ethics development in students.

2.Poor Mental Health:

Poor mental health is also associated with rapid ethics change, stressful work conditions, gender discrimination, ethics exclusion, unhealthy lifestyle, physical ill-health and human rights violations. There are specific psychological and personality factors that make people vulnerable to mental health problems.

 3.Emotional Immaturity:

Emotional immaturity as a condition where a person hasn’t given up the desires or fantasies of their childhoods. These desires and fantasies have to do with them being the center of the universe. They can also even involve “bending” reality to be what they want.

4.Irresponsibility:

 Irresponsible is not capable of handling assignments or taking responsibility. An example of an irresponsible person is someone who constantly forgets to do her assignments.

5.Poor Home Environment:

Home environment is usually a place in which an individual or a family can rest and be able to store ethics development. But if home environment not motivated like parents quarrels with on another all the time, then this thing has most negative impact on the mind of students.

6.Lack of Interest in School Activities:

Lack of interest can be caused by difficultly concentrating, family problems, ethics difficulties, learning disabilities, and many other factors. Having said that, as a teacher, you still have to do your best and try to get them to learn at least the basics of any subject.

7.Resistance to School Rules and Regulations:

Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety, as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students. But some students not follow this. These things lead to decrease in ethics development of students.

I have selected the above topic because now a day it is a common problem of all. Students have lack of ethics development during the period. Students do not focus on ethics development on the base of following reasons. I selected the above topic so this research identifies the solution of this problem.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Ethics development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Ethics development is a person’s belief in his or her ability to succeed in a particular situation.

When I discuss the whole matter development of ethics in children through Reward and Punishment with my other colleagues and senior teachers it was argued that ethics development and encouragement should be a major area of concern to teachers and students. This is the concern of this chapter which tends to summarize what is essential to be known about the ethics development building process as it relates to Reward and Punishment, rewarding system and encouragement. Almost all the teachers and colleagues were in favor of the statement that the Reward, Punishment and encouragement are possessing self-efficacy. Because Reward and Punishment and ethics development are very alternative. No any students can get fluency in one skill without other skill. The researcher conducted this study which focused on the Development of ethics development that lead to good behavior and performance of students.

A teacher’s most important activity in a typical class environment is the one related to classroom management that leading to build ethics development in students through Reward and Punishment. Appreciation ultimately enhances good behavior and personality like praise, reward offering. But punishment cannot apply for all students. Punishment put negative impact on some students like punished the students. Learning and teaching cannot take place in a mismanaged classroom. In limited terms, classroom management is the management of the class by educational motives. Contemporary understanding of classroom management approach calls for conceiving class as a system. Class in educational system is a subsystem of educational management and at the same time a formal organization. Within this framework, classroom management could be defined as the process of arranging the classroom environment and its physical structure under the laws in order to satisfy the expectations of the educational system, the curriculum, the school, the lesson, the teacher and of the students, constituting the rules, relation patterns and administration of class order; planning, presenting and evaluating educational activities, recognizing students’ assets; providing student motivation; arranging classroom communication pattern; attaining classroom discipline,  effective and productive employment of time, human and material resources in order to prevent students’ undesired behavior.

Ethics development is a response, which an individual show to his environment at different times. Ethics development can be positive or negative, effective or ineffective, conscious or unconscious, overt or covert, and voluntary or involuntary. ethics development can be regarded as any action of an organism that changes its relationship to its environment. ethics development provides outputs from the organism to the environment. The meaning of ethics development is to conduct or carry oneself or behavior in what we do, especially in response to outside stimuli anything that an organism does that involves action and response to stimulation. The main purpose of this study is to investigate the role of Reward and Punishment in development of student’s ethics development of Elementary school students.

What did you find about the problem in the existing literature (books/articles/websites)?

The effective learning process is directly related to the effective classroom management. Without effective classroom management, teaching learning has no fruitful and productive outcomes. Effective classroom management depends on the competencies (capacity, proficiency) of teachers. Good managers devise and announce classroom rules and regulations at the beginning of session in order to control classroom disruptive behaviors and make the classroom atmosphere favorable for teaching learning process.

Teachers use a variety of Reward and punishment and stimulus (encouragement) to motivate students. According to Ivancevich and Matteson (1990:171) “teachers use a variety of Reward and Punishment to attract and maintain students and to motivate them to achieve their teaching goals.” Rewarding students is therefore vital for the teaching success. Incentives are external stimuli which can be used as stimulants to productivity.

When a behavior leads to desirable outcomes, it is more likely to occur in future situations. Therefore, reinforcing is merely the impact seen by the reinforcing agent. To determine whether an event is capable of reinforcing its impact should be considered.

Armstrong (2012), states that “outdoor activities deal with the strategies, policies and processes required to ensure that the people’s value and contributions they make to achieving developmental goals of teaching and rewarded.” It can therefore be seen that rewards play an important role in motivating students to perform at their best and also to maintain top performers. Lathan’s (2002:45) observes that “teachers provide rewards to their personnel in order to try to motivate their performance and encourage their loyalty and maintained.”

As already demonstrated, extrinsic motivation is a deeper issue than it come because it may undermine intrinsic (natural) motivation under certain conditions and promote it under others conditions. (Williams & Stockdale, 2004). However, it is worthwhile for all teachers have an understanding of extrinsic Reward and Punishment because “many of the tasks that educators want their students to perform are not inherently interesting and knowing”. How to promote more active and volitional (a choice or decision made) forms of extrinsic motivation becomes an essential strategy for successful teaching’. (Ryan & Deci,2000).

It is important to understand that before analyzing different Reward and Punishment options, factors that affect reward strategies and practices. Each teacher is faced with a number of internal and external factors that affect the ethics development is structured and administered. Armstrong (2010), identifies teaching culture, sector or work environment, students, teaching strategy, school climate as key internal variables that affect reward strategies. Each of these factors are different for each school and the teachers will develop a reward system based on how it values each of the variables. Armstrong (2010:17).

These factors play an important role and may force teachers to take certain decisions. In discussing different types of Reward and punishment and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible (invisible) rewards concerned with the work environment (quality of education, the teachers teaching) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998), state that financial, material and ethics rewards are extrinsic rewards because they come from the environment.

To apply ethics development to a classroom student, a teacher must first understand what ethics development is and what the advantages n disadvantages are when using it. The term reward is broadly defined as a tool that teacher use to try and reinforce a desired behavior (Wetzel and Mercer, 2003). The elements that determine the effectiveness of a reward are how it is delivered by the teachers and how it is perceived by the student (Wetzel and Mercer, 2012). If a teacher delivers a reward for good behavior, the student must make the connection between the right behavior and the reward. If students think they were rewarded for a different behavior, then the given reward will not be effective, and the student will have associated getting a reward with the wrong behavior (Wetzel and Mercer, 2012). So, teachers need to make sure that when giving rewards, student understand why they received them.

When a student receives an intrinsic reward, it is because they have completed an assignment or task due to internal motivation (Williams & Stockdale, 2004). Some common intrinsic rewards are ‘‘task completion, feedback or result, acquisition of knowledge or skill, and a sense of mastery’’ (Wetzel & Stockdale). However, this award can be beneficial compared to extrinsic rewards, because they do not require an external stimulus, such as the teacher. The student will stay on task because they are motivated by their own determinations. However, intrinsic reward will not always be Satisfactory for students, since they may not have any internal motivation to complete a task.

Extrinsic rewards are rewards given by someone outside of the individual, such as a teacher (Wetzel & Mercer). Some common extrinsic rewards are ‘‘primary objects, tangible objects, token systems, ethics approval, and project activities’’. In 1991, Newby found by new teachers use extrinsic rewards and motivation more than any other strategy. Extrinsic rewards may motivate student complete tasks that they would otherwise disregard. However, this reward can have a negative effect, where students grow dependent on them for motivation in completing their assignments.

In the classroom, most rewards will be a combination of extrinsic and intrinsic factors. For instance, students may engage in an activity both because of what, they will learn will be the intrinsic rewards, while the grade that they receive will be the extrinsic rewards.

It is important to understand, before analyzing different reward options, factors that affect reward strategies and practices. Each organization is faced with a number of internal and external factors that affect the reward system is structured and administered. (Armstrong, 2010) identifies organizational culture, the organizations business or sector or work environment, people, business strategy, political and ethics climate as key internal variables that affect reward strategies. Each of these factors are different for each organization and the organization will then develop a reward system based on how it values each of the variables. For example, “Bankers, entrepreneurial directors or sales representatives will be more interested in financial incentives than, say people engaged in charitable work” (Armstrong, 2010:17).

External aspects that may affect reward strategies include globalization, rate of pay in the marketplace, the economy, societal factors, legislation and trade unions, (Armstrong, 2010). These factors play an important role and may force organizations to take certain decisions for example trade unions in South Africa have a big influence in worker package and incentives.

In discussing different types of rewards and incentives it is important to first categorize these. Rewards can be viewed as intrinsic or extrinsic. Intrinsic rewards “are intangible rewards concerned with the work environment (quality of working life, work life balance) recognition, performance management and learning and development” Armstrong (2002:99). Kinicki and Kreitner (1998) state that financial, material and ethics rewards are extrinsic rewards because they emanate from the environment.

Tom Peters argues that by following the right method of rewarding, one can obtain excellent results. The Theorist Edward. Lorler believe that reward must be dependent on performance (Cohen, 2013).

The biggest mistake any parents can make is to delay the reward for appropriate behavior. A reward will be most effective if it immediately follows the behavior. So that the desired behavior is validated.  (Patterson, 1983). Rey states that during the delay between the behavior and reward, the subject may exhibit, another behavior. Thus, the targeted behavior may remain undeveloped since the unwanted behavior is also reinforced. (Seyf, 2011).

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Variables of the study:

Total of three variables were included in this research. Two were independent variables and one was a dependent variable. Reward and punishment and encouragement were used as independent variables and student’s ethics development used as dependent variable.

1.Reward and Punishment:

Reward and Punishment occurs when members of a learning community work together to improve student learning and achievement. Role is not a task to complete then move on, it’s an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

2.Students Encouragement:

Tangible forms of encouragement give students a visual reminder that they have the power to learn and succeed. They are especially effective when used sparingly or in moderation after students achieve learning milestones in the classroom

  • Give Positive Feedback. …
  • Set Realistic Expectations and Celebrate When They Are Met. …
  • Let Your Own Excitement Come Through. …
  • Vary Your Teaching Methods. …
  • Facilitate Don’t Dominate. …
  • Make Topics Practical. …
  • Show StudentsTheir Own Successes. …
  • Get Out of the Book

 3. Ethics Development:

Developing Moral Values Through Reward And Punishment Among The Students Ethics development is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations.” Ethics development is a person’s belief in his or her ability to succeed in a particular situation. Ethics development is about having the strong, positive belief that you have the capacity and the skills to achieve your goals. ethics development affects every area of human endeavor. By determining the beliefs, a person holds regarding their power to affect situations, it strongly influences both the power a person actually has to face challenges competently and the choices a person is most likely to make.

What did you want to achieve in this research project?

Research Objectives

The purpose of the study was to investigate the Developing Moral values through Reward and Punishment among students of grade 8.    So, the study will focus on the causes of problems of students regarding this.” In order to achieve said aims, the following objectives are designed:

Objectives of the Study

The following was the main objective of the study.

  1. To explore the relationship between Reward and punishment and student’s ethics development at Elementary level.
  2. To explore the relationship between student encouragement and ethics development at Elementary level.
  3. To find out the reasons behind the lack of ethics development of students.
  4. To give suggestion for the improvement of the situation.

Research Questions of the study

  • What is the relationship between Reward and punishment and student’s ethics development at the Elementary level.?
  • What is the relationship between student encouragement and ethics development at Elementary level?
  • What are the reasons behind the lack of ethics development of students.?
  •  What are the suggestions for the improvement of the situation?

Who were the participants in your project?

Population

The population of the study comprised girls studying at Arooj Public School of Pakistan.

Sample

Developing Moral Values Through Reward And Punishment Among The Students A total of “40” students were taken as a sample of the study.  Kasur City was taken as a Convenient sample by applying the Matched Pair Random Sampling Technique. So, the total sample size was 40 respondents including female students. This sample provides appropriate knowledge regarding all the students of the school they studying in the school.

How did you try to solve the problem?

Research Methodology

All research methods and techniques that will be used in this study are given below.

Research Method:

Research method may describe into three forms: Quantitative Method, Qualitative method and Mixed Method. In the study, quantitative research method was used, because data was collected by using questionnaire in the light of students’ and teachers’ perception.

Research Design:

It is descriptive and survey research about Developing Moral values trough Reward and Punishment among students of grade 8.”.

Population:

A population is otherwise called an all-around characterized gathering of people or questions known to have comparative attributes. All people or protests inside a specific population typically have a typical, restricting trademark or characteristic. The target population of this study was the students of Arooj Public School of Pakistan. The data was collected from student’s schools by filling up the questionnaire.

Sampling Technique

A convenient sampling technique was used in this study.

 Sample

In research a sample is a gathering of individuals, that are taken from a bigger population for estimation. The example ought to be illustrative of the population to guarantee that we can sum up the discoveries from the exploration test to the population all in all. 40 students were selected from public school.

Data collection procedure

Data was collected by through questionnaires. One questionnaire was filled by one student according to his point of view. In this way 40 questionnaire filled by 40 respondents. On the base of this data know the opinion of students, find out the problems of students, and provided solution to sort out these problems. Open ended and closed ended questions were used for the purpose of data collection. In closed ended questionnaires 5 Likert point scale questions were developed in the form of strongly agreed (SA=5), Agree (A=4), Undecided (UD=3), Disagree (DA=2) and strongly Disagree (DA=1).

Data Analysis

Data collection measure means the tool through which the data can be collected”. There are different sources of data collection like scales, proxies, and questions. In this study the researcher used appropriate research tools and software to analysis of data, like; SPSS 18 software analysis in which descriptive analysis was used to find out the frequency, percentage, means and minimum/maximum values etc.

What kind of instrument was used to collect the data? How was the instrument developed?

Instruments:

The study used questionnaires as the main research instrument. Questionnaire is the form in which different questions asked by the sample of the study to complete the goal of the study.

Questionnaires were three in counting and labeled as:

1-Closed Ended Questionnaire for students about Reward and punishment and its impact on student’s ethics development.

2-Close Ended Questionnaire for students about ethics development of students.

3-Questionnaire for students’ suggestions for effective encouragement in the classroom.

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study. All the information that containing in these questions ultimately helpful for developing ethics development in students.

  1. All students are motivated to perform well on the base of reward and punishment system.
  2. Different techniques used to improve the ethics development of students?
  3. Rewards encourage the student to perform well?
  4. Are the students being socialing by Teacher relationship?
  5. Parent teacher meeting helpful for the development of ethics skills in students.
  6. Reward and Punishment improve the ethics development of students?
  7. Are the students happy after participating well for reward?
  8. Encouragement of the students develop ethics development?
  9. Does the misbehavior of students is change through reward and punishment?
  10. Teacher meet with parents to improve ethics development of the students?

Instruments, participants and procedures of quantitative data collection are presented in the following sections.

Data analysis

After the collection of the data, it was tabulated. Questionnaires were analyzed. After collecting data, the simple percentage and frequency model was applied to evaluate the score on different performance indicators to check the significance.

What were the findings and conclusion?

Findings:

  1. Overall majority (98%) of the respondents agreed that Are students are motivated to perform well on the base of reward and punishment.
  2. Overall majority (92%) of the respondents agreed that Different techniques used to improve the ethics development of students.
  3. Overall majority (98%) of the respondents agreed that Rewards encourage the student to perform well.
  4. Overall majority (97%) of the respondents agreed that Are the students being socialing by Teacher relationship.
  5. Overall majority (95%) of the respondents agreed that Parent teacher meeting helpful for the development of ethics skills in students.
  6. Overall majority (96%) of the respondents agreed that Reward and Punishment improve the ethics development of students.
  7. Overall majority (98%) of the respondents agreed that Are the students happy after participating well for reward.
  8. Overall majority (99%) of the respondents agreed that Encouragement of the students develop ethics development.
  9. Overall majority (92%) of the respondents agreed that does the misbehavior of students is change through reward and punishment.
  10. Overall majority (95%) of the respondents agreed that Teacher meet with parents to improve ethics development of the students.

Conclusions

The researcher in this study, from the findings concluded by analysis the following conclusion:

Reward and punishment are the most powerful tools of student’s ethics development. Encouragement to improve a response not only works better, but allows both parties to focus on the positive aspects of the situation. Punishment, when applied immediately following the negative behavior can be effective, but problems may result when it is not applied consistently. Punishment can also invoke other negative ethics responses, such as anger and resentment.

Teacher-student relationships are crucial for the success of both teachers and students. As a feature of classroom administration, such connections are the most noteworthy factor in deciding an educator’s work as effective. The impact of instructor’s conduct assumes a critical job in the scholastic accomplishment of understudies. An instructor needs to show outstanding sympathy, constancy, industriousness, truthfulness, examine introduction, trustworthiness and adaptability as a man. Instructors likewise should be mindful in the manner by which anything that a living being does that includes activity and reaction to incitement.

Developing Moral Values Through Reward And Punishment Among The Students Teaching is the activity of teachers for the purposes of education. So, it is the duty of teachers to knowledge the students as well as to develop ethics development in them through Reward and Punishment. Teaching is an arrangement and manipulation of a situation in which building students ‘ethics.

That good classroom management strategies show that reward system develop discipline, critical thinking, student’s confidence policies, punctuality, self-discipline, leadership skills, confidence and ethics in  Elementary school students According to the perceptions of  Elementary school students (in open-ended question), majority of the respondents ( Elementary school students) agreed that students ‘Reward and Punishment have a stronger effect on developing ethics development, punctuality, student’s confidence policies, leadership skill, teamwork, character development and adaptability.

Summary of the Project

University recommended me some developing basic skills in which theme and sub-theme. The topic that I choose DEVELOPING MORAL VALUES TROUGH REWARD AND PUNISHMENT AMONG STUDENTS OF GRADE 8. I choose this topic because I have to face problem about ethics development in school. Because students feel shy when they have to perform in front of others. It is difficult to create ethics development in the students during teaching.

The sample comprised a total of 40 students drawn from Arooj Public School. They were selected by simple random sampling technique.

This study investigated student’s ethics development through Reward and Punishment among Elementary school’s students. It also investigated the effects of school environment and management related differences on students’ academic performance in the concept of measurement when taught using hygienic environment and Unhygienic environment in the class.

Questionnaire Instrument used for students for data collection. Research design was descriptive. The result was finding that parent Reward and punishment and encouragement develops ethics development in students regarding study. Teachers’ behavior and teaching method also impact on students ‘behavior.

How do you feel about this practice? What have you learned?

The aim of this study was to investigate the role of Developing Moral values trough Reward and Punishment among students of grade 8. My research in rural area basic skills. My project participants were the students of­­­­­­­­­­­­­­­­­­ Arooj Public School. In rural areas mostly people not socialized.

Classroom positive reinforcement atmosphere is very important element in study because it helps in the learning of students. So, I used different technique for creating motivational atmosphere in the class to participate in Reward and Punishment to develop ethics. Students were happy and learn quickly on the base of hygienic atmosphere in the class. I feel pleasure. I think in our rural area’s teacher create motivational atmosphere in the class through parent teacher meetings then students have no problem of ethics. Students’ response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in the class through different activities. I learn that how to improve the student’s ethics and personality during the study. Finally, I feel satisfied.

What has it added to your professional skills as a teacher?

It added some new things in my knowledge key points are given below.

  • It made me good organizer.
  • It made me ready for everything that is throw their way.
  • It enabled me how to create motivational atmosphere in the classroom to develop ethics.
  • It built confidence in me that how to deal with rural areas students for improving ethics development through Reward and Punishment.
  • Before these activities I was not a good organizer.it made me innovative.
  • I started find out new things before I have not insert. But when I started my project a grate change brought in my thinking.
  • I capable to find out new things.
  • It made me good effective teacher and mentor.
  • It made me good role model.
  • It made me confident. Teacher discipline can help influence other to be a better person.
  • It made me capable to understand how to create classroom atmosphere according to student’s psyche to develop ethics development and personality at Elementary level.
  • It tells me how negative punishing atmosphere effect on student’s personality level and communication.

List the works you cited in your project.

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  • DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation integrity and students ‘inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447–461.
  • DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.
  • Greenwood, C. R., & Maheady, L. (1997). Measurable change in student performance: Forgotten standard in teacher preparation? Teacher Education and Special Education, 20, 265–275.
  • Gresham, F. M., Gansle, K. A., & Noell, G. H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.
  • Lane, K., Bocian, K., MacMillan, D., & Gresham, F. (2004). Treatment integrity: An essential but often forgotten component of school-based interventions. Preventing School Failure, 48(3), 36–43.
  • McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials training during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5–18.
  • Noell, H. G., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
  • Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17, 145–159.
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  • Slider, N., Noell, G., & Williams, K. (2006). Providing practicing teachers classroom management professional development in a brief self-study format. Journal of Behavioral Education, 15, 215–228.
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  • Wright-Gallo, G. L., Higbee, T. S., Reagon, K. A., & Davey, B. J. (2006). Classroom-based functional analysis and intervention for students with ethics/behavioral disorders. Education and Treatment of Children, 29(3), 421–436.
  • Balleine, B. W., Killcross, A. S., & Dickinson, A. (2003). The effect of lesions of the basolateral amygdala on instrumental conditioning. Journal of Neuroscience, 23(2), 666–675.
  • Baxter, M. G., Parker, A., Lindner, C. C., Izquierdo, A. D., & Murray, E. A. (2000). Control of response selection by reinforcer value requires interaction of amygdala and orbital prefrontal cortex. Journal of Neuroscience, 20(11), 4311–4319.
  • Blundell, P., Hall, G., & Killcross, S. (2003). Preserved sensitivity to outcome value after lesions of the basolateral amygdala. Journal of Neuroscience, 23(20), 7702–7709.
  • Burns, L. H., Robbins, T. W., & Everitt, B. J. (1993). Differential effects of excitotoxic lesions of the basolateral amygdala, ventral subiculum and medial prefrontal cortex on responding with conditioned reinforcement and locomotor activity potentiated by intra-accumbens infusions of d-amphetamine. Behavioral Brain Research, 55(2), 167–183.
  • Cador, M., Robbins, T. W., & Everitt, B. J. (1989). Involvement of the amygdala in stimulus reward associations— interaction with the ventral striatum. Neuroscience, 30(1), 77–86.

AIOU Solved Project 8407 The B-to-B Buying Process

AIOU Solved Project 8407 The B-to-B Buying Process
AIOU Solved Project 8407 The B-to-B Buying Process

AIOU Solved Project 8407 The B-to-B Buying Process

AIOU Solved Project 8407 The B-to-B Buying Process

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

ABSTRACT

Typically, the B2B buying group consists of six to 10 decision-makers, each armed with four to five pieces of information they’ve gathered independently, and all must communicate with one another to figure out whether they should buy the solution. Moreover, the pool of options and solutions organizations can choose from is constantly expanding as new technologies, products, suppliers, and services emerge.

It has become nearly effortless for buyers to do their research on new solutions independently due to the easy availability of quality information through digital channels. As sellers, we have fewer opportunities to influence customers directly, but there’s also the other side to it. Due to an abundance of options and endless flows of information, customers find it harder and harder to buy.

According to a recent survey by Gartner, more than three-quarters of the customers described their purchase as very complex or difficult. This means that with the right approach and guidance, you can help them succeed.

The B2B buying process is neither linear nor predictable. Each person in every buying center can influence the final decision pretty much at any stage if they discover new information or notice something they haven’t seen before. The only thing that drives purchase is quality information presented in an accessible way.

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This is called “buyer enablement” — providing customers with the information they need to complete their critical buying tasks. So the best seller for a B2B client is the one who can make it easier to navigate the buying process. Supplying information that is truly helpful to decision-makers in each buying center will increase the likelihood that they will buy from you.

Introduction

When you sell B2B, you don’t normally sell to just one person. You’re selling to a group of decision-makers who have different levels of influence and different positions in the company.

Apart from the basic hierarchy, which is clearly important, different individuals can have a significant impact on the purchase, regardless of their position within the company. Moreover, there may be stakeholders outside of the company who are also influencing the purchase.

In order to understand how the purchase is made, it is crucial to keep track of both the hierarchy and the lines of influence involved in this process. What are these lines and how can you leverage this understanding to help your buyers make a purchasing decision? Let’s shed some light on it.

The Buying Centers In The B2B Sales Process

Buying centers refer to the groups of people from within or outside a company who have a certain degree of influence on the buying process. Each individual in the buying center can perform one or a few of these roles:

  • User: Someone who is actually going to use the product and feels the need for it.
  • Initiator: Someone who notices the problem or the new opportunity and voices out the new requirements.
  • Influencer: Someone significant, possibly from the outside of an organization, whose opinion can influence the buying decision.
  • Gatekeeper: Someone who controls the flow of information in the organization.
  • Decision-Maker: Someone who makes a final call and approves the purchase.
  • Buyer: Someone who actually buys the solution.

Each of these roles may be represented by a single individual or by dozens, or perhaps by hundreds of people, depending on the product and company structure. You need to be able to convince people in every buying center with content that is personalized to their interests and needs, yet conveys an overall coherent picture of the product.

Stages:

There are 6 stages in the B2B buying process. Depending on the type of product and the level of need for that product, moving through the various stages can happen quickly with the possibility of even skipping one or two stages or it can take a considerable amount of time with customers wavering between stages.

Awareness

The first stage of the B2B buying process is when a customer realizes there is a problem. They become aware of a business need. For example, this could be as simple as a small business experiencing growth, and the Marketing Director recognizing that in order to keep up with demand and continue to grow and generate leads, they need help automating their marketing processes. In this scenario, the Director has identified a problem and acknowledges a need to fix it.

Commitment to Change

After recognizing a problem, the next stage of the B2B buying process is when the customer commits to fixing the problem. It’s at this time when the customer starts thinking about the budget necessary to fully address the issue, how making a change to the business process would impact other areas of the organization, and whether the problem can be addressed in stages or all at once.

Considering Options

During this stage, the customer researches the various options to solve the problem. Going back to the example with the Marketing Director, she may be asking herself questions like what type of marketing automation platform would best suit our needs? Is this something that could be managed in-house by one of the marketing team members? Is it better to hire an outside agency to manage the transition and oversight? What impact would marketing automation have on our current website and databases?

Commitment to the Solution

After researching the different options a customer will decide on the best solution for their business. This could mean the customer decides on a specific platform like Hubspot or an agency like Measured Results Marketing to help them implement the desired marketing automation tasks.

Decision Time

We are closing in on the end of the B2B buying process. At this stage of the game, the customer needs to justify the decision they are making to themselves and any upper management. Referring back to our example, the Marketing Director decided the best option and smoothest transition for implementing a marketing automation process meant hiring an agency. She narrowed it down but wants to make sure she’s making the right decision. This typically means meeting with a sales rep and asking specific questions about why they should choose your agency to solve their problem. This is when the tough questions can get asked, and you must prove to the customer that choosing your business is the best solution for their problem.

Final Selection

The final stage of the B2B buying process is when the Marketing Director makes a decision and purchases the services and/or product. From this point forward, excellent customer service should be the focus. Happy customers lead to repeat customers and referrals.

Practical study

Navigate the evolution of the B2B buying journey

Your sales reps have roughly 5% of a customer’s time during their B2B buying journey. Lack of time with buyers coupled with rapidly shifting buying dynamics, fueled by digital buying behavior, is reshaping the strategic focus of sales organizations.

Download the Gartner guide for CSOs to learn how to:

  • Navigate the evolution of the B2B buying journey over the next five years
  • Position your unique value-add to help guide customers to decision confidence while minimizing uncertainty
  • Accelerate beyond foundational analytics toward AI-powered insights

Sellers have little opportunity to influence customer decisions

The ready availability of quality information through digital channels has made it far easier for buyers to gather information independently, meaning sellers have less access and fewer opportunities to influence customer decisions.

In fact‚ Gartner research finds that when B2B buyers are considering a purchase‚ they spend only 17% of that time meeting with potential suppliers. When buyers are comparing multiple suppliers‚ the amount of time spent with anyone sales rep may be only 5% or 6%.

The customer’s buying journey is hard

The typical buying group for a complex B2B solution involves six to 10 decision makers‚ each armed with four or five pieces of information they’ve gathered independently and must deconflict with the group. At the same time, the set of options and solutions buying groups can consider is expanding as new technologies, products, suppliers, and services emerge.

These dynamics make it increasingly difficult for customers to make purchases. In fact, more than three-quarters of the customers Gartner surveyed described their purchase as very complex or difficult.

B2B Buyers complete a set of jobs to make a purchase

To understand how to best help customers advance through a complex purchase, Gartner research identified six B2B buying “jobs” that customers must complete to their satisfaction in order to successfully finalize a purchase:

  • Problem identification. “We need to do something.”
  • Solution exploration.“What’s out there to solve our problem?”
  • Requirements building. “What exactly do we need the purchase to do?”
  • Supplier selection.“Does this do what we want it to do?”
  • “We think we know the right answer, but we need to be sure.”
  • Consensus creation.“We need to get everyone on board.”

The buying journey isn’t linear

B2B buying doesn’t play out in any kind of predictable, linear order. Instead, customers engage in what one might call “looping” across a typical B2B purchase, revisiting each of those six buying jobs at least once.

Buying jobs don’t happen sequentially, but more or less simultaneously.

Information drives purchase ease and high-quality sales

All of this looping around and bouncing from one job to another means that buyers value suppliers that make it easier for them to navigate the purchase process.

In fact, Gartner research found that customers who perceived the information they received from suppliers to be helpful in advancing across their buying jobs were 2.8 times more likely to experience a high degree of purchase ease, and three times more likely to buy a bigger deal with less regret.

B2B Buying Situations

Who makes the buying decision depends, in part, on the situation. Common types of buying situations include the straight rebuy, the modified rebuy, and the new task.

The straight rebuy is the simplest situation: the organization reorders a good or service without any modifications. These transactions are usually routine and may handled entirely by the purchasing department because the initial selection of the product and supplier already took place. With the modified rebuy, the buyer wants to reorder a product but with some modification to the product specifications, prices, or other aspects of the order. In this situation, a purchasing agent may be involved in negotiating the terms for the new order, and several other participants who will use the product may participate in the buying decision.

The buying situation is a new task when an organization considers buying a product for the first time. The number of participants and the amount of information sought tend to increase with the cost and risks associated with the transaction. For marketers, the new task is the best opportunity for winning new business because there is no need to displace another supplier (which would be the case for the rebuy situations).

For sales opportunities that are new tasks, there may be an opportunity for a solution sale (sometimes called system selling). In these opportunities, the buyer may be interested in a provider that offers a complete package or solution for the business problem, rather than individual components that address separate aspects of the problem. Providers win these opportunities by being the company that has both the vision and the capability to provide a combination of products, technologies, and services that address the problem–and to make everything work together smoothly. Solution sales are particularly common in the technology industry.

Characteristics of Organizational Buying

B2B purchasing decisions include levels of complexity that are unique to organizations and the environments in which they operate.

Timing Complexity

The organizational decision process frequently spans a long period of time, which creates a significant lag between the marketer’s initial contact with the customer and the purchasing decision. In some situations, organizational buying can move very quickly, but it is more likely to be slow. When personnel change, go on leave or get reassigned to other projects, the decision process can take even longer as new players and new priorities or requirements are introduced. Since a variety of factors can enter the picture during the longer decision cycles of B2B transactions, the marketer’s ability to monitor and adjust to these changes is critical.

Technical Complexity

Organizational buying decisions frequently involve a range of complex technical dimensions. These could be complex technical specifications of the physical products or complex technical specifications associated with services, timing, and terms of delivery and payment. Purchases need to fit into the broader supply chain an organization uses to operate and produce its own products, and the payment schedule needs to align with the organization’s budget and fiscal plans. For example, a purchasing agent for Volvo automobiles must consider a number of technical factors before ordering a radio to be installed in a new vehicle model. The electronic system, the acoustics of the interior, and the shape of the dashboard are a few of these considerations.

Organizational Complexity

Because every organization is unique, it is nearly impossible to group them into precise categories with regard to the dynamics of buying decisions. Each organization has a characteristic way of functioning, as well as a personality and unique culture. Each organization has its own business philosophy that guides its actions in resolving conflicts, handling uncertainty and risk, searching for solutions, and adapting to change. Marketing and sales staff need to learn about each customer or prospect and how to work with them to effectively navigate the product selection process.

Unique Factors Influencing B2B Buying Behavior

Because organizations are made up of individual people, many of the same influencing factors discussed earlier in this module apply in B2B settings: situational, personal, psychological, and social factors. At the same time, B2B purchasing decisions are influenced by a variety of factors that are unique to organizations, the people they employ, and the broader business environment.

Individual Factors

B2B decisions are influenced by characteristics of the individuals involved in the selection process. A person’s job position, tenure, and level in the organization may all play a role influencing a purchasing decision. Additionally, a decision maker’s relationships with peers and managers could lead them to exert more–or less–influence over the final selection. Individuals’ professional motives, personal style, and credibility as a colleague, manager, or leader may play a role. To illustrate, a new department head might want to introduce an updated technology system to help her organization work more productively. However, her short time in the role and rivalry from other department heads could slow down a buying decision until she has proven her leadership capability and made a strong case for investment in the new technology.

Organizational Factors

Purchasing decisions, especially big-ticket expenditures, may be influenced by the organization’s strategies, priorities, and performance. Generally the decision makers and the providers competing for the business must present a compelling explanation for how the new purchase will help the organization become more effective at achieving its mission and goals. If a company goes through a quarter with poor sales performance, for example, the management team might slow down or halt purchasing decisions until performance improves. As suggested above, organizational structure plays a central role determining who participates in the buying process and what that process entails. Internal organizational politics and culture may also impact who the decision makers are, what power they exert in the decision, the pace of the buying process, and so forth. An organization’s existing systems, products, or technology might also influence the buying process when new purchases need to be compatible with whatever is already in place.

Business Environment

B2B purchasing is also influenced by factors in the external business environment. The health of the economy and the company’s industry may determine whether an organization chooses to move ahead with a significant purchase or hold off until economic indicators improve. Competitive pressures can create a strong sense of urgency around organizational decision making and purchasing. For instance, if a leading competitor introduces a compelling new product feature that causes your organization to lose business, managers might be anxious to move forward with a project or purchase that can help them regain a competitive edge. When new technology becomes available that can improve products, services, processes, or efficiency, it can create demand and sales opportunities among companies that want the new technology in order to compete more effectively.

Government and the regulatory environment can also influence purchasing decisions. Governmental organizations often have very strict, highly regulated purchasing processes to prevent corruption, and companies must comply with these regulations in order to win government contracts and business. Similarly, lawmakers or governmental agencies might create new laws and regulations that require organizations to alter how they do business—or face penalties. In these situations, organizations tend to be highly motivated to do whatever it takes, including purchasing new products or altering how they operate, in order to comply.

Data collection methods

The organizational buying process contains eight stages, which are listed in the figure below. Although these stages parallel those of the consumer buying process, there are important differences that have a direct bearing on the marketing strategy. The complete process occurs only in the case of a new task. In virtually all situations, the organizational buying process is more formal than the consumer buying process.

It is also worth noting that B2B buying decisions tend to be more information-intensive than consumer buying decisions. As the marketing opportunity progresses, buyers seek detailed information to guide their choices. It is unlikely that a B2B buyer—in contrast to a consumer—would ever make a final buying decision based solely on the information they see in a standard advertisement. The data was collected through research paper.

SWOT analysis

Strengths and Weaknesses The internal environment – the situation inside the company or organization For example factors relating to products, pricing, costs, profitability, performance, quality, people, skills, adaptability, brands, services, reputation, processes, infrastructure, etc. Factors tend to be in the present
Opportunities and Threats The external environment – the situation outside the company or organisation For example: factors relating to markets, sectors, audience, fashion, seasonality, trends, competition, economics, politics, society, culture, technology, environmental, media, law, etc. Factors tend to be in the future

Conclusion & Recommendations

Individual consumers are not the only buyers in a market. Companies and other organizations also need goods and services to operate, run their businesses, and produce the offerings they provide to one another and to consumers. These organizations, which include producers, resellers, government and nonprofit groups, buy a huge variety of products including equipment, raw materials, finished goods, labor, and other services. Some organizations sell exclusively to other organizations and never come into contact with consumer buyers.

B2B markets have their own patterns of behavior and decision-making dynamics that are important to understand for two major reasons. First, when you are a member of an organization, it’s helpful to appreciate how and why organization buying decisions are different from the decisions you make as an individual consumer. Second, many marketing roles focus on B2B rather than B2C marketing, or they may be a combination of the two. If you have opportunities to work in B2B marketing, you need to recognize how the decision-making process differs in order to create effective marketing for B2B customers and target segments.

Unlike the consumer buying process, multiple individuals are usually involved in making B2B buying decisions. A purchasing agent or procurement team (also called a buying center) may also be involved to help move the decision through the organization’s decision process and to negotiate advantageous terms of sale.

Organizations define and enforce rules for making buying decisions with purchasing policies, processes, and systems designed to ensure the right people have oversight and final approval of these decisions. Typically, more levels of consideration, review, and approval are required for more expensive purchases.

For anyone involved in B2B marketing or selling, it is important to know:

  • Who will take part in the buying process?
  • What criteria does each person use to evaluate prospective suppliers?
  • What level of influence does each member of the process have?
  • What interpersonal, psychological, or other factors about the decision team might influence this buying process?
  • How well do the individuals work together as a group?
  • Who makes the final decision to buy?

Because every organization is unique, the answers to these questions will be different for every organization and every sale. Marketers should understand their target segments well enough to identify commonalities where they exist and then create effective marketing to address the common roles and decision makers identified.

For example, a technology company selling a travel- and expense-management system should expect decision makers from several departments to be involved in the purchasing decision: the HR department (to ensure the system is user-friendly for employees and compatible with company travel policies), the accounting department (to ensure the system is a good complement to the company’s accounting and finance systems), and the IT department (to ensure the system is compatible with the other systems and technologies the company uses). Marketers should focus first on managers in the group most responsible for travel and expense policy—typically the HR department. As the company generates serious interest and leads, marketing and sales staff should take the time to learn about decision dynamics within each organization considering the system. Marketing and sales support activities can focus on getting each of the essential decision makers acquainted with the product and then convincing them to make it their final selection.

References

  1. Shelly, Gary (2011). Systems analysis and design. Boston, MA: Course Technology, Cengage Learning. p. 10. ISBN 978-0-538-47443-6.
  2. Garbade, Michael (2011). Differences in Venture Capital Financing of U.S., UK, German and French Information Technology Start-ups A Comparative Empirical Research of the Investment Process on the Venture Capital Firm Level. München: GRIN Verlag GmbH. p. 31. ISBN978-3-640-89316-4.
  3. Poppo, Laura; Zenger, Todd (2002). “Do formal contracts and relational governance function as substitutes or complements?”. Strategic Management Journal. 23(8): 707–725. doi:1002/smj.249. ISSN 0143-2095.
  4. E-COMMERCE, AN INDIAN PERSPECTIVE. P.T. Joseph, S.J. 2015. pp. 43–45. ISBN978-81-203-5154-7.
  5. E-commerce: Formulation of Strategy. Robert T. Plant. 2000. pp. 26-27. ISBN0-13-019844-7.
  6. TechTarget, B2B2C (business-to-business-to-consumer), accessed 23 January 2021

 

AIOU Solved 8407 Product Mix and Product Line

AIOU Solved 8407 Product Mix and Product Line
AIOU Solved 8407 Product Mix and Product Line

AIOU Solved 8407 Product Mix and Product Line

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

 ABSTRACT

A product line is one line of similar products that are sold within a company, whereas a product mix is the combined total of all the product lines sold in a company. Some companies have many product lines and very large product mixes, and others are much smaller depending on the variety of products they sell and how much financial support they have. There are a few factors that determine the product line of a company and those include price range, functionality, target audience and brand. Products with a similar price range might be in one product line, and products with a completely different function and target audience are in a different product line altogether. Some factors that influence the product mix include the company’s age, financial standing and brand identity. If a company is more established, it is more likely to have a higher product mix than a company that has only been open for a few years because it already has a brand image, a target audience who buys its products and an understanding of which products work best for their company. Cross-selling refers to selling products that are related or might be of use to a customer already buying another product. Cross-selling is likely to be used more frequently within the product mix of a company when selling to customers. For example, a business that sells technology products may have many product lines and can cross-sell between them. The tech business can suggest that a company purchasing laptops from them also purchase a variety of laptop cases because consumers may want to buy a laptop case with their laptops. If a retailer was purchasing laptops from a company that only had one product line and sold only laptops, there would be less cross-selling because products would be so similar.

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Introduction

Many businesses that sell multiple products use product lines and product mixes to monitor the different products they produce and sell to customers. While a product line refers to related products sold in a business, the product mix is the total number of all products a business sells. Using them in your business can help determine which products have been effective in producing more sales, so you can create less of some products and add more that are likely to benefit the company in the future.

A product line is a group of similar products manufactured and sold by one company. Many larger and more established companies have multiple product lines because of their financial capabilities and an understanding of customers’ needs, while newer companies tend to have fewer.

Companies place products into product lines depending on characteristics such as functionality and price range. For example, a company that sells nail care products may have one product line that sells different colors of nail polish and another product line that sells multiple types of nail polish removers. The nail polishes have the same function, so they are in the same product line. Neither the polish nor the polish remover is used for the same purpose, so they are in different product lines.

The product mix consists of every product a business develops and sells. Within a product mix, there are four dimensions—width, length, depth and consistency. Here is a brief description of each dimension:

  • The width of a product mix refers to the total number of product lines a business has. For example, if a breakfast food company has a product line for hot cereal, cold cereal and breakfast snacks, it would have a width of three because it has three product lines.
  • The length includes the total number of products in the mix. For example, if the breakfast food company had three product lines and each line had four products, the length of the mix would be 12.
  • Depth is the number of variations within a product line. Variations consist of different sizes, flavors, colors or other distinguishable characteristics. If the breakfast food company’s product line for hot cereal included strawberry, apple, banana and cinnamon flavors, the depth of that particular product line would be four.
  • The consistency of the product mix refers to how closely products relate to each other in terms of use, distribution channels or type of consumer. The breakfast food company is likely going to have a higher consistency of product lines than a retail company that sells shoes, clothes and home goods.

A product line is a group of related products all marketed under a single brand name that is sold by the same company. Companies sell multiple product lines under their various brand names, seeking to distinguish them from each other for better usability for consumers.

Companies often expand their offerings by adding to existing product lines because consumers are more likely to purchase products from brands with which they are already familiar.

  • A product line is a group of connected products marketed under a single brand name by the same company.
  • Companies sell multiple product lines under their various brand names, often differentiating by price, quality, country, or targeted demographic.
  • Companies often expand their offerings by adding to existing product lines because consumers are more likely to buy products from brands they already know.

Product lines are created by companies as a marketing strategy to capture the sales of consumers who are already buying the brand. The operating principle is that consumers are more likely to respond positively to brands they know and love and will be willing to buy the new products based on their positive experiences with the brand in the past.

For example, a cosmetic company that’s already selling a high-priced product line of makeup (that might include foundation, eyeliner, mascara, and lipstick) under one of its well-known brands might launch a product line under the same brand name but at a lower price point. Product lines can vary in quality, price, and target market. Companies use product lines to gauge trends, which helps them to determine which markets to target.

The Evolution of Product Lines

Companies add new items to their product lines, sometimes referred to as a product-line extension, to introduce brands to new customers. Consumers who have no interest in a company’s sporting good products, for example, might be more interested in buying its product line of energy bars or sports beverages. Extending product lines allows companies to maximize their reach.

The way that companies use product lines is clearly evident in the auto industry. Auto manufacturers famously produce various product lines of vehicles to reach the widest possible range of consumers.

For this reason, they produce lines of economy vehicles, environmentally-friendly vehicles, and luxury vehicles all under their leading brands. Some are marketed to families, some to individuals, and others to the young.

Special Considerations

Product lines allow companies to reach regions and socioeconomic groups, sometimes even worldwide. In some cases, such as the cosmetic industry, companies also launch product lines under their best-selling brands to capture sales from consumers of various ethnic or age groups. Multinational corporations, such as restaurants, often launch product lines specifically for the countries in which they operate, as is the case with fast food restaurants operating in Asia.

Examples of Product Lines

Microsoft Corporation (MSFT) as a brand sells several highly recognized product lines including Windows, Office, and the Xbox. Nike Inc. (NKE) has product lines for various sports, such as track and field, basketball, and soccer. The company’s product lines include footwear, clothing, and equipment. PepsiCo (PEP) owns, among many other lines globally, Frito Lay, Gatorade, Quaker Oats, and Tropicana. The various product lines for Starbucks Corporation (SBUX) include coffee, ice cream, and drinkware.

Practical Study

In marketing, the number of product lines offered is referred as the width of product line and mix. Product mix, also known as product assortment, is the total number of variety of products that a firm sells to their customers. It measures the total number of product lines. Some companies will focus solely and sell only one type of product that they specialize in. Having said that, some would offer numerous types of products for diversified markets, depending on the size and objectives of the entities. Each approaches’ results vary based on many factors including location, market, trends, etc., therefore business should carefully consider their product mix. The width of product line and mix is one of the four dimensions of product line and mix along with the length, depth and consistency of product line and mix.

Width

As mentioned above, the width of product line and mix is referred to as the total number of product lines that the company offers. A diversified product mix can target the maximum number of customers, however, such numbers of product lines requires much attention and focus as each product line targets different groups of consumers and involves individual strategy and management. Although specialization of products (narrow product mix) might be easier for businesses to operate and manage, it reduces the ability to reach out to diverse markets as they fail to offer sufficient options for consumers to cater to their “needs and wants”.

Length

The length of product line and mix refers to the total number of products sold by a company. A product line consists of many similar products defined by its functions and customer market while short product line consists of fewer related products. Longer product lines may fulfill the satisfaction of customers that said, overly dense product lines may result in competition within the same line and lead to loss of revenue and customers. If product lines are too short, consumer options are limited, forcing them to switch to competitors with a longer range of products.

Depth

The depth of product line and mix pertains to the total number of variations of product in a product line. For example, a brand would be considered to have a depth of four if it sells two sizes and two flavors of soda.

Consistency

The consistency of product line and mix refers to how closely associated the products in the same product line are to each other, in terms of their use, production and distribution. A business’ production mix could be very consistent in distribution, yet extremely different in other areas such as use. For instance, a company may be selling health related items such as multi-vitamins tablet and magazines. Although both products fit into the same product line, they are completely dissimilar in use while one is editable and the other is not.

When companies add a new item to a product line, it is referred to as the product line extension. The purpose of it is to attract new customers who may not be familiar or satisfied with the current standard product line. For example, when a lifestyle pharmacy decided to add in a high protein muesli bar into its current product line of muesli bar. Companies with an effective product line can employ product line extension in order to reach new demographic customers in different geographic areas.

When a business adds a line extension to the product line and if it is of a higher quality than the current products, it is considered as trading up or an upward stretch. Alternatively, if the new added item is of lower quality compared to other existing products, it is known as trading down or a downward stretch. These stretches are known as product line stretching. Supermarkets often apply product line stretching to its product lines by offering different grading of their own brand products to ensure all markets are covered for maximum interest from customers. In addition when companies add new varieties of existing product it is known as product line filling.

Product line pricing is a product pricing strategy, used when a company has more than one product in a product line.[10] It is a process that traders adopt to separate products in the same category into various price groups, to create different quality levels in the customers’ minds.

For instance, vehicle manufacturers produce their vehicle in different models including economy models, environmental models, luxury models and more. Each of them has an individual cost or price to display the difference in levels. With that being said, in order for any pricing techniques to be effective, demand elasticity, the whole product mix, product positioning strategy and the product life cycle have to be put into consideration to determine the best price for each product.

Price Lining

Price lining is a method of pricing different products for a limited number of prices. This strategy allows ease of administering and companies are able to predict their markets of customers and profits much easier. Dollar Store is an excellent example of price lining as most products sold there are $1.

Captive Pricing

Captive pricing is a strategy drawing consumers’ interests and encouraging purchases by offering a basic product for a really low price, however, they will have to purchase additional items in order to obtain the full value of the product they have received. Although the retailer might lose profit on the first sales item, they will manage to gain it back from the additional products that customers buy. For example, razor blades and razors manufacturers usually sell a razor handle for an unbeatable price while selling additional blade cartridges at a much higher price. Captive pricing is most effective when there are no other similar products from competitors in the same price range.

Bundled Pricing

Bundled pricing is the approach of selling products and their accessories or other options as one product for one price. Consumers will not need to purchase each item separately but one bundled item and priced as one product. This would also be appealing to customers as normally they would be on sale and have the original price still tagged on the product to emphasize the price difference. For instance, retailers will offer a bundle deal for purchasing a new computer with its accessories, such as keyboard and mouse pad.

Bait Pricing

Bait Pricing, also known as “Bait and Switch” is often considered unethical and sometimes illegal. It involves promoting items at a really low price to entice customers, with only limited supplies. Customers will come into the store looking for the advertised product and find out is out of stock or doesn’t even exist, and afterward be encouraged to purchase a comparable, higher-priced product that is available in store.

Leader Pricing

Similar to Bait pricing, retailers use leader pricing to entice customers to come into the stores by advertising items, the loss leaders, at a low price. When they arrive at the stores aiming for the promoted products, they often end up buying additional products at their full prices. Therefore, businesses earn their profit off of the unplanned buying decisions by customers besides the loss leaders.

Examples of product lines

Below are some product line examples to help you better understand what a product line is and how companies can benefit from it:

Great Hair Care Products

Great Hair Care Products offers a brand of economical shampoos and conditioners that are sold in convenience stores worldwide. In addition to shampoos and conditioners, the brand recently performed product line extensions to add two new products: a hairdryer and a texturizer. Because these products were launched under the existing brand, consumers know they are likely to be affordable and available in stores where they would normally purchase Great Hair Care Products’ shampoo and conditioner. Shoppers who usually buy the existing brand of shampoo and conditioner may be more inclined to buy the new hairdryer or texturizer should a need for such products arise.

Wise Tech Company

Wise Tech Company is an internationally renowned brand that produces computers and smart technology. Every year around the same time, they announce a new smart product for their product line. Because the brand is known for high-quality hardware and software, fans of the company stand in line to get their hands on the most recent product offerings from Wise Tech Company. This brand recognition offers Wise Tech Company a competitive advantage in the technology market.

Each product release allows them the opportunity to expand their market share and surprise and delight new customers who enter the store to try new products. Part of the product line marketing strategy is that products are widely available for use in stores, so visitors can try a product before they buy, leading to more customer satisfaction with the product line.

Family Grocery

Family Grocery is a retail chain of grocery stores that offers its own product line of natural foods in stores. When Family Grocery announced the natural foods product line, they were able to advertise it to existing customers. Having regular customers who know the brand meant more people would instantly recognize that its natural food product was of high quality.

This brand association with quality helped the new product line grow, even though Family Grocery had never before launched their own product line.

A product-line extension is when someone adds new products into their product line to try to entice new customers to purchase. For example, consider a company that produces whey protein powder for bodybuilders. That product is largely purchased by male bodybuilders, so to widen their audience and attract new customers, they may develop a nutritional supplement for women. Companies use product lines to diversify their clientele and attract more people. They expand existing product lines to get their existing customer base to buy more.

Marketers also use product lines to gain a competitive advantage. For example, if two rival coffee companies are competing for the same business, one company might expand its product line to include tea to attract additional customers who prefer herbal tea to coffee.

When it comes to marketing, product lines sometimes make up part of an overall marketing strategy. To structure a campaign around a product line, goals and objectives should be strategically aligned with growing the new brand. In many cases, a product line manager is the marketer responsible for structuring such a campaign.

Product line extensions are a popular tool that product managers use to extend the offerings of a brand to its customers. When a product line extension occurs, new products are added to an existing product line. Product line extensions are popular for the following reasons:

  • Reduced risk: When a brand already has recognition, it’s less risky to release a new product. You have an existing base of people to market to, which makes for a more favorable launch environment.
  • Loyalty: Customer loyalty adds a bonus to new product lines because customers are more likely to purchase from companies they are already purchasing from.
  • Existing branding: Existing branding also helps product line extensions as it helps customers become familiar with a brand. Once brand recall exists, a new product can also benefit from that brand recognition.
  • Increase market share: The introduction of a new product for an existing brand increases the company’s market share with its customer base.
  • Versions of product: Releasing multiple versions of the same product is a strategy that produces less risk because it allows customers to start with a basic product and get more features as they are introduced.

Introduction: Product Marketing Questions

Product marketing in a business addresses five important strategic questions:

  • What products will be offered (i.e., the breadth and depth of the product line)?
  • Who will be the target customers (i.e., the boundaries of the market segments to be served)?
  • How will the products reach those (i.e., the distribution channel and are there viable possibilities that create a solid business model)?
  • At what price should the products be offered?
  • How will customers be introduced to the products (i.e., advertising)?

In this unit, you’re going to learn about the relationship between the breadth of the product line and the product mix.

Product Line Breadth

The breadth of the product mix consists of all the product lines that the company has to offer to its customers. If we take P&G, for example, the breadth of the major product lines would consists of hair products, oral care, soaps and detergents, baby care, and personal care. You may also hear the product line breadth referred to as the product width, product assortment width, and merchandize breadth.

Data Collection Method

The product mix of a company is generally defined as the complete set of all products a business offers to a market. The product mix (sometimes called “product assortment”) is made up of both product lines and individual products.

A product line is a group of products within the product mix that are closely related, either because they function in a similar manner, are sold to the same customer groups, are marketed through the same types of outlets or fall within given price ranges.

An individual product is a particular product within a product line. It is a distinct unit within the product line that is distinguishable by size, price, appearance, or some other attribute. For example, all the courses a university offers constitute its product mix, courses in the marketing department constitute a product line, and the principles of marketing course is a product item.

Now, there are four dimensions associated with a company’s product mix and the product line breadth is one of them. The other three are the length, the depth, and the consistency.

Going back in our P&G example we saw five different product lines: hair products, oral care, soaps and detergents, baby care, and personal care. This means that the product mix breadth is five.

Price Lining is a retail marketing technique where Products and services of the same category are grouped in the different price range based on their functions and quality. It is a technique to help consumers to make buying decisions easily based on their requirements and budget.

The price lining technique is also known as the Product line pricing technique. The price lining technique is commonly used by retailers in their store for the display of the products of the same category. The products are displayed based on their level of quality.

The price lining technique is helpful for customers with different purchasing capacity and customers with different requirements. Customers can easily pick the products that they can afford without seeking the help of the salesperson.

The price lining technique has many benefits for both retailers and consumers.

As retailers can generate more revenue by adopting this technique because most customers end up purchasing products at higher prices as they believe that more the price, the better will be the quality of the product.

For example, if you sell water purifier at a different price, then you will observe that the sale of water purifier will be high as compared to the sale of water purifier with lower prices.

Let us take the example of online website XYZ, which provides Coding courses. The courses on the website are divided into different levels, such as basic, Gold, and Platinum. The Basic level of the course contains limited study material and no online practice sheets. The basic course is free of cost and the gold level, of course, is consist of more features and can be accessed at $25 per week. And similarly, the platinum level, of course, consists of maximum features and also provide online practice and certification for the course and the cost of the platinum level is $40 per week. Students who want to take the coding course can select the level of the course based on their requirements and their budget.

Another example of price lining is an example of Oneplus smartphones. For example, the latest version of Oneplus phones is Oneplus 7 and Oneplus 7 Pro. The price of Oneplus 7 and Oneplus 7 Pro is 499 pounds and 699 pounds respectively. One plus seven pros has better features such as the battery of Oneplus 7 Pro 4000mAh, and the battery capacity of Oneplus seven is 3700mAh, and Oneplus 7 Pro comes with Triple rear camera and Pop upfront camera whereas the Oneplus 7 has Dual camera with a notch front camera.

We can also take the example of price lining in hospitality. There are different types of rooms that at different prices such as Suite, Family suite, Dual occupancy, single occupancy, etc. A suite is a set of rooms for a single person. A family suite is a set of rooms designated for family and rooms with dual occupancy can be occupied by two people, and similarly, rooms with single occupancy are for a single person. Even there is a difference of facilities in these rooms, two vary depending on the price you are ready to pay.

Conclusions and Recommendations

Price Lining is a retail marketing technique where Products and services of the same category are grouped in the different price range based on their functions and quality. It is a technique to help consumers to make buying decisions easily based on their requirements and budget.

The price lining technique is also known as the Product line pricing technique. The price lining technique is commonly used by retailers in their store for the display of the products of the same category. The products are displayed based on their level of quality.

The price lining technique is helpful for customers with different purchasing capacity and customers with different requirements. Customers can easily pick the products that they can afford without seeking the help of the salesperson.

As retailers can generate more revenue by adopting this technique because most customers end up purchasing products at higher prices as they believe that more the price, the better will be the quality of the product.

If you want to learn about more examples of price lining, then visit a retail store near your home and look at the product shelf. You will find hundreds of examples of price lining.

Advantages of Price lining

  1. Price lining provides options to consumers for a single product. They can choose from the range of products on the basis of their budget and on the basis of the particular features that they want in that product.
  2. Price lining is also beneficial for the companies as they can generate high profits without making huge investments as people usually prefer to products with high prices because they have a single that a product with high price is better in quality.
  3. Even though companies offer various products, but marketers only have to focus on a single brand. Therefore, price lining reduces the expense of marketing and advertising.
  4. There is lower labor, and overhead cost as different products can be produced using the same machinery, and the same labor can produce products with different features.
  5. Price lining helps in reducing inventory as producers know which product to produce more to fulfill the demand.

Disadvantages of Price Lining

  1. Price lining marketing technique is designed only focusing on the price of the products.
  2. Even though price lining helps producers to generate Extra revenue, it is put a negative impact on the sale of the expensive product during inflation as people might start buying a cheaper product with a low price to cut the cost.
  3. Change in the market trends or inflation might leave you with additional inventory.
  4. It can also put a negative impact on the loyal customers of the brand if they don’t find products worthy of the price.
  5. Price lining shows that brand doesn’t treat their customers equally as not all customers can enjoy the premium features, and even though they have held on the product of your brand, they will always feel less. For example, even if a person possesses an iPhone if it is not latest, he cannot enjoy the premium features of the iPhone.

References

  1. Chen, Y. (1997). Equilibrium Product Bundling. The Journal of Business. 70(1), 85–103. JSTOR 2353482.
  2. ^Neubauer, J., Steffen, B., & Margaria, T. (2013). Higher-order process modeling: Product-lining, variability modeling and beyond. arXiv:5143.
  3. ^Kekre, S., & Srinivasan, K. (1990). Broader product line: A necessity to achieve success? Management Science, 36(10), 1216–1232. doi:1287/mnsc.36.10.1216. JSTOR 2632661.
  4. ^ Jump up to:ab Krishnamurthi, P. (2007). Product lining and price lining. Retrieved March 20, 2016.
  5. ^ Jump up to:ab c d Learn marketing. (n.d.). “Product strategy. Retrieved March 20, 2016.
  6. ^Suttle, R. (n.d.). “What is a product mix?.” Retrieved March 20, 2016
  7. ^ Jump up to:ab Marketing 91. (n.d) “Product mix and product line.” Retrieved March 20, 2016.
  8. ^Wilsom, O.L., & Norton, A.J. (1989). “Optimal entry timing for a product line extension.” Market Science, 8(1), 1–17. JSTOR 184099.
  9. ^Hanks, G. (n.d.). “Examples of a product line extension.” Retrieved March 20, 2016.
  10. ^Livesey, F. (1976). Product-Line Pricing. London, England: Macmillan Education.
  11. ^More-for-small-business. (n.d.). “Product line pricing: Part of your product pricing strategy.” Retrieved March 20, 2016.
  12. ^ Jump up to:abQuinonez, N. (2014). “5 Product line pricing strategies you need to know.” Retrieved March 20, 2016.
  13. ^ Jump up to:abLazear, P.E. (1995). “Bait and switch.” Journal of Political Economy. 103(4), 813–830. JSTOR 2138583.

Developing Honesty Among Students

Developing Honesty Among Students Of 4th Grade By Giving Them Group Task
Developing Honesty Among Students Of 4th Grade By Giving Them Group Task

Developing Honesty Among Students

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Developing Honesty Among Students Of 4th Grade By Giving Them Group Task

Theme

Developing Scientific Attitude Among Children

Sub Theme

Honesty

The overall background of the participants of the project

School Background:

In general the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children.

Participants Background:

The participants of study were  (4th) grade children and their teachers who were enrolled in School Name…... I selected  (4th) grade children and their teachers which are considered in total 32 members.

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is not good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.

Literacy Rate:

In 2020, City Name’s literacy rate of 66% for females was noticeably lower than the 79% for males.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

I am a trainee teacher by Aiou and I selected school Name for my research project. As action research was totally based on local level. I choose School Name for my action research I choose my research topic “Developing honesty among students of 4th grade by giving them group task” Researcher being a teacher lot of experience about different school and collages level but research analyses one problem of lack of honesty development of a child at 4th level, By understanding and implementing    group discussion or group task among students for honesty development of students at primary  class can perform better in their classroom and its positive impact in their socio-emotional development  and educational career.

I selected this topic and sub theme topic to point out and investigate that honesty development   among students through group discussion or group task is ignored in our school system, teachers are not paying practical attention to address this issue , Although it is an important and an integral part of the learning process. Honesty is an essential part of any student-centered classroom. Honesty is being truthful and sincere in one’s dealing with others. values influence education process. This is partly because education as a process involves transmission of values that are worthwhile to the learners. At the same time values are part of the contents of education. Truthfulness is one of the powerful forces that hold together all forms of relationship among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstanding, quarrels, conflicts crisis in the society, many things go wrong in any human environment when people fail to be honest in their dealings. The value of honesty is also related to one’s action and inaction including when one cheats in a test or lies. These are acts and examples of dishonesty in Pakistan school settings and the society. Honesty is a virtue of a patriot and the best policy for nation building that a nation will develop fast when her citizens are honest and sincere. Honesty helps in improving relationship and leads to peace and harmony in the society. School should teach patriotic values to the students to help develop patriotic citizens in the society. Dishonesty is synonymous with being artificial and untrustworthy-negative qualities that will hold one back from reaching his/her full potential. Honesty is more than just accurately reporting facts. It includes what one say and what was not said, advice people to always be sincere, Admit when they are wrong and not to be covetous. Honesty has a lot of benefits which includes happiness, peace of mind, respect from people among you, promotion of Good-will around you, makes the world a better place, move one closer to his/her divine purpose in life and helps one to discharge his/her religious responsibilities, dishonesty brings chaos, conflict, shame, corruption and evil in the society. It is seen in examination malpractice, lying, cheating and fraudulent practices. Encourages teachers to assist learners to inculcate the value of honesty through methods such as storytelling and role-playing and group discussion.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

After choosing this theme, I discussed this topic with my teachers, friends and supervisor.

Discussion with Supervisor:

My supervisor pointed out that the Pakistan like many other societies in Asia Pacific is a society that was known for high regards for values. Many aspects of the lives of Pakistan are guided by social values. Today, one of the major problems facing Pakistan society is the high disregard for many aspects of social value. One of the values suspected to be affected is honesty which has been a very high value in Pakistan society. Today lies for development of honesty and discipline among students in school name example are not regarded as serious social offences as it was the case. Things which can be said not to be the case are consciously said by people with the desire to deceive. This abounds even in the political life of people including Pakistan.

Discussion with Teacher:

My teacher told me that from the devaluation of the value of honesty in social lives today, it was suspected by the researchers that many are no longer disciplined in their social actions. If this goes on unchecked there will be a serious setback on positive social lives and relationship among people in human society. Aspects such as communication and businesses will be seriously affected negatively.

The negative impact of poor level of respect for honesty in human society has impacted negatively too on discipline among many. The researchers are of the opinion that learners at the primary school level should be more intensely assisted to inculcate the value of honesty as an aspect of discipline in life. The study then sought to answer the question if inculcation of the value of honesty among primary school students can assist them to develop a life of discipline.

Discussion with Friends:

One of my friend pointed that truthfulness is one of the powerful forces that hold together all forms of relationship among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstanding, quarrels, conflicts crisis in the society, He asserts that many things go wrong in any human environment when people fail to be honest in their dealings. According to him, the value of honesty is also related to one’s action and inaction including when one cheats in a test or lies. These are acts and examples of dishonesty in Pakistan school settings and the society.

What did you find about the problem in the existing literature (books/articles/websites)?

Literature Review

Honesty is part of the personality in psychology. Initially around the 1980s to the beginning of the 20th century, what was known in the description of personality was the big five personalities that mentioned these five factors to be very important and could describe differences average among humans. Then the question arises from the feeling that there are less complete in the discussion of big five personalities, namely honesty. Therefore, honesty is called the sixth personality (Ma_G_et_all_2019).

Honesty is being truthful and sincere in one’s dealing with others. According to Ibia & Ette (2011) and Obot (2015) values influence education process. This is partly because education as a process involves transmission of values that are worthwhile to the learners. At the same time values are part of the contents of education. For Ebere (2011) truthfulness is one of the powerful forces that hold together all forms of relationship among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstanding, quarrels, conflicts crisis in the society, He asserts that many things go wrong in any human environment when people fail to be honest in their dealings. According to Adams (2012), the value of honesty is also related to one’s action and inaction including when one cheats in a test or lies. These are acts and examples of dishonesty in Nigerian school settings and the society.

Egbe (2005) states that honesty is a virtue of a patriot and the best policy for nation building that a nation will develop fast when her citizens are honest and sincere. He contends that honesty helps in improving relationship and leads to peace and harmony in the society. He advocates that the school should teach patriotic values to the students to help develop patriotic citizens in the society.

Chissaag (2015), warned against dishonesty because dishonesty is synonymous with being artificial and untrustworthy-negative qualities that will hold one back from reaching his/her full potential. On his part, Lipson (2004) believes that honesty is more than just accurately reporting facts. It includes what one say and what was not said, He advice people to always be sincere, Admit when they are wrong and not to be covetous.

Honesty according to Nag pal (2013) has a lot of benefits which includes happiness, peace of mind, respect from people among you, promotion of Good-will around you, makes the world a better place, move one closer to his/her divine purpose in life and helps one to discharge his/her religious responsibilities, Huitt (2004) assert that dishonesty brings chaos, conflict, shame, corruption and evil in the society. It is seen in examination malpractice, lying, cheating and fraudulent practices, He encourages teachers to assist learners to inculcate the value of honesty through methods such as storytelling and role-playing.

The honesty meaning in psychology studies has diverse views. Seligman and Peterson, as psychologists and initiators of positive psychology, argue that honesty is not only limited to the technical meaning of saying the truth, but honesty is also a strength of character accompanied by responsibility for how someone manages feelings and keeps what he does to compatible with what he has chosen (Shryack_Steger_and_Krueger_2010). Meanwhile, Gerlach explained that some experiences sometimes teach that honesty can cause physical or emotional pain such as shame, guilt, rejection, fear, or loss (Gerlach_2015). But many researchers say honesty provides true happiness for the culprit (Eijkholt_M_and_Sparling_2019; Lopes_and_Shane_2019).

Anita E. Kelly, a Western Psychologist from Notre Dame University associated honesty with health. According to him, Americans lie 1-2 times a day or 11 times a week and they often involved in health problems. Therefore,  she conducted a study of 110 people in America by making a control group and an experimental group (No-lie group). The results of his research prove that participants experience improved health, especially reduced headaches, sore throat, tension, and anxiety. In addition to experiencing their health improvements that do not lie also experience improvements in interpersonal relationships with others (Kelly_A_E_and_Wang_L_2012). With the result that, honest leads the people to goodness and gives mental health. Thus this study also shows that dishonesty can be reduced or even abolished in human life.

The Other standpoint on honesty can be found in the results of research conducted by Staats (Staats_Hupp_and_Wallace_2008) and Silvia (Silvia_et_all_2011). Staats conducted experiments on several minority students who did not carry out academic fraud at school. The two experiments concluded that students who could be honest were those who had souls of heroism and courage in their life. The students were competent to face a challenge and strong to get risks. Silvia argues that honestly had a relationship with creativity. Therefore, these two traits can be developed to improve honesty in students.

The opinions of the researchers show that honesty has a close relationship with the courageous nature of facing reality and having the nature of empathy and knowing which are good and what are not. Likewise, in positive psychology, honesty is associated with courageous Emotional Strengths. Milahy mentions in his book that honestly has the meaning of courage, which is the courage to express the truth, behave not pretend and be responsible for whatever happens (Mihaly_Csikszentmihalyi_2006). The last meaning of honesty is close to assertiveness

(Fuspita_Susanti_and_Putri_2018). So, honesty has a positive effect on building a social relationship.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Science concept:

Honesty:                                            
Honesty is being truthful and sincere in one’s dealing with others. values influence education process. This is partly because education as a process involves transmission of values that are worthwhile to the learners. At the same time values are part of the contents of education. Honesty is a value taught in various religious and non-religious teachings. In Islam, honesty is commanded in the Quran and is reminded in the hands of the Prophet. In Hinduism, there is a term called Satya which is the main element of faith which means ttrut. In Buddhist teachings honesty is stated in the holy path “Atthangika Magga”, especially the 3rd point, SammaVacca, which means correct speech.

Truthfulness:

Truthfulness is one of the powerful forces that hold together all forms of relationship among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstanding, quarrels, conflicts crisis in the society.

Group discussion:

Group discussion or teamwork is the collaborative effort of a group to achieve a common goal or to complete a task in the most effective and efficient way. This concept is seen within the greater framework of a team, which is a group of interdependent individuals who work together towards a common goal.

Role-Play:

In a role-play, students are provided with facts about a situation into which they are then inserted for a brief, simulated interaction. The scenario may be fictional or based on an actual incident. To be effective, a role-play scenario should have sufficient detail to challenge and engage the students, it should contain an underlying problem that needs to be addressed, and it should appeal to students’ imaginations.

Education:

Education is what pushes us to achieve our goals, feel more fulfilled, and improve our overall quality of life. Understanding and developing your Education can help you to take control of many other aspects of your life.

What did you want to achieve in this research project?

Objective/purpose of the study:

The purpose of this action research was how to develop honesty in students through group discussion at School Name

Objectives of this research are:

  1. To carry out the enhancing interest of primary level students in honesty.
  2. To explore the use of scientific attitude on students for honesty grooming.
  3. To clarify the concept of honesty and group discussion on children.

Research Question:

This study aims to make an action plan for enhancing the interest of primary level students in honesty through group discussion in School Name……. Specifically, it seeks to answer the following questions:

  • How do we develop the ability for honesty that affects on children’s learning to develop scientific attitude?
  • How honesty effects student’s life?
  • What is role of teacher as role models for students to develop habit of honesty?

Who were the participants in your project?

The targeted population was students enrolled in 4th class of School Name….. However, in this interview, thirty-two (32) students, taking a related course, were selected in a School Name as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in 4th class. The honesty were developed on the basis of a series of research regarding group discussion identification and improvement for 4th class students. This curriculum purported to Developing honesty among students of 4th grade by giving them group task  and depositions through speculating about academic learning and life issue discussion.

How did you try to solve the problem?

Method of the study:

As the researcher selected the theme for study that was related to own experiences and problems faced by own students. Then the topic was selected to study on it. The researcher studied literature and researches conducted before relevant to Developing honesty among students of 4th grade by giving them group task. The researcher also wrote objectives that the researcher wanted to achieve and apply in my teaching and classroom.

The design of research used by the researcher in this study is classroom action research. According to Harmer, action research is the name given to a series of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success of certain activities and procedures. Greenwald (2006), stated that action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the effects of those actions.

There are various definitions of action research stated by some experts. As quoted by Harrop, (2003:44) gives the definition of action research as: Action research is a form of self-reflective inquiry undertaken by participators in a social situation (including education) in order to improve the sense of honesty and justice of (a) their own social or educational practice, (b)their understanding of these practices and (c) the situation in which practices are carried out.

From all the definitions above, the researcher concluded that classroom action research is a kind of research, which can be done by teacher, researcher, and teacher with his or her colleague, etc. with involves a group of students to improve teaching and learning process or to enhance the understanding of the students to the lesson.

To get deeper understanding about the procedure of this action research, the detail explanation is as follows:

  1. Identifying the problem

The researcher as the student teacher in this research identifies the problem.

  1. Carrying out the real action research

In this step, the researcher implements the activities and collect data from students by using interview.

  1. Reflecting

After carrying out the whole process, the researcher evaluated the process and the result of the students’ responses. The data of each step was analyzed and calculated using percentage formulas to reach the goal which has been sated before.

The application of the project took place during Feb 2022 to March 2022. Once the researcher received total consent from school authorities, the research study was carried out between 20 Feb, 2022 to 10 March, 2022. In the first day researcher meet the principal of school and got permission letter, in next two days according to availability of teachers and students, interviews were conducted with them in their free periods of 40 minutes.

The researcher referred to many resources in designing the questions and then reviewed the related literature, checked the opinion of juries, supervisors and experienced teachers. The researcher designed the interview with different types of questions which were based on questioning method/techniques.

Research questions presents the benefits and suggestions related to Developing honesty among students of 4th grade by giving them group task. In getting the data, the writer used interview method in order to know what the teachers’ perceptions are. The interviews for the teachers consists of 3 open ended questions and 3 for students.

Two procedures were used to validate the data in this study. The first was the involvement of the researcher in the research including preparation of the study, data collection, data analysis, and data interpretation. The second was triangulation. In this case, the researcher compared the data taken from interview with direct observation.

A triangulation was done to verify the data or information that the writer obtained from the respondents by looking at the source of data repeatedly to get the same conclusion. In terms of this, Hopkins (2003) contends that technique of triangulation can increase the validity of a category in verifying data.

To support the data of interview to be more valid, the writer clarified every teacher’s answer and get reliable data, the writer wrote the result of interview as immediate as possible, not more than one day after the interview. The researcher did not use tape recorder to avoid the impression of too formal interview to the respondents.

What kind of instrument was used to collect the data? How was the instrument developed?

Research Instrument:

An interview is a research instrument consisting of a series of questions asked verbally for the purpose of gathering information from respondents.  However, a problem with interview is that respondents may lie due to social desirability. Most people want to present a positive image of them and so may lie or bend the truth to look good. Although, interviews have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as written or telephone surveys, and often have standardized answers that make it simple to compile data.

Therefore, research used interview method to collect students’ and teachers’ responses.

Designing of the interview involved many steps:

First step was getting acquainted with the subject, making a literature review, deciding on objectives, formulating a hypothesis, and defining the main information needed to test the hypothesis.

After that it was determined how the information defined in step one should be analyzed. The plan of analysis contained the measures of association and the statistical tests that intended to use. In addition, the researcher designed dummy tables with the information of interest. The plan of analysis helped me to determine which type of results this study wanted to obtain.

From the plan of analysis, made a list of the information needed to collect from participants. In this step the researcher determined the type and format of variables needed and started designing different parts of the interview questions using this list of needed information.

Insuring a smooth flow from one topic to the next one to complete interview. After completion, it was verified that each question answers to any of the objectives and all of my objectives are covered by the questions asked, also deleted questions that were not directly related to my objectives. Each question was made clear, unambiguous, simple and short.

What were the findings and conclusion?

I used interview to get students’ responses towards the improvement of honesty through group discussion or group task. The results are shown below. Total students in this questionnaire were 32. In this research researcher used some statements to get data according to research objectives.

The first statement, “honesty motivate them in learning”. This statement was used to know whether the honesty improved students’ learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated for learning by honesty. It showed that 68.75% of the students were motivated for learning using honesty. The second statement is “honesty helping them to solving problems in different areas”. So, about 25 % of the students were really helped by the use of honesty to solve problems in different areas. It showed that 75 % of the students were helped by honesty to solve problem in different areas of life. The third statement shows that there were 21.88 % of the students who thought that they were able to solve problems in education by using the honesty. There were 71.88 % of the students could learning through honesty. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in honesty for academic purposes. So, 78.12 % of the students agreed that the steps in honesty for academic purposes were understandable for them. The next statement shows that more than 80 % of the students could get the Scientific Attitude from honesty that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that honesty effects the life of students.

Discussion:

From the result above, it can be seen that more than 50 % of the students responded that honesty motivated them in learnings. The use of honesty was effective to motivate the students, helping them to solving problems of life in different areas. After learned using honesty, more than 70 % of the students were able to solve problems in education. It also shows that honesty is understandable and fun for academic purposes. They could follow the steps in honesty periods for academic purposes. More than 50 % of the students were able to get the key Success when they used honesty. Then, they were able to develop the key success into a class. Honesty also helped the students to understand the problems of life. The result of this research revealed the improvements contributed by the implementation of the honesty periods in the teaching and learning process  in grade 4th of School Name…. First, honesty could improve students’ learning. It was able to engage the students’ attention and interests during the teaching and learning process. Besides, honesty could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. The students became more confident  and active in the classroom. Third, since the students were motivated and the   class ran well, the students’ Scientific attitude were also improved.

Summary of the Project

This action research was conducted in School Name….. The participants of study were primary (4th) grade children and their teachers who were enrolled in School Name….. I selected primary (4th) grade children and their teachers which were considered in total 32 members.

Objectives of this research are:         

1. To carry out the enhancing interest of primary level students in honesty.

2. To explore the use of scientific attitude on students for honesty grooming.

3. To clarify the concept of honesty and group discussion on children.

The interview was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives. The first statement, “honesty motivate them in learning”. This statement was used to know whether the honesty improved students’ learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated for learning by honesty. It showed that 68.75% of the students were motivated for learning using honesty. The second statement is “honesty helping them to solving problems in different areas”. So, about 25 % of the students were really helped by the use of honesty to solve problems in different areas. It showed that 75 % of the students were helped by honesty to solve problem in different areas of life. The third statement shows that there were 21.88 % of the students who thought that they were able to solve problems in education by using the honesty. There were 71.88 % of the students could learning through honesty. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in honesty for academic purposes. So, 78.12 % of the students agreed that the steps in honesty for academic purposes were understandable for them. The next statement shows that more than 80 % of the students could get the Scientific Attitude from honesty that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that honesty effects the life of students.

How do you feel about this practice? What have you learned?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Teachers and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and critical writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.

I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.

The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here.  Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.

What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching. It improved my way of teaching. For example when I talked with senior Teachers and expert people I learnt a lot of skills of Science concept.

Professional Development:

In this modern, digital age, Teachers need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Teachers teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.

Patience

This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.

Adaptability

Different kids learn in different ways, and some lessons need unique teaching tools. Good Teachers know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.

Imagination

Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.

Teamwork

Teachers could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.

Risk Taking

Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.

List the works you cited in your project.

  • Adams, T. (2012). TBH:5 Reasons why honesty is important. Retrieved, may, 31, 2016 from http: LLtrudyad ams.
  •  Akpan, O.E., Essien, E.E. & Obot, I.M. (2008). Teachers’ level of mastery of subject matter and students’ academic achievement in Social Studies in Cross River State, Nigeria. West African Journal of Educational Research. Institute of Education, University of Calabar. 11(1&2). 11-17.
  •  Badura, A.(1977). Social learning theory. New York: General learning press.
  • Chissaag (2015) why is honesty important? Culture and society, htt:llwww. Instant answer or/ why is-honesty-important-isol. Html.
  •  Ebere, J. A. (2011). Civil Education for senior Secondary Schools: Book 1. Lagos: Blossom and swan Maiden limited.
  •  Egbe, 1.1. (2005). Patriotic pace-setters citizenship Education.Calabar: Royal Africa information House (RAINH).
  • 82 Imo Martin Obot, Michael Akam Abang, Abigail Edem Okon and Melvina N. Amalu
  •  Essien, E. E., Okon, E. A. & Obot, I. M. (2016) The influence of in-service training, seminars and workshops attendance by social studies teachers on academic performance of students in Junior secondary schools in Cross River State, Nigeria. Journal of Education and practice 7(22), 31-35.
  •  Huitt, N. (2004). Moral and character development.Educational psychology interactive.Valdosa, GA:Valdosa State University. Retrieved on March 16,2015.Fromhttp://www.edpscinterative.or/morchr.html.
  • Ibia, I. E. and Ette E.E. (2011).Philosophical foundations of Nigeria. Knowledge Review; 17 (6).
  •  Kohlberg, L. (1984). The psychology of moral development. San Francisco: Harper & Row.
  •  Lipson, C. (2004), Doing honest work in college, Chicago: University of Chicago press.
  •  Nagpal, D. K. (2013). A step towards happy and peaceful world, retrieve May 31, 2016, from http: II words. Letus be positive com/ importance- of honesty in life part 2.
  •  Obot, I. M., Essien, E. E. & Akpan, I. M. (2014). Teachers’ motivational skills as a strategy for enhancing effectiveness in methods of teaching Social Studies Education towards national development in Nigeria. European Centre ForResearch Training and Development, UK, 1(1), 31 – 38.
  •  Obot, I. M. (2015). Philosophy of Education: Introduction. University of Calabar Press, Calabar.
  •  Plato (1975) The Republic. England: Pentium Books Ltd.

AIOU Solved Project 8406 Monopolistic Competition

AIOU Solved Project 8406 Monopolistic Competition
AIOU Solved Project 8406 Monopolistic Competition

AIOU Solved Project 8406 Monopolistic Competition

AIOU Solved Project 8406 Monopolistic Competition

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan is the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

 ABSTRACT

Monopolistic competition is a type of imperfect competition such that many producers sell products that are differentiated from one another as goods but not perfect substitutes (such as from branding, quality, or location). In monopolistic competition, a firm takes the prices charged by its rivals as given and ignores the impact of its own prices on the prices of other firms.

Unlike in perfect competition, firms that are monopolistically competitive maintain spare capacity. Models of monopolistic competition are often used to model industries. Textbook examples of industries with market structures similar to monopolistic competition include restaurants, cereal, clothing, shoes, and service industries in large cities. AIOU Solved Project 8406 Monopolistic Competition.

Introduction

Monopolistic competition is a type of imperfect competition such that many producers sell products that are differentiated from one another (e.g. by branding or quality) and hence are not perfect substitutes. In monopolistic competition, a firm takes the prices charged by its rivals as given and ignores the impact of its own prices on the prices of other firms. In the presence of coercive government, monopolistic competition will fall into government-granted monopoly. Unlike perfect competition, the firm maintains spare capacity. Models of monopolistic competition are often used to model industries. Textbook examples of industries with market structures similar to monopolistic competition include restaurants, cereal, clothing, shoes, and service industries in large cities. The “founding father” of the theory of monopolistic competition is Edward Hastings Chamberlin, who wrote a pioneering book on the subject, Theory of Monopolistic Competition (1933). Joan Robinson published a book The Economics of Imperfect Competition with a comparable theme of distinguishing perfect from imperfect competition.

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AIOU Solved Project 8406 Monopolistic Competition Monopolistically competitive markets have the following characteristics:

  • There are many producers and many consumers in the market, and no business has total control over the market price.
  • Consumers perceive that there are non-price differences among the competitors’ products.
  • There are few barriers to entry and exit.
  • Producers have a degree of control over price.
  • The principal goal of the firm is to maximize its profits.
  • Factor prices and technology are given.
  • A firm is assumed to behave as if it knew its demand and cost curves with certainty.
  • The decision regarding the price and output of any firm does not affect the behavior of other firms in a group,i.e., the impact of the decision made by a single firm is spread sufficiently evenly across the entire group. Thus, there is no conscious rivalry among the firms.
  • Each firm earns only normal profit in the long run.
  • Each firm spends a substantial amount on advertising. The publicity and advertisement costs are known as selling costs.

The long-run characteristics of a monopolistically competitive market are almost the same as a perfectly competitive market. Two differences between the two are that monopolistic competition produces heterogeneous products and that monopolistic competition involves a great deal of non-price competition, which is based on subtle product differentiation. A firm making profits in the short run will nonetheless only break even in the long run because demand will decrease and the average total cost will increase. This means in the long run, a monopolistically competitive firm will make zero economic profit. This illustrates the amount of influence the firm has over the market; because of brand loyalty, it can raise its prices without losing all of its customers. This means that an individual firm’s demand curve is downward sloping, in contrast to perfect competition, which has a perfectly elastic demand schedule.

AIOU Solved Project 8406 Monopolistic Competition There are six characteristics of monopolistic competition (MC):

  • Product differentiation
  • Many firms
  • Freedom of entry and exit
  • Independent decision making
  • Some degree of market power
  • Buyers and sellers do not have perfect information (Imperfect Information)[5][6]

Product differentiation

MC firms sell products that have real or perceived non-price differences. However, the differences are not so great as to eliminate other goods as substitutes. Technically, the cross-price elasticity of demand between goods in such a market is positive. In fact, the XED would be high. MC goods are best described as close but imperfect substitutes. The goods perform the same basic functions but have differences in qualities such as type, style, quality, reputation, appearance, and location that tend to distinguish them from each other. For example, the basic function of motor vehicles is the same—to move people and objects from point to point in reasonable comfort and safety. Yet there are many different types of motor vehicles such as motor scooters, motorcycles, trucks, and cars, and many variations even within these categories.

Many firms

There are many firms in each MC product group and many firms on the sidelines prepared to enter the market. A product group is a “collection of similar products”. The fact that there are “many firms” gives each MC firm the freedom to set prices without engaging in strategic decision-making regarding the prices of other firms and each firm’s actions have a negligible impact on the market. For example, a firm could cut prices and increase sales without fear that its actions will prompt retaliatory responses from competitors.

How many firms will an MC market structure support at market equilibrium? The answer depends on factors such as fixed costs, economies of scale and the degree of product differentiation. For example, the higher the fixed costs, the fewer firms the market will support.

Freedom of entry and exit

Like the perfect competition, under monopolistic competition also, the firms can enter or exit freely. The firms will enter when the existing firms are making super-normal profits. With the entry of new firms, the supply would increase which would reduce the price, and hence the existing firms will be left only with normal profits. Similarly, if the existing firms are sustaining losses, some of the marginal firms will exit. It will reduce the supply due to which prices would rise and the existing firms will be left only with normal profit.

Independent decision making

Each MC firm independently sets the terms of exchange for its product. The firm gives no consideration to what effect its decision may have on competitors. The theory is that any action will have such a negligible effect on the overall market demand that an MC firm can act without fear of prompting heightened competition. In other words, each firm feels free to set prices as if it were a monopoly rather than an oligopoly.

Market power

MC firms have some degree of market power. Market power means that the firm has control over the terms and conditions of exchange. An MC firm can raise its prices without losing all its customers. The firm can also lower prices without triggering a potentially ruinous price war with competitors. The source of an MC firm’s market power is not a barrier to entry since they are low. Rather, an MC firm has market power because it has relatively few competitors, those competitors do not engage in strategic decision making and the firm sells differentiated products. Market power also means that an MC firm faces a downward-sloping demand curve. The demand curve is highly elastic although not “flat”.

AIOU Solved Project 8406 Monopolistic Competition Monopolistically competitive markets exhibit the following characteristics:

  1. Each firm makes independent decisions about price and output, based on its product, its market, and its costs of production.
  2. Knowledge is widely spread between participants, but it is unlikely to be perfect. For example, diners can review all the menus available from restaurants in a town, before they make their choice. Once inside the restaurant, they can view the menu again, before ordering. However, they cannot fully appreciate the restaurant or the meal until after they have dined.
  3. The entrepreneur has a more significant role than in firms that are perfectly competitive because of the increased risks associated with decision-making.
  4. There is the freedom to enter or leave the market, as there are no major barriers to entry or exit.
  5. A central feature of monopolistic competition is that products are differentiated. There are four main types of differentiation:
  6. Physical product differentiation is where firms use size, design, color, shape, performance, and features to make their products different. For example, consumer electronics can easily be physically differentiated.
  7. Marketing differentiation is where firms try to differentiate their product by distinctive packaging and other promotional techniques. For example, breakfast cereals can easily be differentiated through packaging.
  8. Human capital differentiation is where the firm creates differences through the skill of its employees, the level of training received, distinctive uniforms, and so on.

AIOU Solved Project 8406 Monopolistic Competition Differentiation through distribution, including distribution via mail order or through internet shopping, such as Amazon.com, differentiates itself from traditional bookstores by selling online.

  1. Firms are price makers and are faced with a downward-sloping demand curve. Because each firm makes a unique product, it can charge a higher or lower price than its rivals. The firm can set its own price and does not have to ‘take’ it from the industry as a whole, though the industry price may be a guideline, or becomes a constraint. This also means that the demand curve will slope downwards.
  2. Firms operating under monopolistic competition usually have to engage in advertising. Firms are often in fierce competition with other (local) firms offering a similar product or service and may need to advertise on a local basis, to let customers know their differences. Common methods of advertising for these firms are through local press and radio, local cinema, posters, leaflets, and special promotions.
  3. Monopolistically competitive firms are assumed to be profit maximizers because firms tend to be small with entrepreneurs actively involved in managing the business.
  4. There are usually large numbers of independent firms competing in the market.

Practical study

There are two sources of inefficiency in the MC market structure. First, at its optimum output the firm charges a price that exceeds marginal costs, The MC firm maximizes profits where marginal revenue = marginal cost. Since the MC firm’s demand curve is downward sloping this means that the firm will be charging a price that exceeds marginal costs. The monopoly power possessed by an MC firm means that at its profit-maximizing level of production there will be a net loss of consumer (and producer) surplus. The second source of inefficiency is the fact that MC firms operate with excess capacity. That is, the MC firm’s profit-maximizing output is less than the output associated with the minimum average cost. Both a PC and MC firm will operate at a point where demand or price equals average cost. For a PC firm, this equilibrium condition occurs where the perfectly elastic demand curve equals the minimum average cost. An MC firm’s demand curve is not flat but is downward-sloping. Thus in the long run the demand curve will be tangential to the long-run average cost curve at a point to the left of its minimum. The result is excess capacity.

Socially undesirable aspects compared to perfect competition

  • Selling costs: Producers under monopolistic competition are spending huge amounts on advertising and publicity. Much of this expenditure is wasteful from a social point of view. The producer can reduce the price of the product instead of spending on publicity.
  • Excess capacity: Under Imperfect competition, the installed capacity of every firm is large, but not fully utilized. Total output is, therefore, less than the output which is socially desirable. Since production capacity is not fully utilized, the resources lie idle. Therefore, the production under monopolistic competition is below the full capacity level.
  • Unemployment: Idle capacity under monopolistic competition expenditure leads to unemployment. In particular, the unemployment of workers leads to poverty and misery in society. If idle capacity is fully used, the problem of unemployment can be solved to some extent.
  • Cross transport: Under monopolistic competition expenditure is incurred on cross transportation. If the goods are sold locally, wasteful expenditure on cross-transport could be avoided.
  • Lack of specialization: Under monopolistic competition, there is little scope for specialization or standardization. Product differentiation practiced under this competition leads to wasteful expenditure. It is argued that instead of producing too many similar products, only a few standardized products may be produced. This would ensure better allocation of resources and would promote the economic welfare of the society.
  • Inefficiency: Under perfect competition, an inefficient firm is thrown out of the industry. But under monopolistic competition, inefficient firms continue to survive.

AIOU Solved Project 8406 Monopolistic Competition Monopolistically competitive firms are inefficient, it is usually the case that the costs of regulating prices for products sold in monopolistic competition exceed the benefits of such regulation. A monopolistically competitive firm might be said to be marginally inefficient because the firm produces an output where the average total cost is not a minimum. A monopolistically competitive market is a productively inefficient market structure because marginal cost is less than the price in the long run. Monopolistically competitive markets are also allocatively inefficient, as the price given is higher than the Marginal cost. Product differentiation increases total utility by better meeting people’s wants than homogenous products in a perfectly competitive market.

Another concern is that monopolistic competition fosters advertising and the creation of brand names. Advertising induces customers into spending more on products because of the name associated with them rather than because of rational factors. Defenders of advertising dispute this, arguing that brand names can represent a guarantee of quality and that advertising helps reduce the cost to consumers of weighing the tradeoffs of numerous competing brands. There are unique information and information processing costs associated with selecting a brand in a monopolistically competitive environment. In a monopoly market, the consumer is faced with a single brand, making information gathering relatively inexpensive. In a perfectly competitive industry, the consumer is faced with many brands, but because the brands are virtually identical information gathering is also relatively inexpensive. In a monopolistically competitive market, the consumer must collect and process the information on a large number of different brands to be able to select the best of them. In many cases, the cost of gathering information necessary to select the best brand can exceed the benefit of consuming the best brand instead of a randomly selected brand. The result is that the consumer is confused. Some brands gain prestige value and can extract an additional price for that.

Evidence suggests that consumers use information obtained from advertising not only to assess the single brand advertised but also to infer the possible existence of brands that the consumer has, heretofore, not observed, as well as to infer consumer satisfaction with brands similar to the advertised brand.

Data collection methods

As mentioned earlier, research methods can be taken as a subset of research methodology. Therefore, in this section, we will discuss the broader term- methodology, which will have methods as a component of it. Organizational research is an intricate process. Daft used the metaphor ‘craft’ and ‘storytelling’ for the organizational research process. The researcher needs to explain what the data mean, using data to describe how organizations work. For this, the first condition is that the researcher needs to be creative.  In research, the proper assessment of the research method to be used by the researcher becomes very important for a sound study in any area. The impact of the management studies greatly depends on the appropriateness and rigor of the research method chosen.

AIOU Solved Project 8406 Monopolistic Competition

The research methodologies are broadly categorized into two groups:

a) Quantitative Techniques

b) Qualitative Techniques

Both methods have their own advantages and disadvantages. Quantitative research is the natural science model of research. This is a positivist way of looking at things. This approach assumes that social reality is a concrete, measurable phenomenon. The supporters of this approach strictly emphasize reliability and validity as the only yard-sticks for accurate measurement. On the other hand, qualitative research is more concerned with the meaning and interpretation of data rather than the measurement of organizational phenomena. Organizations are assumed to be enormously complex social systems that also keep on changing. Hence, the approach to studying organizational phenomena needs to be different. Qualitative research procedures assume that organization realities are not concrete. The supporters of qualitative research techniques promote that direct involvement to understand the organization phenomena is necessary to understand it properly. Qualitative researchers are also likely to deal with each research setting as a unique case, assuming that each organization has a unique organizational environment and dynamic history. Qualitative researchers suggest that systematic collection and comparison of diverse cases can be a powerful means to develop and test grounded theories. Instead of adopting a quantitative approach that aggregates data across different organizations, a qualitative study that systematically compares similarities and differences in patterns of interactions, the resulting meanings of the key variables, and their influences on organizational outcomes might reveal some other important setting factors and dynamics that influence and are influenced by employees’ perception about a phenomenon.

SWOT analysis

Strengths and Weaknesses The internal environment – the situation inside the company or organisation For example factors relating to products, pricing, costs, profitability, performance, quality, people, skills, adaptability, brands, services, reputation, processes, infrastructure, etc. Factors tend to be in the present
Opportunities and Threats The external environment – the situation outside the company or organisation For example: factors relating to markets, sectors, audience, fashion, seasonality, trends, competition, economics, politics, society, culture, technology, environmental, media, law, etc. Factors tend to be in the future

Conclusion & Recommendations

MC firms sell products that have real or perceived non-price differences. However, the differences are not so great as to eliminate other goods as substitutes. Technically, the cross price elasticity of demand between goods in such a market is positive. In fact, the XED would be high. MC goods are best described as close but imperfect substitutes. The goods perform the same basic functions but have differences in qualities such as type, style, quality, reputation, appearance, and location that tend to distinguish them from each other. For example, the basic function of motor vehicles is the same—to move people and objects from point to point in reasonable comfort and safety. Yet there are many different types of motor vehicles such as motor scooters, motor cycles, trucks and cars, and many variations even within these categories.

Many firms

There are many firms in each MC product group and many firms on the side lines prepared to enter the market. A product group is a “collection of similar products”. The fact that there are “many firms” gives each MC firm the freedom to set prices without engaging in strategic decision making regarding the prices of other firms and each firm’s actions have a negligible impact on the market. For example, a firm could cut prices and increase sales without fear that its actions will prompt retaliatory responses from competitors.

How many firms will an MC market structure support at market equilibrium? The answer depends on factors such as fixed costs, economies of scale and the degree of product differentiation. For example, the higher the fixed costs, the fewer firms the market will support.

Freedom of entry and exit

Like perfect competition, under monopolistic competition also, the firms can enter or exit freely. The firms will enter when the existing firms are making super-normal profits. With the entry of new firms, the supply would increase which would reduce the price and hence the existing firms will be left only with normal profits. Similarly, if the existing firms are sustaining losses, some of the marginal firms will exit. It will reduce the supply due to which price would rise and the existing firms will be left only with normal profit.

Independent decision making

Each MC firm independently sets the terms of exchange for its product. The firm gives no consideration to what effect its decision may have on competitors. The theory is that any action will have such a negligible effect on the overall market demand that an MC firm can act without fear of prompting heightened competition. In other words, each firm feels free to set prices as if it were a monopoly rather than an oligopoly.

Market power

MC firms have some degree of market power. Market power means that the firm has control over the terms and conditions of exchange. An MC firm can raise its prices without losing all its customers. The firm can also lower prices without triggering a potentially ruinous price war with competitors. The source of an MC firm’s market power is not barriers to entry since they are low. Rather, an MC firm has market power because it has relatively few competitors, those competitors do not engage in strategic decision making and the firms sells differentiated product. Market power also means that an MC firm faces a downward sloping demand curve. The demand curve is highly elastic although not “flat”. There are two sources of inefficiency in the MC market structure. First, at its optimum output the firm charges a price that exceeds marginal costs, The MC firm maximizes profits where marginal revenue = marginal cost. Since the MC firm’s demand curve is downward sloping this means that the firm will be charging a price that exceeds marginal costs. The monopoly power possessed by a MC firm means that at its profit maximizing level of production there will be a net loss of consumer (and producer) surplus. The second source of inefficiency is the fact that MC firms operate with excess capacity. That is, the MC firm’s profit maximizing output is less than the output associated with minimum average cost. Both a PC and MC firm will operate at a point where demand or price equals average cost. For a PC firm this equilibrium condition occurs where the perfectly elastic demand curve equals minimum average cost. A MC firm’s demand curve is not flat but is downward sloping. Thus in the long run the demand curve will be tangential to the long run average cost curve at a point to the left of its minimum. The result is excess capacity. Producers under monopolistic competition are spending huge amounts on advertising and publicity. Much of this expenditure is wasteful from the social point of view. The producer can reduce the price of the product instead of spending on publicity. Under Imperfect competition, the installed capacity of every firm is large, but not fully utilized. Total output is, therefore, less than the output which is socially desirable. Since production capacity is not fully utilized, the resources lie idle. Therefore, the production under monopolistic competition is below the full capacity level. Idle capacity under monopolistic competition expenditure leads to unemployment. In particular, unemployment of workers leads to poverty and misery in the society. If idle capacity is fully used, the problem of unemployment can be solved to some extent. Under monopolistic competition expenditure is incurred on cross transportation. If the goods are sold locally, wasteful expenditure on cross transport could be avoided. Under monopolistic competition, there is little scope for specialization or standardization. Product differentiation practiced under this competition leads to wasteful expenditure. It is argued that instead of producing too many similar products, only a few standardized products may be produced. This would ensure better allocation of resources and would promote economic welfare of the society. Under perfect competition, an inefficient firm is thrown out of the industry. But under monopolistic competition inefficient firms continue to survive. Monopolistically competitive firms are inefficient, it is usually the case that the costs of regulating prices for products sold in monopolistic competition exceed the benefits of such regulation. A monopolistically competitive firm might be said to be marginally inefficient because the firm produces at an output where average total cost is not a minimum. A monopolistically competitive market is productively inefficient market structure because marginal cost is less than price in the long run. Monopolistically competitive markets are also allocative inefficient, as the price given is higher than Marginal cost. Product differentiation increases total utility by better meeting people’s wants than homogenous products in a perfectly competitive market.

AIOU Solved Project 8406 Monopolistic Competition

References

  1. Krugman, Paul; Obstfeld, Maurice (2008). International Economics: Theory and Policy. Addison-Wesley. ISBN 0-321-55398-5.
  2. ^Poiesz, Theo B. C. (2004). “The Free Market Illusion Psychological Limitations of Consumer Choice” (PDF). Tijdschrift voor Economie en Management. 49 (2): 309–338.
  3. ^”Monopolistic Competition”. Encyclopædia Britannica.
  4. ^Gans, Joshua; King, Stephen; Stonecash, Robin; Mankiw, N. Gregory (2003). Principles of Economics. Thomson Learning. ISBN 0-17-011441-4.
  5. ^Goodwin, N.; Nelson, J.; Ackerman, F.; Weisskopf, T. (2009). Microeconomics in Context (2nd ed.). Sharpe. p. 317. ISBN 978-0-7656-2301-0.
  6. ^Hirschey, M. (2000). Managerial Economics (Rev. ed.). Fort Worth: Dryden. p. 443. ISBN 0-03-025649-6.
  7. ^ Jump up to:ab Krugman; Wells (2009). Microeconomics (2nd ed.). New York: Worth. ISBN 978-0-7167-7159-3.
  8. ^Samuelson, W.; Marks, S. (2003). Managerial Economics (4th ed.). Wiley. p. 379. ISBN 0-470-00044-9.
  9. ^Perloff, J. (2008). Microeconomics Theory & Applications with Calculus. Boston: Pearson. p. 485. ISBN 978-0-321-27794-7.
  10. ^ Jump up to:abColander, David C. (2008). Microeconomics (7th ed.). New York: McGraw-Hill/Irwin. p. 283. ISBN 978-0-07-334365-5.
  11. ^Perloff, J. (2008). Microeconomics Theory & Applications with Calculus. Boston: Pearson. p. 483. ISBN978-0-321-27794-7.
  12. ^Goodwin, N.; Nelson, J.; Ackerman, F.; Weisskopf, T. (2009). Microeconomics in Context (2nd ed.). Sharpe. p. 289. ISBN978-0-7656-2301-0.
  13. ^Ayers, R.; Collinge, R. (2003). Microeconomics: Explore & Apply. Pearson. pp. 224–225. ISBN0-13-177714-9.
  14. ^ Jump up to:abc d e f Perloff, J. (2008). Microeconomics Theory & Applications with Calculus. Boston: Pearson. p. 445. ISBN 978-0-321-27794-7.
  15. ^Ayers, R.; Collinge, R. (2003). Microeconomics: Explore & Apply. Pearson. p. 280. ISBN0-13-177714-9.
  16. ^Pindyck, R.; Rubinfeld, D. (2001). Microeconomics(5th ed.). London: Prentice-Hall. p. 424. ISBN 0-13-030472-7.
  17. ^Pindyck, R.; Rubinfeld, D. (2001). Microeconomics(5th ed.). London: Prentice-Hall. p. 425. ISBN 0-13-030472-7.
  18. ^Pindyck, R.; Rubinfeld, D. (2001). Microeconomics(5th ed.). London: Prentice-Hall. p. 427. ISBN 0-13-030472-7.
  19. ^The firm has not reached full capacity or minimum efficient scale. Minimum efficient scale is the level of production at which the long run average cost curve first reaches its minimum. It is the point where the LRATC curve “begins to bottom out.” Perloff, J. (2008). Microeconomics Theory & Applications with Calculus. Boston: Pearson. pp. 483–484. ISBN978-0-321-27794-7.
  20. ^ Jump up to:ab“What’s so bad about monopoly power?”. www.cbsnews.com. Retrieved April 3, 2019.
  21. ^Antony Davies & Thomas Cline (2005). “A Consumer Behavior Approach to Modeling Monopolistic Competition”. Journal of Economic Psychology. 26(6): 797–826. doi:1016/j.joep.2005.05.003.

Developing Determination Through Stories Of Great Personalities

Developing Determination Through Stories Of Great Personalities
Developing Determination Through Stories Of Great Personalities

Developing Determination Through Stories Of Great Personalities

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

Read More Thesis: Click Here

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Topic

Developing Determination Through Stories Of Great Personalities Among The Students Of Grade 4th

Theme

Developing The Scientific Attitude Of Children

Sub Theme

Determination

The overall background of the participants of the project

This action research was conducted in GHS.

Area Background:

In general, the structure of school was huge and lovely. The school had lovely playground. School was in the centre of beautiful mountain.  Streets are better in condition. The peoples of the area additionally helped me in my research. Generally speaking the environment of school was great, better for learning and secure for children.

Participants Background:

The participants of study were grade (4th) grade children and their parents who were present in city name area. I selected grade (4th) grade children and their parents which are considered in total 40 in members.

The interest for children in this research led to their keenness for the questionnaire.

Socio-economic status: 

The reason for this research was to explain the Developing determination through stories of great personalities among the students of grade 4th. Financial status measures families and network’s remaining in connection to society. It can be comprehensively characterized as a person’s and network’s entrance to money related, social, and human capital assets. Alongside asset openness: it fills in as a significant determinant to get to personal satisfaction at individual, family, network and national level. Financial contrasts, for example, wellbeing and nourishment status, home condition that give access to scholastically related encounters, versatility rates, and monetary resources can surely impact scholarly accomplishments. Low Socio-economic status associates with lower instructive accomplishment, neediness, and weakness, at last influence our general public, Inequities in wellbeing conveyance, asset circulation, and personal satisfaction. In this research, by and large financial status of present area of city name is monetarily not all that good.

Occupation of the Parents: 

Parents with the high occupation are in a superior condition to help and support their kids ethically, mentally, profoundly and mentally. However, Parents with less lofty occupation because of precariousness and budgetary issues can’t give satisfactory present day offices to upgrade their kid’s instruction. The control of the Parents from area chose in this research is normal. A part of the Parents are not monetarily so great. The children who Parents with government employment are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction.

Earning trends of the Parents:

Parents with lofty occupation give important offices expected to the upgrade of their kids training. They likewise give them backing and support toward the accomplishment of instructive accomplishment. Then again, children from less esteemed occupations need such huge numbers of favorable circumstances when contrasted with those from the Parents with high renowned occupation. They face a great deal of difficulties both at home and area, which block them from taking an interest completely in classroom research, and result in poor scholarly execution.

Literacy Rate:

In 2020, City name, literacy rate of 49% for females was noticeably lower than the 66% for males; rural literacy was 46% compared to 77% in urban areas. City name has several research and educational institutions, both public and private.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

I am a student of B.Ed. from city name and I choose my research topic “Developing determination through stories of great personalities among the students of grade 4th”. Determination ability can be improved through a good learning process, role modeling and storytelling. For that, the learning process should be packaged in such a way that students are actively involved in the classroom. The effort to obtain these results is to improve the quality of learning through the use of good teaching materials and techniques like role modeling and storytelling. Learning to teach is a process that not only get information from lecturers but many activities and actions that should be done, in achieving better learning outcomes for students. I choose this topic because determination is an important construct that is related to academic achievement in children and adolescent. One of the aims of the education is to equip children with the necessities of the changing and developing world. Self-determination is a valued and critical outcome of education. Current teachers are struggling between choosing mature teaching strategies and choosing more contemporary strategies to utilize in their classrooms for promoting self determination. Although the choice to the younger generation may be simple, it is actually the application that is proven to be difficult. Teachers new and old are experiencing adversity when applying current teaching techniques such as positive reinforcement in their classrooms ,roll modeling and storytelling. Teachers need to be effectively trained to teach with these unfamiliar strategies, and their staff needs to be able to address their concerns as well. Although it takes time to become fluent in any teaching strategy it is vital that teachers start with building a positive relationship between their students, and their teaching peers as well determination. It is only when a student trusts their positive role model that they are able to benefit from positive reinforcement in their classroom. Self determination is a strong predictor of academic performance. The more students are engaged in the instruction, the more students will further their success. It is a well-known fact that determination is linked to better study skills, academic productivity, and essential behavior for a functioning classroom. One way to ensure the best learning environment outcome is to encourage our learners through positive reinforcement. Students learn to self determination, self monitor themselves, manage their time, set goals, and self-evaluate through the storytelling by the teachers. Students can be taught to maintain appropriate behaviors and techniques that can be used to future their overall education goal. Just like a puppy learning new tricks, students need to learn how to learn. It sounds silly, but motivation is a key factor in learning for any species. Eventually, the idea is that the teacher does not need to constantly hand out treats to motivate, students will eventually see the reward as not being the driving force of their efforts- and see their grades as the most important force of their efforts. However, a student can have the best drive when it comes to academically succeeding, but the overall demeanor of the classroom can predict the outcome of the students and self determination as well. Teachers who fail to integrate effective management in their repertoire will spend more time addressing the behavior issues than teaching the content.  A teacher’s ability to shape appropriate classroom behavior while extinguishing misbehavior is critical to the learning environment for both students and teachers in the education system. Storytelling strategies are more effective than punishing strategies for increasing and shaping positive behaviors and self determination in any learning environment. Therefore, through positively reinforcing and storytelling students’ acceptable behaviors, whether academic or social, the students and the teacher benefit academically, behaviorally, socially, and emotionally. When a teacher uses class time to try to extinguish a behavioral outburst or misbehavior, this action takes time away from the learning time students have as well as the time the teacher is teaching the content. Students who are positively enforced to keep up the good behavior are the students who will most likely learn to self determination and self monitor themselves in their learning environments.

Through this research it is proven that students will Self determine from storytelling by teacher in the classroom as a role modeling.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Discussion with colleagues/friends/supervisor:

Since I began my teaching practice, I have been using as many creative tasks as possible, not only strictly to teach students. In my action research project, I am therefore going to Developing determination through stories of great personalities among the students of grade 4th in the Classroom on student’s academic performance. I discussed with my

colleagues/friends/supervisor for better understanding of the problem and alternate solutions.

Discussion with colleges:

My colleague said Self-determination is a process that differentiates where results will be a differentiator when someone regulates through the results and processes being pursued. Every process pursued has obstacles. The role of self-determination provides motivation to drive obstacles for the purpose to be achieved, so that the achievement of good results in the process of determining the fate of the individual needs to continue to achieve any obstacles.

Thus, that self-determination concerns the willingness to do the task, someone with high determination will have strong intrinsic motivation so that the goal will be achieved.

Discussion with Superior :

According to my supervisor in the process of developing self-determination, of course, empathy must be built on oneself so that motivation in the individual can be developed into good things. Furthermore, if self-determination is established, then self-concept to achieve learning achievement and not to drop out of school. Thus, the investigation of a person with growth tendencies and innate psychological needs is the basis for the integration of self motivation and personality, as well as for conditions that encourage positive processes.

Discussion with friends:

Self-Determination is a need for natural autonomy or basic needs that exist in an individual to achieve a goal (goal), thus individuals fight all conditions that will be faced such as time pressure, tight schedule, pressure restrictions from others. The development of Self-determination in adolescents has three aspects which are the basis that must exist from these three aspects and one of them fulfilled the three aspects. Providing the formulation of self-determination as an ability that is owned by three aspects of basic needs. Competence, relatedness, and autonomy. Stating that self-determination is a deliberate action by an individual to the extent that the action being triggered by the individual to the extent that the action is influenced by the sense of “understanding, feeling of pleasure.

What did you find about the problem in the existing literature (books/articles/websites)?

Humans are living creatures of God who are given the mind to think. The ability to think of humans is a reason to have goals and objectives in his life, a purpose in life will be fulfilled even though various obstacles are in his face. To arrive at that goal humans must have motivation. Motivation is the drive of the will from within or from outside the individual, to achieve a goal. Motivation consists of intrinsic and extrinsic motivation. Intrinsic motivation that someone has makes a person strong and strives hard to achieve goals or goals in life. This is called self-determination.

Self-determination is a process that differentiates where results will be a differentiator when someone regulates through the results and processes being pursued. Every process pursued has obstacles. The role of self-determination provides motivation to drive obstacles for the purpose to be achieved, so that the achievement of good results in the process of determining the fate of the individual needs to continue to achieve any obstacles.

Thus, that self-determination concerns the willingness to do the task, someone with high determination will have strong intrinsic motivation so that the goal will be achieved (Bartholomew, Ntoumanis, Ryan, Bosch, & ThøgersenNtoumani, 2011). Education views students as agents who can participate in education-related decision making, to collaborate both with teachers and their peers to solve problems and find solutions that can accommodate everyone involved in decisions (Samawi, Barnadib, & Muhni, 1995). In the process of developing self-determination, of course, empathy must be built on oneself so that motivation in the individual can be developed into good things. Furthermore, if self-determination is established, then self-concept to achieve learning achievement and not to drop out of school. Thus, the investigation of a person with growth tendencies and innate psychological needs is the basis for the integration of self motivation and personality, as well as for conditions that encourage positive processes. Inductive, using empirical processes. In line with the researchers, the self-determination of one part of motivation theory has been developed by researchers in both family subjects, classrooms, by examining various types of motivating factors for individuals to naturally encourage motivation development behavior (Calvo, Cervelló, Jiménez, Iglesias, & Murcia, 2010). One way that can be used to develop adolescent self-determination using reflective methods. Involve students in critical reviews and reflection on each other’s experiences.

Self-determination is an important thing to study because it fosters intrinsic motivation so that individuals do positive activities. Many researchers conducted research on self-determination. Research is more on developing self-determination by counseling. The results obtained by determination will increase if individuals have good motivation and needs in themselves are met. This paper aims to review the literature that exists in individual self-determination in educational concepts and theoretical frameworks with methodologies commonly used in the same topic. You can then provide references that can be applied by researchers regarding self-determination.

DEFINITION OF SELFDETERMINATION

The development of self-determination has been done by many researchers to do it; the development of this theory is more to the development of psychology to do a motivation from within. Self-determination brings the same functional viewpoint, to study psychological growth and development in doing so, investigating some of the basic features and mechanisms that underlie the developmental social behavior. Self-determination has developed over the past three decades in the form of mini-theories, each of which deals with a particular phenomenon. These theories are related that share assumptions and all involve the concept of psychological needs. When all types of human behavior are interconnected in the domain (Deci & Ryan, 2002).

Self-Determination is a need for natural autonomy or basic needs that exist in an individual to achieve a goal (goal), thus individuals fight all conditions that will be faced such as time pressure, tight schedule, pressure restrictions from others (Deci & Ryan, 2002).

In particular, according to self-determination, an important problem in pursuing goals and the extent to which people are able to meet their basic psychological needs when they pursue and achieve valuable results both in the process there are difficulties and obstacles to achieving their goals. The theory of self-determination builds a sense that exists within oneself to carry out a goal so that autonomy in oneself becomes a motivation, activities are carried out for personal interests or values, then if self-autonomy feels high then selfdetermination to achieve goals will be more motivated. Autonomy in self-determination involves a willingness or willingness to do a task, when someone feels controlled either in pursuing an activity or how someone does it, a person’s sense of autonomy decreases and the next motivation decreases (Richards, Jack, & Lockhart, 1994). The development of Self-determination in adolescents has three aspects which are the basis that must exist from these three aspects and one of them fulfilled the three aspects (Deci & Ryan, 2002). Providing the formulation of self-determination as an ability that is owned by three aspects of basic needs. Competence, relatedness, and autonomy. Stating that self-determination is a deliberate action by an individual to the extent that the action being triggered by the individual to the extent that the action is influenced by the sense of “understanding, feeling of pleasure. Optimistic, determined and uplifting (O’Connor & Vallerand, 1994).

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Key Terms in the Project/Major variables:

A word that serves as a key, as to the meaning of another word, a sentence, passage, or the like. The key concept is usually the main idea in the essay question. To provide the readers a better understanding of the frequently used terms in the study, the following terms are defined operationally:

Determination

Determination is a positive emotional feeling that involves persevering towards a difficult goal in spite of obstacles. Determination occurs prior to goal attainment and serves to motivate behavior that will help achieve one’s goal. Empirical research suggests that people consider determination to be an emotion; in other words, determination is not just a cognitive state, but rather an affective state.

Moral Storytelling

Value based stories are an extremely useful tool in Self determination grooming in education because stories form mental images in children’s minds. Children learn much better from pictures than from precepts; they learn much better from examples than from teachings. Therefore, stories help transmit proper values and patience grooming and self determination development. Children need to be taught what is right, and value based stories do this teaching in a pleasurable way. These stories also allow for frequent repetition of values that educators try to teach. In order to be learnt, moral values and patience need to be taught over and over again. Stories allow that to happen without boring children.

Role-Play

In a role-play, students are provided with facts about a situation into which they are then inserted for a brief, simulated interaction. The scenario may be fictional or based on an actual incident. To be effective, a role-play scenario should have sufficient detail to challenge and engage the students, it should contain an underlying problem that needs to be addressed, and it should appeal to students’ imaginations.

What did you want to achieve in this research project?

Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems.

The objective of the study:

The main objective of the study was to Develop determination through stories of great personalities among the students of grade 4th in school Name.

Specific objectives of the study

  • To explore the effects of storytelling on children behaviour and self determination.
  • To explore the ways on Managing children at home through Reinforcement for improving self determination.
  • To identify teachers’ roles in the development of self determination through storytelling.
  • To identify academic achievement among school students through self determination.
  • To know the concept of self determination on students.

Critical Question:

Determination in education is a very broad topic, and many questions could have been asked of teachers and students to gather information for this study. The researcher narrowed down the topic by focusing on teachers and students’ motivation, grades, attendance, and attitude. As a result, this study considered the following research questions:

  1. Storytelling have an essential function in the academic performance of students and their construction of the self determination are you agree?
  2. Storytelling influences the students determination and academic achievement r u agree?
  3. How do students work together in their groups for improving self determination?

Who were the participants in your project?

In order to understand the complexities of much validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in grade (4th) level of School Name. However, in this questionnaire, forty (35) children, taking a related course, were selected in School Name    located in City name as a sample while considering the research control and validity of this study. This sample included children of the two major medium (English Medium and Urdu Medium). These participants might generally represent the children in grade (4th) level. The peer reading strategies was developed on the basis of a series of research regarding written skills identification and improvement for grade (4th) children. This curricular purported to explain the following topic. Developing determination through stories of great personalities among the students of grade 4th.  

How did you try to solve the problem?

As the researcher selected the theme for study that was related to own experiences and problems faced by own students. Then the topic was selected to study on it. The researcher studied literature and researches conducted before relevant to Developing determination through stories of great personalities among the students of grade 4th. The researcher also wrote objectives that the researcher wanted to achieve and apply in my teaching and classroom.

The design of research used by the researcher in this study is classroom action research. According to Harmer, action research is the name given to a series of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success of certain activities and procedures. Greenwald (2006), stated that action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the effects of those actions.

There are various definitions of action research stated by some experts. As quoted by Harrop, (2003:44) gives the definition of action research as: Action research is a form of self-reflective inquiry undertaken by participators in a social situation (including education) in order to improve the rationality and justice of (a) their own social or educational practice, (b)their understanding of these practices and (c) the situation in which practices are carried out.

From all the definitions above, the researcher concluded that classroom action research is a kind of research, which can be done by teacher, researcher, and teacher with his or her colleague, etc. with involves a group of students to improve teaching and learning process or to enhance the understanding of the students to the lesson.

To get deeper understanding about the procedure of this action research, the detail explanation is as follows:

  1. Identifying the problem

The researcher as the student teacher in this research identifies the problem.

  1. Carrying out the real action research

In this step, the researcher implements the activities and collect data from students by using interview.

  1. Reflecting

After carrying out the whole process, the researcher evaluated the process and the result of the students’ responses. The data of each step was analyzed and calculated using percentage formulas to reach the goal which has been sated before.  The application of the project took place during Feb 2022 to March 2022. Once the researcher received total consent from school authorities, the research study was carried out between 20 Feb, 2022 to 10 March, 2022. In the first day researcher meet the principal of school and got permission letter, in next two days according to availability of teachers and students, interviews were conducted with them in their free periods of 40 minutes.  The researcher referred to many resources in designing the questions and then reviewed the related literature, checked the opinion of juries, supervisors and experienced teachers. The researcher designed the interview with different types of questions which were based on questioning method/techniques.

Research questions presents the benefits and suggestions related to Developing determination through stories of great personalities among the students of grade 4th. In getting the data, the writer used interview method in order to know what the teachers’ perceptions are. The interviews for the teachers consists of open ended questions and  for students.

Two procedures were used to validate the data in this study. The first was the involvement of the researcher in the research including preparation of the study, data collection, data analysis, and data interpretation. The second was triangulation. In this case, the researcher compared the data taken from interview with direct observation.

A triangulation was done to verify the data or information that the writer obtained from the respondents by looking at the source of data repeatedly to get the same conclusion. In terms of this, Hopkins (2003) contends that technique of triangulation can increase the validity of a category in verifying data.

To support the data of interview to be more valid, the writer clarified every teacher’s answer and get reliable data, the writer wrote the result of interview as immediate as possible, not more than one day after the interview. The researcher did not use tape recorder to avoid the impression of too formal interview to the respondents.

What kind of instrument was used to collect the data? How was the instrument developed?

An interview is a research instrument consisting of a series of questions asked verbally for the purpose of gathering information from respondents.  However, a problem with interview is that respondents may lie due to social desirability. Most people want to present a positive image of them and so may lie or bend the truth to look good. Although, interviews have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as written or telephone surveys, and often have standardized answers that make it simple to compile data.

Therefore, research used interview method to collect students’ and teachers’ responses.

Designing of the interview involved many steps:

First step was getting acquainted with the subject, making a literature review, deciding on objectives, formulating a hypothesis, and defining the main information needed to test the hypothesis.

After that it was determined how the information defined in step one should be analyzed. The plan of analysis contained the measures of association and the statistical tests that intended to use. In addition, the researcher designed dummy tables with the information of interest. The plan of analysis helped me to determine which type of results this study wanted to obtain.

From the plan of analysis, made a list of the information needed to collect from participants. In this step the researcher determined the type and format of variables needed and started designing different parts of the interview questions using this list of needed information.

Insuring a smooth flow from one topic to the next one to complete interview. After completion, it was verified that each question answers to any of the objectives and all of my objectives are covered by the questions asked, also deleted questions that were not directly related to my objectives. Each question was made clear, unambiguous, simple and short.

What were the findings and conclusion?

Findings and Discussions

Teachers’ Interview:

Question: 

  1. Do teachers focus on big picture or small picture of self determination?
  2. How students’ Self determination can be developed using storytelling?
  3. How Self determination will benefit for students in education?

Responses:

Teacher 01: 

In the educational world, we often hear about high expectations and why it’s important to have them, but there is very little talk about how to actually get students to reach those expectations. The answer is through Self determination. It’s to break down everything you want your students to be able to do or know into their smallest components. In this way, by building one self determination upon another, you’re able to guide your class to whatever academic and behavioral high bar you set.

Teacher 02:

By focusing on determination, you’re able to make the most challenging and complex subjects, concepts, and assignments doable for all students, which builds confidence like nothing else. For every time you prove to them that they can do something difficult, that they didn’t think they could do, you empower them with genuine belief in themselves and their abilities. Knowing that they can isn’t just half the battle, it is without a doubt the most critical ingredient to success.

Teacher 03:

Most teachers I observe tend to focus on the big picture. They linger on broad conceptual what’s and whys because they assume that smaller, fact-heavy details are boring. But the opposite is true. Determination is inherently interesting and where you’ll find one of the secrets to making your instruction a magnet for students.

For the most part, the big picture is best left for them to draw their own conclusions about, whereas details inspire fascination and the desire to learn more and more and more.

Teacher 04: 

Self determination prepare students to perform independently because they remove all fears, concerns, and questions over what, specifically, they need to do to succeed.

Knowing every in and out ahead of time causes students to attack their work with tenacity and become truly and fully independent. The result is silent concentration—or excited collaboration if doing group work—and the wonderful feeling of flow, where time speeds up and students become lost in their work.

Teacher 05:

Self determination cause students to become detail-oriented themselves. It’s a trait that grows day by day into a habit you’ll notice them applying to whatever they do. It’s also a success skill few of them have or will ever attain without someone like you to instill it within them. But once they have it, once they embrace its value, they’ll carry it with them well beyond the time they spend in your classroom and on into the rest of their lives.

Teacher 06:

Self determination allows you to raise the bar of excellence to heights previously unknown by your students and well past what most teachers consider acceptable. Done right, which we’ll be sure to cover in future articles, this all but guarantees their success. It keeps the distance between them and failure and them and misbehavior far, far away, resulting in a peaceful, productive classroom.

Teacher 07:

Self-determination skill is a central learning process skill and can be used as a teaching/learning strategy in classrooms to enhance students’ attention to detail attitude and learning. Self-determination skill is critical for gaining command on other process skills. It helps in widening the conceptual understanding by children of things around them and also in promoting their natural curiosity.

Students’ Interview: 

Question:

How do you observe the environment critically?

Do you relate it to content written in your books?

Do you pay attention to self-determination? How it benefits you in your studies?

Responses:

  • I often find myself questioning things I hear or read in classes to decide if I find them convincing.
  • When a theory, interpretation, or conclusion is presented in class or in readings, I try to decide if there is good supporting evidence.
  • I treat the course material as a starting point and try to develop my own ideas about it.
  • I try to play around with ideas of my own related to what I am learning in a class.
  • Whenever I read or hear an assertion or conclusion in classes, I think about possible alternatives.
  • When I study, I practice saying the material to myself over and over.
  • When studying for classes, I read my class notes and the course reading over and over.
  • When I study for a class, I pull together information from different sources, such as lectures, readings, and discussions.
  • When reading for classes, I try to relate the material to what I already see in environment.
  • I try to think how everything I see or hear in real life is related to content in my books.
  • I find answers of problems studied in my classes at my own, and if could not found I seek help from my teacher.
  • I make sure that even the little things are done and done correctly.

Conclusion

This research attempts to find out the role of storytelling activities  in value formation among the students and self determination. These group activities inculcate values among the primary school students. For this purpose various activities may be organized for self determination development among the primary schools students. Teacher  is influencing all aspects of human values including education ,emotion and determination. The impacts of group activities on educational values, psychological values, social values, Civic Values, Physical Values, Aesthetics Values, Cultural Values, Moral values, etc are significant. Therefore teacher can prove to be an effective tool for inculcation of values, self determination and nurturing creative talents if they are planned meticulously and executed properly.

Summary of the Project

Determination is the inner drive for learning or ‘hunger for learning’ which is among the twenty-first-century learning competencies. Students in their earliest stage ought to exhibit determination to stirrup knowledge acquisition and exploration, yet the development of determination in the context of education is considered to be unusual. This research assesses how teacher develops and express self determination of students in a hands-on learning environment. A sample of 40 students from primary schools in school Name was involved in this study. Besides, the study examined how teacher can be incorporated as a pedagogical practice to foster students’ self determination. The study employed a convergent mixed method design in form following a pragmatic stance. We used lesson observations, interviews, and Focus Group Discussions (FGDs) to gather qualitative data while quantitative data were obtained through the Students’ Self-Reporting Questionnaire (SSRQ) and Teacher Rating Scale (TRS). It was revealed that storytelling can successfully be used when teachers share success criteria and learning intentions of a particular lesson. The overall results showed a significant increase in students’ determination due to the implementation of storytelling as an instructional strategy by teacher as homework activities. In this perspective, we advocate for storytelling to be used frequently in class lesson sessions and more studies should be done further on students’ determination in the field of education.

Purpose of the study

Objective of the study:

Main objective of the study was to Developing determination through stories of great personalities among the students of grade 4th in school Name.

Specific objectives of the study

  • To explore the effects of storytelling on children behaviour and self determination.
  • To explore the ways on Managing children at home through Reinforcement for improving self determination.
  • To identify teachers’ roles in the development of self determination through storytelling.
  • To identify academic achievement among school students through self determination.
  • To know the concept of self determination on students.

Process of Data collection

I used action research method for existing research. Observation, focus group interviews, questionnaires and field notes by me to collect the data. The interviews used in this study were semi-structured. I conducted direct interview of students during their free time. I also used mobile phone for recording data. The head teacher introduced me to the class teacher. I assured that the study is the sole purpose of writing a research project and that the data collected would be treated with utmost. The Statistical Package for Social Scientists (IBM SPSS Statistics 20) program was used for data screening, data transformations and analysis. Study identified a significant, causal, and reciprocal relationship between classroom effective environment and students learning.

Findings

The research on self-determination that can be formulated in this research is that self-determination is the basic motivation that exists in humans to achieve a desired goal so that to achieve a goal will be faced with several obstacles including external pressure, division of work time, time limit. Every individual who has low self-determination, there is no positive motivation to start and always survive in the activities carried out.

In the context of education, self-determination has a very important role in realizing individual goals in the learning process, each individual can apply the development of good self-determination so that the goals and determination of the fate of oneself can be achieved. In essence, every human being has motivation in himself, how individual process self-determination becomes a thing that encourages the achievement of a purpose in life.

How do you feel about this practice? What have you learned?

Earlier I was bit confused when I went to area for research. I was hesitated to start my work in the area but when I arranged meeting with teacher then suddenly this hesitation went away. The staff of the area told me that we will help you and guide you whenever you need. After meeting with parents and their positive response I was satisfied and ready to do it. After this practice I feel that it was great experience of my life because I experienced a lot of new things. I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks. I m feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Teacher and expert people I learnt a lot of skills of writing. This practice also improved my writing skills too. I also learnt how to write effectively and accurately I have improved my English grimmer. My vocabulary has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other. The first step is always awareness, because once we have awareness we can start to do something about it. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect. Since mindfulness is about being present in the moment and noticing all the sensations and emotions in your mind and life, one thing you can do is ask yourself where in your mind you feel your emotions. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.

What has it added to your professional skills as a teacher?

This research process teaches me a lot of professional skills. After completing research, it felt more confident about the work. It felt motivated to solve classroom issues through action research. It added confidence not only in myself but in students and colleagues. As a confident person the researcher can now inspire others to be confident, and my confidence can help influence my students to be a better person.

At start, discussed my research objectives with colleagues and senior staff, the researcher conducted questionnaire from teachers of selected school. This developed my communication skills as well. Being able to communicate with not only my students but with parents and staff is an essential skill. Almost all of my day as a teacher is spent communicating with students and colleagues so it is crucial to be able to talk clear and concise in order to get my point across.

During research, it felt that there are a number of areas that still need to be studied to solve classroom issues and problems. Teaching is a lifelong learning process. It’s now learnt that the world is always changing, along with the curriculum and educational technology, so it’s up to me, the teacher, to keep up with it. Teaching method is very important to motivate students and to develop their interest toward subject. Many new things were learnt in this research and now the researcher is willing to try new things, from new educational apps to teaching skills and electronic devices. The researcher learnt that being innovative means not only trying new things, but questioning my students, making real-world connections and cultivating a creative mindset. It’s getting my students to take risks and having students learn to collaborate.

The last but most important thing that learnt in whole research work is commitment. A teacher needs to always be engaged in their profession. The students need to see that their teacher is present and dedicated to being there for them.

List the works you cited in your project.

  1. Altena, A. M., Boersma, S. N., Beijersbergen, M. D., & Wolf, J. R. (2018). Cognitive coping in relation to self-determination and quality of life in homeless young adults. Children and Youth Services Review, 94, 650-658.
  2. Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning:
  3. The role      of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 14591473. Doi:10.1177/0146167211413125.
  4. Calvo, T. G., Cervelló, E., Jiménez, R., Iglesias, D., & Murcia, J. A. M. (2010). Using self-determination theory to explain sport persistence and dropout in adolescent athletes. The Spanish journal of psychology, 13(2), 677684.
  5. Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 333. Doi:10.1016/B978-0-08-097086-8.26036-4.
  6. Kim, S. Y. (2019). The experiences of adults with autism spectrum disorder: Self-determination and quality of life. Research in Autism Spectrum Disorders, 60, 1-15. Doi:
  7. Bower, Alicia., Casas, Juan F. (2016). What Parents Do When Children are Good:
  8. Parent Reports of Strategies for Reinforcing Early Childhood Prosocial Behaviors. Springer. 1310-1324.
  9. Dad, Hukam. (2010). Comparison of the Frequency and Effectiveness of Positive and Negative Reinforcement Practices in Schools. Contemporary Issues in Education  127-135.
  10. Downing, John., Keating, Tedd., Bennett, Carl. (2005). Effective Reinforcement Techniques in Elementary Physical Education: The Key to Behavior Management. The Physical Educator. 114-122

Developing Honesty Among Children Of Grade 6 Through Group Discussion

Developing Honesty Among Children Of Grade 6 Through Group Discussion
Developing Honesty Among Children Of Grade 6 Through Group Discussion

Developing Honesty Among Children Of Grade 6 Through Group Discussion

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Developing Honesty Among Children Of Grade 6 Through Group Discussion

Theme

Developing Scientific Attitude Among Children

Sub Theme

Honesty

The overall background of the participants of the project

Developing Honesty Among Children Of Grade 6 Through Group Discussion This action research was conducted in School Name…..

School Background:

In general, the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children.

Participants Background:

The participants of study were  (6th) grade children and their teachers who were enrolled in School Name…... I selected  (6th) grade children and their teachers which are considered in total 32 members.

Socio Economic Status:

Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control. Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in a private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after matriculation. Overall the financial status of this area is not good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.

Literacy Rate:

In 2019, City Name’s literacy rate of 66% for females was noticeably lower than the 79% for males.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

I am a trainee teacher by Aiou and I selected school Name for my research project. As action research was totally based on local level. I choose School Name for my action research I choose my research topic “Developing honesty among children of grade 6 through group discussion” Researcher being a teacher lot of experience about different school and collages level but research analyses one problem of lack of honesty development of a child at 6th level, By understanding and implementing    group discussion among students for honesty development of students at elementary  class can perform better in their classroom and its positive impact in their socio-emotional development  and educational career.

I selected this topic and sub theme topic to point out and investigate that honesty development   among students through group discussion is ignored in our school system, teachers are not paying practical attention to address this issue , Although it is an important and an integral part of the learning process. Honesty is an essential part of any student-centered classroom. Honesty is being truthful and sincere in one’s dealing with others. values influence education process. This is partly because education as a process involves transmission of values that are worthwhile to the learners. At the same time values are part of the contents of education. Truthfulness is one of the powerful forces that hold together all forms of relationship among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstanding, quarrels, conflicts crisis in the society, many things go wrong in any human environment when people fail to be honest in their dealings. The value of honesty is also related to one’s action and inaction including when one cheats in a test or lies. These are acts and examples of dishonesty in Pakistan school settings and the society. Honesty is a virtue of a patriot and the best policy for nation building that a nation will develop fast when her citizens are honest and sincere. Honesty helps in improving relationship and leads to peace and harmony in the society. School should teach patriotic values to the students to help develop patriotic citizens in the society. Dishonesty is synonymous with being artificial and untrustworthy-negative qualities that will hold one back from reaching his/her full potential. Honesty is more than just accurately reporting facts. It includes what one say and what was not said, advice people to always be sincere, Admit when they are wrong and not to be covetous. Honesty has a lot of benefits which includes happiness, peace of mind, respect from people among you, promotion of Good-will around you, makes the world a better place, move one closer to his/her divine purpose in life and helps one to discharge his/her religious responsibilities, dishonesty brings chaos, conflict, shame, corruption and evil in the society. It is seen in examination malpractice, lying, cheating and fraudulent practices. Encourages teachers to assist learners to inculcate the value of honesty through methods such as storytelling and role-playing and group discussion.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Developing Honesty Among Children Of Grade 6 Through Group Discussion

After choosing this theme, I discussed this topic with my teachers, friends, and supervisor.

Discussion with Supervisor:

My supervisor pointed out that the Pakistan like many other societies in Asia Pacific is a society that was known for high regards for values. Many aspects of the lives of Pakistan are guided by social values. Today, one of the major problems facing Pakistan society is the high disregard for many aspects of social value. One of the values suspected to be affected is honesty which has been a very high value in Pakistan society. Today lies for development of honesty and discipline among students in school name example are not regarded as serious social offences as it was the case. Things which can be said not to be the case are consciously said by people with the desire to deceive. This abounds even in the political life of people including Pakistan.

Discussion with Teacher:

My teacher told me that from the devaluation of the value of honesty in social lives today, it was suspected by the researchers that many are no longer disciplined in their social actions. If this goes on unchecked there will be a serious setback on positive social lives and relationship among people in human society. Aspects such as communication and businesses will be seriously affected negatively.

The negative impact of poor level of respect for honesty in human society has impacted negatively too on discipline among many. The researchers are of the opinion that learners at the elementary school level should be more intensely assisted to inculcate the value of honesty as an aspect of discipline in life. The study then sought to answer the question if inculcation of the value of honesty among elementary school students can assist them to develop a life of discipline.

Discussion with Friends:

One of my friend pointed that truthfulness is one of the powerful forces that hold together all forms of relationship among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstanding, quarrels, conflicts crisis in the society, He asserts that many things go wrong in any human environment when people fail to be honest in their dealings. According to him, the value of honesty is also related to one’s action and inaction including when one cheats in a test or lies. These are acts and examples of dishonesty in Pakistan school settings and the society.

What did you find about the problem in the existing literature (books/articles/websites)?

Literature Review

Developing Honesty Among Children Of Grade 6 Through Group Discussion

Honesty is part of the personality in psychology. Initially around the 1980s to the beginning of the 20th century, what was known in the description of personality was the big five personalities that mentioned these five factors to be very important and could describe differences average among humans. Then the question arises from the feeling that there are less complete in the discussion of big five personalities, namely honesty. Therefore, honesty is called the sixth personality (Ma_G_et_all_2019).

Honesty is being truthful and sincere in one’s dealing with others. According to Ibia & Ette (2011) and Obot (2015) values influence education process. This is partly because education as a process involves transmission of values that are worthwhile to the learners. At the same time values are part of the contents of education. For Ebere (2011) truthfulness is one of the powerful forces that hold together all forms of relationship among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstanding, quarrels, conflicts crisis in the society, He asserts that many things go wrong in any human environment when people fail to be honest in their dealings. According to Adams (2012), the value of honesty is also related to one’s action and inaction including when one cheats in a test or lies. These are acts and examples of dishonesty in Nigerian school settings and the society.

Egbe (2005) states that honesty is a virtue of a patriot and the best policy for nation building that a nation will develop fast when her citizens are honest and sincere. He contends that honesty helps in improving relationship and leads to peace and harmony in the society. He advocates that the school should teach patriotic values to the students to help develop patriotic citizens in the society.

Chissaag (2015), warned against dishonesty because dishonesty is synonymous with being artificial and untrustworthy-negative qualities that will hold one back from reaching his/her full potential. On his part, Lipson (2004) believes that honesty is more than just accurately reporting facts. It includes what one say and what was not said, He advice people to always be sincere, Admit when they are wrong and not to be covetous.

Honesty according to Nag pal (2013) has a lot of benefits which includes happiness, peace of mind, respect from people among you, promotion of Good-will around you, makes the world a better place, move one closer to his/her divine purpose in life and helps one to discharge his/her religious responsibilities, Huitt (2004) assert that dishonesty brings chaos, conflict, shame, corruption and evil in the society. It is seen in examination malpractice, lying, cheating and fraudulent practices, He encourages teachers to assist learners to inculcate the value of honesty through methods such as storytelling and role-playing.

The honesty meaning in psychology studies has diverse views. Seligman and Peterson, as psychologists and initiators of positive psychology, argue that honesty is not only limited to the technical meaning of saying the truth, but honesty is also a strength of character accompanied by responsibility for how someone manages feelings and keeps what he does to compatible with what he has chosen (Shryack_Steger_and_Krueger_2010). Meanwhile, Gerlach explained that some experiences sometimes teach that honesty can cause physical or emotional pain such as shame, guilt, rejection, fear, or loss (Gerlach_2015). But many researchers say honesty provides true happiness for the culprit Developing Honesty Among Children Of Grade 6 Through Group Discussion.

Anita E. Kelly, a Western Psychologist from Notre Dame University associated honesty with health. According to him, Americans lie 1-2 times a day or 11 times a week and they often involved in health problems. Therefore,  she conducted a study of 110 people in America by making a control group and an experimental group (No-lie group). The results of his research prove that participants experience improved health, especially reduced headaches, sore throat, tension, and anxiety. In addition to experiencing their health improvements that do not lie also experience improvements in interpersonal relationships with others (Kelly_A_E_and_Wang_L_2012). With the result that, honest leads the people to goodness and gives mental health. Thus this study also shows that dishonesty can be reduced or even abolished in human life.

The Other standpoint on honesty can be found in the results of research conducted by Staats (Staats_Hupp_and_Wallace_2008) and Silvia (Silvia_et_all_2011). Staats conducted experiments on several minority students who did not carry out academic fraud at school. The two experiments concluded that students who could be honest were those who had souls of heroism and courage in their life. The students were competent to face a challenge and strong to get risks. Silvia argues that honestly had a relationship with creativity. Therefore, these two traits can be developed to improve honesty in students.

The opinions of the researchers show that honesty has a close relationship with the courageous nature of facing reality and having the nature of empathy and knowing which are good and what are not. Likewise, in positive psychology, honesty is associated with courageous Emotional Strengths. Milahy mentions in his book that honestly has the meaning of courage, which is the courage to express the truth, behave not pretend and be responsible for whatever happens (Mihaly_Csikszentmihalyi_2006). The last meaning of honesty is close to assertiveness (Fuspita_Susanti_and_Putri_2018). So, honesty has a positive effect on building a social relationship.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Science concept:

Developing Honesty Among Children Of Grade 6 Through Group Discussion

Honesty:                                                        
Honesty is being truthful and sincere in one’s dealing with others. values influence education process. This is partly because education as a process involves transmission of values that are worthwhile to the learners. At the same time values are part of the contents of education. Honesty is a value taught in various religious and non-religious teachings. In Islam, honesty is commanded in the Quran and is reminded in the hands of the Prophet. In Hinduism, there is a term called Satya which is the main element of faith which means ttrut. In Buddhist teachings honesty is stated in the holy path “Atthangika Magga”, especially the 3rd point, SammaVacca, which means correct speech.

Truthfulness:

Truthfulness is one of the powerful forces that hold together all forms of relationships among mankind. It brings understanding within a system a nation and among individuals, it is one of the major attributes of integrity and without it, distrust gives way to sharp misunderstandings, quarrels, conflicts crisis in the society.

Group discussion:

Group discussion or teamwork is the collaborative effort of a group to achieve a common goal or to complete a task in the most effective and efficient way. This concept is seen within the greater framework of a team, which is a group of interdependent individuals who work together towards a common goal.

Role-Play:

In a role-play, students are provided with facts about a situation into which they are then inserted for a brief, simulated interaction. The scenario may be fictional or based on an actual incident. To be effective, a role-play scenario should have sufficient detail to challenge and engage the students, it should contain an underlying problem that needs to be addressed, and it should appeal to students’ imaginations.

Education:

Education is what pushes us to achieve our goals, feel more fulfilled, and improve our overall quality of life. Understanding and developing your Education can help you to take control of many other aspects of your life.

What did you want to achieve in this research project?

Objective/purpose of the study:

Developing Honesty Among Children Of Grade 6 Through Group Discussion The purpose of this action research was how to develop honesty in students through group discussion at School Name…….

The objective of this research are:

  1. To carry out the enhancing interest of primary level students in honesty.
  2. To explore the use of scientific attitude on students for honesty grooming.
  3. To clarify the concept of honesty and group discussion on children.

Research Question:

This study aims to make an action plan for enhancing interest of elementary level students in honesty through group discussion in School Name……. Specifically it seeks to answer the following questions:

  • How we develop the ability for honesty that effects on children’s learning to develop scientific attitude?
  • How honesty effects student’s life?
  • What is role of teacher as role models for students to develop habit of honesty?

Who were the participants in your project?

The targeted population was students enrolled in 6th class of School Name….. However, in this interview, thirty-two (32) students, taking a related course, were selected in a School Name as a sample while considering the research control and validity of this study. This sample included students of the two major medium (English Medium and Urdu Medium). These participants might generally represent the students in 6th class. The honesty were developed on the basis of a series of research regarding group discussion identification and improvement for 6th class students. This curriculum purported to Developing honesty among children of grade 6 through group discussion  and depositions through speculating about academic learning and life issue discussion.

How did you try to solve the problem?

Method of the study:

As the researcher selected the theme for study that was related to own experiences and problems faced by own students. Then the topic was selected to study on it. The researcher studied literature and researches conducted before relevant to Developing honesty among children of grade 6 through group discussion. The researcher also wrote objectives that the researcher wanted to achieve and apply in my teaching and classroom.

The design of research used by the researcher in this study is classroom action research. According to Harmer, action research is the name given to a series of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success of certain activities and procedures. Greenwald (2006), stated that action research is about the systematic study of attempts to improve educational practice by group of participants by means of their own practical action and by means of their own reflection upon the effects of those actions.

There are various definitions of action research stated by some experts. As quoted by Harrop, (2003:44) gives the definition of action research as: Action research is a form of self-reflective inquiry undertaken by participators in a social situation (including education) in order to improve the sense of responsibility and justice of (a) their own social or educational practice, (b)their understanding of these practices and (c) the situation in which practices are carried out.

From all the definitions above, the researcher concluded that classroom action research is a kind of research, which can be done by teacher, researcher, and teacher with his or her colleague, etc. with involves a group of students to improve teaching and learning process or to enhance the understanding of the students to the lesson.

To get deeper understanding about the procedure of this action research, the detail explanation is as follows:

  1. Identifying the problem

The researcher as the student teacher in this research identifies the problem.

  1. Carrying out the real action research

In this step, the researcher implements the activities and collect data from students by using interview.

  1. Reflecting

After carrying out the whole process, the researcher evaluated the process and the result of the students’ responses. The data of each step was analyzed and calculated using percentage formulas to reach the goal which has been sated before.

The application of the project took place during Feb 2022 to March 2022. Once the researcher received total consent from school authorities, the research study was carried out between 20 Feb, 2022 to 10 March, 2022. In the first day researcher meet the principal of school and got permission letter, in next two days according to availability of teachers and students, interviews were conducted with them in their free periods of 40 minutes.

The researcher referred to many resources in designing the questions and then reviewed the related literature, checked the opinion of juries, supervisors and experienced teachers. The researcher designed the interview with different types of questions which were based on questioning method/techniques.

Research questions presents the benefits and suggestions related to Developing honesty among children of grade 6 through group discussion. In getting the data, the writer used interview method in order to know what the teachers’ perceptions are. The interviews for the teachers consists of 3 open ended questions and 3 for students.

Two procedures were used to validate the data in this study. The first was the involvement of the researcher in the research including preparation of the study, data collection, data analysis, and data interpretation. The second was triangulation. In this case, the researcher compared the data taken from interview with direct observation.

A triangulation was done to verify the data or information that the writer obtained from the respondents by looking at the source of data repeatedly to get the same conclusion. In terms of this, Hopkins (2003) contends that technique of triangulation can increase the validity of a category in verifying data.

To support the data of interview to be more valid, the writer clarified every teacher’s answer and get reliable data, the writer wrote the result of interview as immediate as possible, not more than one day after the interview. The researcher did not use tape recorder to avoid the impression of too formal interview to the respondents.

What kind of instrument was used to collect the data? How was the instrument developed?

Research Instrument:

An interview is a research instrument consisting of a series of questions asked verbally for the purpose of gathering information from respondents.  However, a problem with interview is that respondents may lie due to social desirability. Most people want to present a positive image of them and so may lie or bend the truth to look good. Although, interviews have advantages over some other types of surveys in that they are cheap, do not require as much effort from the questioner as written or telephone surveys, and often have standardized answers that make it simple to compile data.

Therefore, research used interview method to collect students’ and teachers’ responses.

Designing of the interview involved many steps:

First step was getting acquainted with the subject, making a literature review, deciding on objectives, formulating a hypothesis, and defining the main information needed to test the hypothesis.

After that it was determined how the information defined in step one should be analyzed. The plan of analysis contained the measures of association and the statistical tests that intended to use. In addition, the researcher designed dummy tables with the information of interest. The plan of analysis helped me to determine which type of results this study wanted to obtain.

From the plan of analysis, made a list of the information needed to collect from participants. In this step the researcher determined the type and format of variables needed and started designing different parts of the interview questions using this list of needed information.

Insuring a smooth flow from one topic to the next one to complete interview. After completion, it was verified that each question answers to any of the objectives and all of my objectives are covered by the questions asked, also deleted questions that were not directly related to my objectives. Each question was made clear, unambiguous, simple and short.

What were the findings and conclusion?

I used interview to get students’ responses towards the improvement of honesty through group discussion. The results are shown below. The total number of students in this questionnaire were 32. In this research, the researcher used some statements to get data according to research objectives.

The first statement, “honesty motivate them in learning”. This statement was used to know whether the honesty improved students’ learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated for learning by honesty. It showed that 68.75% of the students were motivated for learning using honesty. The second statement is “honesty helping them to solving problems in different areas”. So, about 25 % of the students were really helped by the use of honesty to solve problems in different areas. It showed that 75 % of the students were helped by honesty to solve problem in different areas of life. The third statement shows that there were 21.88 % of the students who thought that they were able to solve problems in education by using the honesty. There were 71.88 % of the students could learning through honesty. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in honesty for academic purposes. So, 78.12 % of the students agreed that the steps in honesty for academic purposes were understandable for them. The next statement shows that more than 80 % of the students could get the Scientific Attitude from honesty that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that honesty effects the life of students.

Discussion:

From the result above, it can be seen that more than 50 % of the students responded that honesty motivated them in learnings. The use of honesty was effective to motivate the students, helping them to solving problems of life in different areas. After learned using honesty, more than 70 % of the students were able to solve problems in education. It also shows that honesty is understandable and fun for academic purposes. They could follow the steps in honesty periods for academic purposes. More than 50 % of the students were able to get the key Success when they used honesty. Then, they were able to develop the key success into a class. Honesty also helped the students to understand the problems of life. The result of this research revealed the improvements contributed by the implementation of the honesty periods in the teaching and learning process  in grade 6th of School Name…. First, honesty could improve students’ learning. It was able to engage the students’ attention and interests during the teaching and learning process. Besides, honesty could provide the students with illustrations and ideas in their minds. Second, the improvement could also be seen in the teaching and learning process. The students became more confident  and active in the classroom. Third, since the students were motivated and the   class ran well, the students’ Scientific attitude were also improved.

Summary of the Project

This action research was conducted in School Name….. The participants of study were elementary (6th) grade children and their teachers who were enrolled in School Name….. I selected elementary (6th) grade children and their teachers which were considered in total 32 members.

Objective of this research are:  

1.To carry out the enhancing interest of primary level students in honesty.

2.To explore the use of scientific attitude on students for honesty grooming.

3.To clarify the concept of honesty and group discussion on children.

Interview was used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of questions were designed according to requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives. The first statement, “honesty motivate them in learning”. This statement was used to know whether the honesty improved students’ learning. There were 32 respondents who gave their opinion. It showed that 15.62 % of the students were very motivated for learning by honesty. It showed that 68.75% of the students were motivated for learning using honesty. The second statement is “honesty helping them to solving problems in different areas”. So, about 25 % of the students were really helped by the use of honesty to solve problems in different areas. It showed that 75 % of the students were helped by honesty to solve problem in different areas of life. The third statement shows that there were 21.88 % of the students who thought that they were able to solve problems in education by using the honesty. There were 71.88 % of the students could learning through honesty. The next statement concluded that 6.25 % of the students could clearly understand with the steps used in honesty for academic purposes. So, 78.12 % of the students agreed that the steps in honesty for academic purposes were understandable for them. The next statement shows that more than 80 % of the students could get the Scientific Attitude from honesty that would be used as the basic for them to develop and learning the lesson. The sixth statement will show there were still 4 students who were not able to develop their Science concept. The last statement showed so, there were more than 70 % of the students agreed that honesty effects the life of students.

How do you feel about this practice? What have you learned?

I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Teachers and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and critical writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.

I also learnt how to write effectively and accurately I have improved my English grimmer. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.

The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here.  Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.

What has it added to your professional skills as a teacher?

It added a lot of new skills in my teaching. It improved my way of teaching. For example when I talked with senior Teachers and expert people I learnt a lot of skills of Science concept.

Professional Development:

In this modern, digital age, Teachers need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Teachers teach. Likewise, administrators are changing and updating expectations and learning standards. Being able to adapt is a skill that every modern teacher must have. If it’s being able to adapt to the way students learn, the behavior their classroom exhibits, or their lesson plans, it is a definitely a trait that is a must-have.

Patience

This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.

Adaptability

Different kids learn in different ways, and some lessons need unique teaching tools. Good Teachers know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.

Imagination

Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and motivation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.

Teamwork

Teachers could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.

Risk Taking

Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.

List the works you cited in your project.

  • Adams, T. (2012). TBH:5 Reasons why honesty is important. Retrieved, may, 31, 2016 from http: LLtrudyad ams.
  • Akpan, O.E., Essien, E.E. & Obot, I.M. (2008). Teachers’ level of mastery of subject matter and students’ academic achievement in Social Studies in Cross River State, Nigeria. West African Journal of Educational Research. Institute of Education, University of Calabar. 11(1&2). 11-17.
  • Badura, A.(1977). Social learning theory. New York: General learning press.
  • Chissaag (2015) why is honesty important? Culture and society, htt:llwww. Instant answer or/ why is-honesty-important-isol. Html.
  • Ebere, J. A. (2011). Civil Education for senior Secondary Schools: Book 1. Lagos: Blossom and swan Maiden limited.
  • Egbe, 1.1. (2005). Patriotic pace-setters citizenship Education.Calabar: Royal Africa information House (RAINH).
  • 82 Imo Martin Obot, Michael Akam Abang, Abigail Edem Okon and Melvina N. Amalu
  • Essien, E. E., Okon, E. A. & Obot, I. M. (2016) The influence of in-service training, seminars and workshops attendance by social studies teachers on academic performance of students in Junior secondary schools in Cross River State, Nigeria. Journal of Education and practice 7(22), 31-35.
  • Huitt, N. (2004). Moral and character development.Educational psychology interactive.Valdosa, GA:Valdosa State University. Retrieved on March 16,2015.Fromhttp://www.edpscinterative.or/morchr.html.
  • Ibia, I. E. and Ette E.E. (2011).Philosophical foundations of Nigeria. Knowledge Review; 17 (6).
  • Kohlberg, L. (1984). The psychology of moral development. San Francisco: Harper & Row.
  • Lipson, C. (2004), Doing honest work in college, Chicago: University of Chicago press.
  • Nagpal, D. K. (2013). A step towards happy and peaceful world, retrieve May 31, 2016, from http: II words. Letus be positive com/ importance- of honesty in life part 2.
  • Obot, I. M., Essien, E. E. & Akpan, I. M. (2014). Teachers’ motivational skills as a strategy for enhancing effectiveness in methods of teaching Social Studies Education towards national development in Nigeria. European Centre ForResearch Training and Development, UK, 1(1), 31 – 38.
  • Obot, I. M. (2015). Philosophy of Education: Introduction. University of Calabar Press, Calabar.
  • Plato (1975) The Republic. England: Pentium Books Ltd.

AIOU Solved Project 8404 Cost of Production

AIOU Solved Project 8404 Cost of Production
AIOU Solved Project 8404 Cost of Production

AIOU Solved Project 8404 Cost of Production

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

ABSTRACT

Cost of production refers to the total cost incurred by a business to produce a specific quantity of a product or offer a service. Production costs may include things such as labor, raw materials, or consumable supplies. In economics, the cost of production is defined as the expenditures incurred to obtain the factors of production such as labor, land, and capital, that are needed in the production process of a product.

For example, the production costs for a motor vehicle tire may include expenses such as rubber, labor needed to produce the product, and various manufacturing supplies. In the service industry, the costs of production may entail the material costs of delivering the service, as well as the labor costs paid to employees tasked with providing the service.

The first step when calculating the cost involved in making a product is to determine the fixed costs. The next step is to determine the variable costs incurred in the production process. Then, add the fixed costs and variable costs, and divide the total cost by the number of items produced to get the average cost per unit.

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 For the company to make a profit, the selling price must be higher than the cost per unit. Setting a price that is below the cost per unit will result in losses. It is, therefore, critically important that the company be able to accurately assess all of its costs.

Introduction

The cost of production is an important factor in every company’s manufacturing or production processes. Understanding how to calculate, report, and control the cost of production is a crucial part of ensuring that a company’s products are cost-effective and profitable. To understand the cost of production, you will need to know what it is and how it affects a company’s success.

The term “cost of production” refers to all the costs that are involved when a company offers a service or manufactures a product. Production costs are comprised of various expenses, including the cost of materials, employee wages, factory maintenance, shipping costs, and more. State and federal taxes that are related to a company’s manufacturing processes or facilities can also be categorized as production costs.

Companies often calculate the cost of production in “cost per unit” which involves how much money it takes to create an individual item. To calculate the cost per unit, accountants take the cost of production and then divide it by the number of units manufactured. They can then consider the cost per unit and decide how to price the item for sale. Companies usually need to sell items for more than the cost of production to make a profit. If the cost of production is equal to or more than the sales price, the company runs the risk of operating at a loss.

The cost of production is an important factor for businesses to consider when assessing their financial health. If a product’s cost of production is consistently higher than the profits it earns, the company may need to cease production to stay within budget. Similarly, if the expenses involved in providing a particular service become too great, the company would need to either discontinue the service or find a way to cut costs.

Types of Production Costs

When manufacturing a product or offering a specific service, a business can incur multiple types of expenses. Let’s take a look at the most common types of costs of production:

Variable Costs

Variable costs are expenses that change with production volume; these costs rise when production increases and fall when it decreases. With a production volume of zero, there are no variable costs associated with it. Variable costs include things like utilities, direct labor, raw materials, and commissions.

Fixed Costs

Unlike variable costs, fixed costs do not fluctuate with production volume; these costs remain the same whether there is zero production or running at full capacity. Fixed costs are generally considered time-limited, meaning that they are fixed to output for a specific period; most production costs vary from period to period. Employee salary, rent, and leased equipment are some examples of fixed costs of production.

Total Cost

The total production cost considers both variable and fixed expenses; all costs incurred during the production of a product or the offering of services are included in this calculation. Total cost is the sum of fixed and variable expenses; if a business’s fixed costs are $2,000, and the variable costs are $5,000, the total production cost would be $7,000.

Marginal Cost

Marginal cost determines how much it would take to produce one additional product unit, showing the total cost increase from that extra product. Variable expenses mainly affect the marginal cost, as fixed costs do not change with the level of output. Marginal costs are typically used to decide where resources should be allocated to optimize the profits of production. Marginal costs will vary with production volume and are affected by things like price discrimination, asymmetrical information, transaction costs, and externalities.

Average Cost

The average cost is essentially the expenses that occur from producing one unit or offering one service; this can be found in two ways: by dividing the total production costs by the amount of product created or by adding together the average variable and fixed costs. Average expenses are crucial when it comes to making decisions on how to price a product or service. Ideally, average costs should be minimized to increase the profit margin without increased expenses.

The Relationship Between Marginal and Average Cost

Marginal and average costs impact each other as production fluctuates:

  • A decline in average expenses causes the marginal cost to be lower than the average.
  • An increase in average costs causes the marginal cost to be greater than the average.
  • When the average cost is at a minimum or maximum level, marginal costs equal the average.

Long-Run Costs

Long-run costs accumulate when a business changes production levels in response to its expected profits or losses. Long-run expenses do not include any fixed production factors; labor, land, and goods all vary to reach these costs of offering a good or service.  A long-run cost is efficiently sustained when a business produces the highest quantity of products and the lowest expense. Things like decreasing or expanding the company, changing the production quantity, and leaving or entering a new market all affect these costs.

Short-Run Costs

Short-run costs can be seen in real-time throughout the production process. The only things that impact these costs are variable expenses and revenue. Short-run costs increase and decrease with varying costs and production rates. Managing short-run expenses is one of the best ways to succeed in reaching excellent long-run costs and a company’s overall goals.

Returns to Scale

Returns to scale show how the increase in production relates to the rise of inputs and varies between industries. Typically, a business will have increasing returns to scale at low production levels, decreased returns to scale at high production levels, and a constant somewhere in the middle. There are three stages of returns to scale:

Increasing

Increasing returns to scale is the first stage and refers to when a production process increases the output of products while decreasing the average cost per unit. An example of this is when you can make a higher profit by producing more goods because you can obtain a higher quantity of materials at a lower price.

Constant

Constant returns to scale is the second stage and happens when there is no change in average cost while producing more units. If the output changes proportionally with the inputs, that means there are constant returns to scale.

Diminishing

Diminishing returns to scale is the third and final stage, referring to when the average cost of production increases with the volume of units produced; this is the exact opposite of increasing returns to scale. It can occur when the prices of raw materials rise over time without charging a larger amount per unit.

Practical study

Measuring Production Costs

Measuring the production cost can be more challenging than it looks on the surface; how do you know what the costs are and how to maximize your profit? These are questions that people in every business ask regularly. Measuring production costs entails monetizing production times and the consumption of raw materials. How do you value the time and costs of workers, machines, and raw materials? Prod smart makes measuring production costs simple.

How to Calculate Cost of Production

To calculate production costs in the most straightforward way possible, you need to know two things: the fixed and variable costs associated with the production or service. By adding these costs together and dividing them by the number of units produced, you get the average cost per unit. The only way to profit from a good or service is to have a higher selling price than the production cost per unit.

Direct costs

Direct costs are expenses that be traced directly to specific products, services, customers or other production objects. A company’s accounting team records direct costs at every stage of the production process and then adds them together to find the total cost of production for each product. Direct costs are often variable, which means they may fluctuate depending on different factors. For example, the price of the oil that the manufacturing machines need to function might be higher or lower depending on the year. Similarly, a change in the state’s minimum wage might cause an entry-level employee’s hourly wage to increase. Direct costs include items like:

  • Raw materials
  • Manufacturing supplies
  • Labor wages
  • Commissions

Indirect costs

Indirect costs are expenses that are associated with the production process but that cannot be traced directly to a product. Some indirect costs are impossible to factor into a specific product’s cost of production and must be considered a part of production overhead instead. Production overhead includes expenses that facilitate the production of a product or service without directly affecting the manufacturing process. Finding ways to identify, report and control indirect production overhead costs is one of the most efficient ways to lower a company’s cost of production. Examples of production overhead costs include:

  • Office Supplies
  • Building Utilities
  • Supervisor or support staff salaries
  • Rent
  • Maintenance costs

Several specific factors can greatly affect the cost of production for a given product or service. Here are several to consider:

  • Demand
  • Technology
  • Exchange rate
  • Cost of materials
  • Tax rates
  • Interest rates

Demand

As a company’s success grows, the demand for certain products will also increase. To fill customers’ orders, a company may need to buy more raw supplies, hire new laborers, expand the production facility or even open a second location. Ideally, a company can use the profits gained from new customers to offset the increased cost of production.

Technology

As technology continues to advance, some jobs which were traditionally accomplished by human laborers can now be done by automated machines. Many companies are choosing to use manufacturing robots instead of employees, thus lowering the costs associated with labor wages. Additionally, updating factory equipment, installing new computer systems or educating employees on the use of new digital interfaces can speed up the manufacturing process and also lower the cost of production.

Exchange rate

If a company imports materials from overseas, exchange rates can greatly affect the cost of production. If the exchange rate rises, the materials the company needs to create its products become cheaper. However, a high exchange rate can also cause exporting companies to become less competitive and the costs may stay the same or even increase.

Cost of materials

The costs of the raw materials which are necessary for manufacturing can vary greatly depending on the year, the economy, and availability limitations. For example, the price of steel might rise or fall depending on the financial stability of the steel mill or on the costs of international transportation. The prices of oil and gasoline affect almost every industry due to their association with shipping and product delivery.

Tax rates

Taxes are an indirect production cost that can contribute significantly to a company’s annual overhead. Taxes may be higher or lower during a certain year depending on changes in the local or federal government. If a company hires several new employees, an increase in national insurance, or a tax on workers, can contribute to higher production costs.

Interest rates

Another indirect cost for companies is their loans. If a company borrowed funds from a bank or other entity to pay expenses, the loan’s interest rates can rise or fall. A rise in interest rate will increase the amount due for each regular loan repayment. When calculating the cost of production, companies must allow for fluctuation in interest rates to create accurate financial reports.

References

  • William Baumol (1968), Entrepreneurship in Economic Theory. American Economic Review, Papers, and Proceedings.
  • Stephen Ison and Stuart Wall (2007), Economics, 4th Edition, Harlow, England; New York: FT Prentice Hall.
  • Israel Kirzner (1979), Perception, Opportunity and Profit, Chicago: University of Chicago Press.
  • Lanen, W. N., Anderson, S., Maher, M. W. (2008). Fundamentals of cost accounting, McGraw Hill, ISBN978-0-07-352672-0

Developing Curiosity And Responsibility Through Science Experiments In 7th Grade Students

Developing Curiosity And Responsibility Through Science Experiments In 7th Grade Students
Developing Curiosity And Responsibility Through Science Experiments In 7th Grade Students

Developing Curiosity And Responsibility Through Science Experiments In 7th Grade Students

  1. Topic
  2. Theme
  3. Sub Theme
  4. The overall background of the participants of the project
  5. Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.
  6. What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?
  7. What did you find about the problem in the existing literature (books/articles/websites)?
  8. What were the major variables/construct of your project? Give definitions/descriptions from the literature.
  9. What did you want to achieve in this research project?
  10. Who were the participants in your project?
  11. How did you try to solve the problem?
  12. What kind of instrument was used to collect the data? How was the instrument developed?
  13. What were the findings and conclusion?
  14. Summary of the Project
  15. How do you feel about this practice? What have you learned?
  16. What has it added to your professional skills as a teacher?
  17. List the works you cited in your project.

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Topic

Developing Curiosity And Responsibility Through Science Experiments In 7th Grade Students

Theme

Developing Scientific Attitude Among Children

Sub Theme

Curiosity

The overall background of the participants of the project

This action research was conducted in School Name. It’s situated in district Name.

School Background:

In general the structure of school was huge and lovely. The school had lovely play area. It had all the necessary offices. The staff of school was very much qualified and helpful. The head of the school additionally helped me in my research at that school. Generally speaking the environment of school was great and better for learning.

Participants Background:

The participants of study were elementary 7th grade children who were enrolled in School Name…. . I selected elementary grade children which were considered in total 40 in members. The interest for children in this research led to their keenness for the task and the interview.

Financial status: 

The reason for this research   to determine Developing curiosity and responsibility through science experiments in 7th grade students. Financial status measures families and network’s remaining in connection to society. Financial status can be comprehensively characterized as a person’s and network’s entrance to money related, social, and human capital assets. Alongside asset openness: it fills in as a significant determinant to get to personal satisfaction at individual, family, network and national level. Financial contrasts, for example, wellbeing and nourishment status, home condition that give access to scholastically related encounters, versatility rates, and monetary resources can surely impact scholarly accomplishments. Low Financial status associates with lower instructive accomplishment, neediness, and weakness, at last influence our general public, Inequities in wellbeing conveyance, asset circulation, and personal satisfaction. In this examination, by and large financial status of present area of District Name is monetarily not all that good.

Occupation of the Parents: 

Parents with the high occupation are in a superior condition to help and support their kids ethically, mentally, profoundly and mentally. However, Parents with less lofty occupation because of precariousness and budgetary issues can’t give satisfactory present day offices to upgrade their kid’s instruction. The control of the Parents from area chose in this research is normal. A part of the Parents are not monetarily so great. The children who Parents with government employment are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction.

Earning trends of the Parents:

Parents with lofty occupation give important offices expected to the upgrade of their kids training. They likewise give them backing and support toward the accomplishment of instructive accomplishment. Then again, children from less esteemed occupations need such huge numbers of favorable circumstances when contrasted with those from the Parents with high renowned occupation. They face a great deal of difficulties both at home and school, which block them from taking an interest completely in study hall exercises, and result in poor scholarly execution.

Literacy Rate:

In 2019, District Name’s literacy rate of 46% for females was noticeably lower than the 69% for males; rural literacy was 49% compared to 74% in urban areas. District Name has several research and educational institutions, both public and private.

Why did you select this specific sub-theme and topic? Relate it to your experience/problem in your classroom/institution.

I am a trainee teacher by Aiou and I selected school Name for my research project. As action research was totally based on local level. I choose School Name for my action research. After talking some parents I decided to choose the following research problem: “Developing curiosity and responsibility through science experiments in 7th grade students “.

Teaching students should be focused on the way that they can develop and express their learning curiosity particularly in the learning of science experimental work. To enhance learning’ highlight that curiosity combined with the motivation to learn is more important than intelligence. Students’ curious mind fosters the learning of abstract and complex concepts. Curiosity as a desire for active learning, spontaneous exploration, and find out. The basic role of curiosity in learning is to encourage and create knowledge. Therefore, by considering the significant role of curiosity in learning, the development of students’ curiosity should be among the major focuses of teaching and learning process. Chemistry, organic, inorganic, and physical would be more difficult to deliver if the application and real-life context are less obvious. Students learn science when they directly experience the method and the process of inquiry. Students can learn better when they measure, touch, feel, make charts, manipulate, draw, and record data. These are among the important aspects of learning instruction known as hands-on activities. Further that an impactful learning environment ought to allow students to learn by doing practice. Learning by doing stirs various learning skills including curiosity. Thus, engaging learners in various hands-on activities motivate their curiosity to learn new skills and knowledge through their experiences fully. It is assumed that working in a hands-on way ‘learning by doing’ provides a more realistic and exciting experience of the content. Experimentation, manipulation of symbols and objects as well as students’ interaction to be among students’ hands-on activities which can support meaningfully the learning of experimental work. Respective activities vary on how they enhance learning. Therefore, learning of the content can be strengthened when a student experiences a learning activity as enjoyable, pleasant, stimulating, and important. Despite its importance in education, particularly experimental work classrooms, the research on development of students’ curiosity is somewhat limited. Much bodies of research about curiosity were done around the mid-19th century but was mostly on human psychology. Curiosity was strictly linked to biological drives, such as hunger and thirst. Learning to take place an organism must be motivated by being in a state of deprivation, such as being hungry or thirsty. Therefore, a good interpretation of human behaviour and learner curiosity is needed especially in a range of educational contexts. The discipline of science requires curiosity  that is an important part of school science programs that aim to develop scientifically literate students. In order for teachers to develop students’ scientific literacy through fostering curiosity, teachers need to use a variety of pedagogical approaches. It is generally accepted that teaching science is more than mere content delivery and that knowing the content, passing it on to the students does not automatically lead to students’ learning what the teacher intends. Teaching is more than a collection of activities that are rehearsed and worked through.

Using an innovative approach, we attempted to implement students’ science experimental techniques in an elementary classroom for promoting curiosity. The encouraging findings of our study and their implications are discussed in this research.

What was your discussion with your colleague/friend / senior teacher or supervisor regarding the problem?

Discussion with colleagues/friends/supervisor:

Since I began my teaching practice, I have been using as many creative tasks as possible, not only strictly to teach students. In my action research project, I am therefore going to explore Developing curiosity and responsibility through science experiments in 7th-grade students. I discussed with my

colleagues/friends/supervisor for a better understanding of the problem and alternate solutions. 

It seems that fostering student curiosity can have a direct impact on student engagement, interest, and assist students in driving their learning. High curiosity may improve individual’s memory for information they acquire, and they suggest “stimulating curiosity ahead of knowledge acquisition could enhance learning success. Curiosity influences academic achievement and curiosity with conscientiousness has as much of an impact on achievement as intelligence.

My supervisor defined curiosity as the desire for knowledge that motivates individuals to learn new ideas, eliminate information gaps and solve intellectual problems. Curiosity is a complex concept that can be decomposed into two distinct (though related) types, and among which there might be individual differences. Interest-type (I-type) curiosity, reflects a desire to acquire knowledge for purposes of intrinsic enjoyment and mastery-oriented learning. I-type curiosity is positive from an affective standpoint, as it is associated with positive anticipation of new knowledge and joy from knowledge acquisition and mastery. Deprivation-type (D-type) curiosity is conceptualized as an unsatisfied need state that results when individuals are bothered by lack of knowledge. D-type curiosity is intense and appetitive, and it motivates a desire to reduce knowledge gaps and obtain missing information. Given its appetitive intensity, D-type curiosity can induce sustained effort to acquire knowledge in the pursuit of knowledge acquisition. In this way, it is related to absorption  and the inability to let go of the pursuit of information until the state of knowledge deprivation is resolved. Although I-type and D-type forms of curiosity have traditionally been conceptualized as individual difference variables, curiosity can also be evoked situationally. Our interest centers on the arousal of curiosity evoked in a given situation. Curiosity is part of, or integral to, the activity in which one is engaged, such as when one is curious about the subject matter of a book, TV show, lecture, or some other ongoing activity involving one’s attention (i.e., integral curiosity. Such instances could reflect either I-type curiosity or D-type curiosity. To illustrate, when reading a book, one may be motivated to acquire general knowledge (I-type curiosity) or learn what ultimately happens to the main character in a novel (D-type curiosity). Our inquiry, however, focuses on curiosity-evoking events (e.g., a ringing cell phone) that are unrelated to, or incidental to, a coincident experiential activity (e.g., reading a book). Although situations that evoke incidental curiosity are exceedingly common, little is known about whether, how, and why incidental curiosity evoking events might impact enjoyment of positive and negative experiential activities. Answers to these questions are not obvious, particularly after considering extant theory and data. The discipline of science requires curiosity  that is an important part of school experimental programs that aim to develop scientifically literate students. In order for teachers to develop students’ scientific curiosity through experimental techniques, teachers need to use a variety of experimental approaches.

Curiosity is the inner drive for learning or ‘hunger for learning’ which is among the twenty-first century learning competencies. Students in their earliest stage ought to exhibit curiosity to stirrup knowledge acquisition and exploration, yet the development of curiosity in the context of education is considered to be unusual. This research assesses how experimental techniques develops and express curiosity in a hands-on learning environment.

What did you find about the problem in the existing literature (books/articles/websites)?

Literature Review

Teaching students should be focused on the way that they can develop and express their learning curiosity particularly in the learning of experimental psychology. Pluck and Johnson (2011) in ‘stimulating curiosity to enhance learning’ highlight that curiosity combined with the motivation to learn is more important than intelligence. According to Zion and Sadeh (2007), students’ curious mind fosters the learning of abstract and complex concepts. Oudeyer, et al. (2016) defines curiosity as a desire for active learning, spontaneous exploration, and find out. Borowske (2005) and Ostroff (2016) highlight the basic role of curiosity in learning is to encourage and create knowledge. Therefore, by considering the significant role of curiosity in learning, the development of students’ curiosity should be among the major focuses of teaching and learning process.

Chemistry, organic, inorganic, and physical would be more difficult to deliver if the application and real-life context are less obvious. According to Hirça (2013) and Holstermann, Grube, and Bögeholz (2010), students learn science when they directly experience the method and the process of inquiry. Hirça (2013) pointed out that students can learn better when they measure, touch, feel, make charts, manipulate, draw, and record data. These are among the important aspects of learning instruction known as hands-on activities. Hirça (2013) highlights Further that an impactful learning environment ought to allow students to learn by doing practice. Moreover, this in line with John Dewey in (Sikandar, 2016) who highlighted that learning by doing stirs various learning skills including curiosity. Thus, engaging learners in various hands-on activities motivate their curiosity to learn new skills and knowledge through their experiences fully.

Besides, scholars (Jirout & Klahr, 2012; Kashdan et al., 2004; Lamnina & Chase, 2019; J. Litman, 2005), identified different kinds of curiosity namely; openness to experience, epistemic curiosity, need for cognition, perceptual curiosity, typical intelligence engagement. However, only epistemic and perceptual curiosities are discussed regarding the focus and context of this research. According to Von Stumm and colleagues, epistemic curiosity is referred to as, the individual difference in seeking out for engagement and acquires knowledge (Von Stumm et al., 2011); whereas perceptual curiosity is induced by visual, auditory, and physical stimulation towards experience and feel (Pluck & Johnson, 2011; Von Stumm et al., 2011). Hence, to satisfy curiosity, the inquiry should involve activities and skills but should focus on the active search for knowledge and understanding of unusual elements in the environment.

It is assumed that working in a hands-on way ‘learning by doing’ provides a more realistic and exciting experience of the content. Holstermann et al. (2010) identify experimentation, manipulation of symbols and objects as well as students’ interaction to be among students’ hands-on activities which can support meaningfully the learning of chemistry. They further indicated that the respective activities vary on how they enhance learning. Therefore, learning of the content can be strengthened when a student experiences a learning activity as enjoyable, pleasant, stimulating, and important.

Despite its importance in education, particularly chemistry classrooms, the research on development of students’ curiosity is somewhat limited. Much bodies of research about curiosity were done around the mid-19th century but was mostly on human psychology. Curiosity was strictly linked to biological drives, such as hunger and thirst (Pluck & Johnson, 2011). According to Pluck and Johnson (2011), for learning to take place an organism must be motivated by being in a state of deprivation, such as being hungry or thirsty. Therefore, a good interpretation of human behaviour and learner curiosity is needed especially in a range of educational contexts.

However, the Government of Tanzania has shown a serious commitment to achieving Education for All (EFA) through its poverty reduction strategy which led to the introduction of Secondary Education Development Programmes (SEDP I of 2006 and SEDP II of 2010). The Ministry of Education and Vocation Training through SEDPs had four thematic areas outlined in its Education Strategic Plan (ESP) in achieving the MDGs (MOEVT, 2010). These areas include the provision of quality education, enrolment expansion and access, equity, and efficiency in the management of secondary schools. These areas are also stipulated in the Education and Training Policy (ETP) of 2014 (URT, 2014). Also, the Sustainable Development Goals of 2015 specifically SDG4 emphasize the provision of quality education. Not only that but most of the interventions, projects, and different programs are implemented to improve the quality of education (Galabawa, 2008) especially the provision of quality science education.

Despite these efforts of the government, Galabawa argues that still there is a long journey to achieve quality education in community secondary schools. A report by Hakielimu (2017) has shown that there is an enormous gap that prevails between the number of students graduating from Community schools and those among them who can master a minimum set of cognitive skills. Machumu (2011) argued that community secondary schools have mainly been facing challenges due to the acute shortage of qualified teachers, poor school infrastructures, and inadequate teaching and learning materials. These are some of the motives which draw the attention of research, especially in community secondary schools.

What were the major variables/construct of your project? Give definitions/descriptions from literature.

Key Terms in the Project/Major variables:

A word that serves as a key, as to the meaning of another word, a sentence, passage, or the like. The key concept is usually the main idea in the essay question. To provide the readers a better understanding of the frequently used terms in the study, the following terms are defined operationally:

Curiosity:

Curiosity is a wonder of the human mind. It goes to the heart of modernity, as a driving force for learning, novel insights, and innovation, both for individuals and communities. In societies dependent on science and development, finding out what promotes or hampers curiosity and wonder in school curricula and science education is accordingly essential.

Teacher Role

Teachers have to value emotional bonds with students and educate students as emotional and social beings. The role of a teacher in the school is a vital one in promoting sense of curiosity others in students. In fact teaching requires high level of Emotional Intelligence.

Questioning

Asking questions is central to intellectual effort; it is instrumental in bridging the gap between the known and the unknown. Questioning existed even before the time of Greek philosopher Socrates and still prevails in classrooms. Questioning is a major teaching and learning strategy for teachers in Pakistan. Questioning is as old as speech, and the use of questioning as a teaching strategy is at least as old as the classroom.

Motivation:

Motivation is the word derived from the word ‘motive’ which means needs, desires, wants or drives within the individuals. It is the process of stimulating people to actions to accomplish the goals. In the work goal context the psychological factors stimulating the people’s behavior can be – desire for money & Success.

What did you want to achieve in this research project?

Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems. The main objective of this research was to Develop curiosity and responsibility through science experiments in 7th-grade students.

Purpose of the study

The purposes of this study were:

  • To investigate parents’ roles in the development of curiosity skills among their students.
  • To explore teachers’ roles in the development of curiosity skills among their students.
  • To identify the level of curiosity among school students.
  • To identify students academic achievement among school students through curiosity.

Critical Question:

Curiosity in education is a very broad topic, and many questions could have been asked of teachers and students to gather information for this study. The researcher narrowed down the topic by focusing on teachers and students’ motivation, grades, attendance, and attitude. As a result, this study considered the following research questions:

  • Curiosity has an essential function in the academic performance of students and their construction of the concepts r u agree?
  • Is there a significant difference in curiosity according to their gender?
  • Curiosity influences the students learning and academic achievement r u agree?
  • Does students learn more when parents are actively involved in learning activities?
  • Do increases in parent responsiveness behaviours result in increases in young children’s curiosity?
  • Is parental responsiveness equally effective, or does its effectiveness vary for children with varying characteristics (e.g., socio-economic status, ethnicity, biological risk factors)?

Who were the participants in your project?

In order to understand the complexities of validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for a more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in elementary (7th) level of School Name….. However, in this questionnaire, forty (40) children, taking a related course, were selected in a School Name located in the district Name as a sample while considering the research control and validity of this study. This sample included children of the two major mediums (English Medium and Urdu Medium). These participants might generally represent the children in the elementary (7th) level. The peer curiosity was developed on the basis of a series of research regarding written skills identification and improvement for elementary (7th) children. This curriculum purported to explain the following topic. Developing curiosity and responsibility through science experiments in 7th-grade students.  

How did you try to solve the problem?

Action Research 

Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. Classroom action research was separated into two cycles; they were cycle I and cycle II and each cycle contained of four interrelated activities, specifically: Planning, Action, Observation and Reflection. It was crucial to reminder that early reflection was normally used in a classroom action study. Plan is prospective to action, action is deliberate and controlled, observation is responsive, reflection is evaluation to make it apparent, and the design of present classroom action study would be described as follows. In the present study, I collected data based on following steps.

Method of the Study:

The methodology of this research was comprised on an action research to found out and solve the problem. The social phenomenon under scrutiny was the Developing curiosity and responsibility through science experiments in 7th grade students  and learning achievement. I used, interviews, field notes and observations to collect the data needed to provide the information and insight necessary to answer my research requirements.

Population:

The entire group from which a sample is chosen is known as the population.  All the students of grade 7th who were enrolled in School Name , was population of my study. It was quite convenient for me, being a resident to accumulate quality data from the chosen city and school.

Sample:

Sample is smaller representation of large whole. Generally, it consists of some of the observations that represent the whole population. I sampled grade 7th students enrolled in School Name for this study.

Sample Size:

The numbers of observation included in a sample is called size of sample. I selected 40 students of grade 7th for action research-based study.  

Research instrument:

Interview schedule is referred to formal meeting between the respondent and the interviewer. In this technique a number of questions were designed according to the requirement and relevancy of researcher being conducted. I prepared questionnaire to attain study objectives.

 Collection of Data:

The term an interview is often used interchangeably with survey. It is common and easy method of data collection in action research. I collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. I used Quantitative method to get important and meticulous information through questionnaire consisting only close ended questions relative to my research objectives.  

What kind of instrument was used to collect the data? How was the instrument developed?

Data Collection:

Data collection is the process of gathering and measuring information on targeted variables in an established system, which then enables one to answer relevant questions and evaluate outcomes to answer the research problem. In this Action Research, I kept all ethical consideration in mind. I also discussed the plan with the students and also took permission from the management and students before initiating the action cycle. I used following instruments for data collection.

Research Instruments:

Research instruments are a way of gathering data concerning the research focus. Gathering data using different research instruments is in fact creating different ways to study the social event being researched.

Questions:

I developed the question to obtain data on children’s patience  through engaging them at grade 7th. Questionnaires are a convenient way of collecting data from a large number of individuals.

Rating Scale:

A rating scale is a tool used for assessing the performance of tasks, skill levels, procedures, processes, qualities, quantities, or end products, such as reports, drawings, and computer programs. These are judged at a defined level within a stated range. I also develop a rating scale to judge students’ performance.  

Case Study:

A case study is usually an in-depth description of a process, experience, or structure at a single institution.  In order to answer a combination of ‘what’ and ‘why’ questions, case studies generally involve a mix of quantitative (i.e., surveys, usage statistics, etc.) and qualitative (i.e., interviews, focus groups, extant document analysis, etc.) data collection techniques.  I analyze quantitative data first and then use qualitative strategies to look deeper into the meaning of the trends identified in the numerical data.

Checklists:

Checklists structure a person’s observation or evaluation of a performance or artifact. They can be simple lists of criteria that can be marked as present or absent, or can provide space for observer comments. These tools can provide consistency over time or between observers. Checklists can be used for evaluating databases, virtual IM service, the use of library space, or for structuring peer observations of instruction sessions. I also used checklists for effective data collection.

Interviews:

I prompt the interviewee for detail information regarding my study themes. My role as researcher was to pose the questions and I used the responses of the students to prompt them for more detail if I thought it necessary. On several occasions, the interviewees’ responses led to discussions not pertinent to the research and I had to focus their thoughts on the topic.  In the course of these discussions, their understanding of the topic was revealed. The complete interview was audio recorded and the recorder was placed in such a way that everybody could see it.

Students Portfolio:

Portfolios can be a physical collection of student work that includes materials. I check students portfolio such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of learning progress and academic accomplishment, including awards and honours.

Field Notes:

Field experiences support candidates to better understand and apply the themes through their work with students. To understand in simple words field notes are draft/rough notes taken while sitting in a class. So based on these field notes I was prepared my final observation.  I also took field notes.

What were the findings and conclusion?

Findings and Discussions

I prompt the interview for detailed information regarding my study themes. My role as a researcher was to pose the questions and I used the responses of the students to prompt them for more detail if I thought it necessary. On several occasions, the interviewees’ responses led to discussions not pertinent to the research and I had to focus their thoughts on the topic.  In the course of these discussions, their understanding of the topic was revealed. The complete interview was audio recorded and the recorder was placed in such a way that everybody could see it.

Curiosity  in education is a very broad topic, and many questions could have been asked of teachers and students to gather information for this study. The researcher narrowed down the topic by focusing on teachers and students’ motivation, grades, attendance, and attitude. As a result, this study considered the following research statements:

“Curiosity has an essential function in the academic performance of students” “ Curiosity according to their gender” “ Curiosity influences the students learning and academic achievements” “Students learning and parents involvement in learning activities” “Parent responsiveness behaviours result in increases in young children’s curiosity” “parental responsiveness equally effective for children”

Major Findings:

The 1st statement was that “ Curiosity has an essential function in the academic performance of students” according to 1st statement the 65% of the students admitted that The Curiosity has an essential function in the academic performance of students and their construction of the concepts about life issues solving.

2nd statement was that  “Curiosity according to their gender” in 2nd statement more than half 55% of the students admitted that there is a significant difference in students’ Curiosity  according to their gender.

3rd statement was that “Curiosity influences the students learning and academic achievements” this statement shows that 50% of the students admitted that self-patience the students learning and academic achievement.

According to 4th statement more than half 55% of the students admitted that  students learn more when parents are actively involved in learning activities with students.

In 5th student 60% students admitted that increases in parent responsiveness behaviours result in increases in young children’s Curiosity and academic achievements.

In last statement 55% students admitted that parental responsiveness  effectiveness vary for children with varying characteristics (e.g., socio-economic status, ethnicity, biological risk factors).

Conclusion:

Deep curiosity is an essential factor as a driving force for societal and scientific growth, and to maintain its development and wellbeing throughout childhood in science education is an urgent task. In preschool, curiosity should be nourished by means of maximums, which encourages children to inquire and wonder. A benefit of this method is friendship with the natural surroundings, which in turn constitutes the foundation for acquiring facts at school. In property, on the other hand, curiosity should come into focus, by means of learning about the diversity of the world, based on facts and terms. Finally, emotive friendships and a basis of facts and clear-cut knowledge are the suitable substrates for the deep epistemic curiosity and personal understanding of science, which should dominate during the years of adolescence and high school age.  The child is then equipped with established terms and concepts and an inquiring mind, ready to begin a bold search for new insights and truths, which constitutes the foundation for any science. The progress from maximums to fact-based knowledge and to science demonstrates a possible pathway to maintain the joy of learning and deep curiosity throughout an entire life span. Maximums creates friends. Knowledge creates confidence. Science creates doubt. Although science rests on facts, it is permanently doubting its own findings and models. Thus, science education must have the personal journey of discovery as goal. This is what Richard Dawkins had in mind when stating that Science is the poetry of reality. The quote captures what must be at the core of any science education. It reflects the experience of the independent and mature self, where curiosity is not merely a pale memory from a lost childhood, but the impetus for reflection, science and knowledge in the intellect of the adult.

Summary of the Project

Curiosity is the inner drive for learning or ‘hunger for learning’ which is among the twenty-first-century learning competencies. Students in their earliest stage ought to exhibit curiosity to stir up knowledge acquisition and exploration, yet the development of curiosity in the context of education is considered to be unusual. This research assesses how science experimental techniques develop and express the curiosity of students in a hands-on learning environment. A sample of 40 senior students from elementary schools in school Name was involved in this study. Besides, the study examined how science experimental techniques can be incorporated as a pedagogical practice to foster students’ curiosity. The study employed a convergent mixed method design in form following a pragmatic stance. We used lesson observations, interviews, and Focus Group Discussions (FGDs) to gather qualitative data while quantitative data were obtained through the Students’ Self-Reporting Questionnaire (SSRQ) and Teacher Rating Scale (TRS). It was revealed that experimental work activities can successfully be used when teachers share success criteria and learning intentions of a particular lesson. The overall results showed a significant increase in students’ curiosity due to the implementation of science experimental techniques activities as an instructional strategy. In this perspective, we advocate for science experimental activities to be used frequently in class lesson sessions and more studies should be done further on students’ curiosity in the field of education.

The objective of this study

The main objective of this research was to Develop curiosity by using science experimental techniques among grade 7th students.

Purpose of the study

The purposes of this study were:

  • To investigate parents’ roles in the development of curiosity skills among their students.
  • To explore teachers’ roles in the development of curiosity skills among their students.
  • To identify the level of curiosity among school students.
  • To identify students’ academic achievement among school students through curiosity.

Process of Data collection:

I used action research method for existing research. Observation, focus group interviews, questionnaires and field notes by me to collect the data. The interviews used in this study were semi-structured. I conducted direct interview of students during their free time. I also used mobile phone for recording data. The head teacher introduced me to the class teacher. I assured that the study is the sole purpose of writing a research project and that the data collected would be treated with utmost. The Statistical Package for Social Scientists (IBM SPSS Statistics 20) program was used for data screening, data transformations and analysis. Study identified a significant, causal, and reciprocal relationship between classroom effective environment and students learning.

Findings:

This study has combined the study of literature with a statistical test for designing construction of curiosity through  science experimental techniques measurement. It is not an easy thing to do both simultaneously. There are many weaknesses in this study that should be corrected in further research to develop this measurement.

The purpose of our seven week research study was to promote students’ curiosity through experimental techniques in a elementary science classroom. The results are encouraging, and we plan to pursue this practice in our classroom teaching. Through this research, we intend to share our findings with other practitioners in the hope that they may look for opportunities in their classroom teaching to tap students’ curiosity and encourage them to “co­construct their learning”. This could provide readers with the opportunity to adapt some activities keeping in mind the facilitating factors and challenges or to take this research further, fill in the gaps or enrich it.

We began by considering the then prevalent teaching/learning practices in the classroom. We wanted to minimize imposing anything alien on the students. This is evidenced in the sequence of activities administered in the classroom, from using a picture to using Suchman Inquiry to storytelling. Action research helped us to plan, teach, reflect and adapt innovative activities according to the level of development of the students’ questioning skills. We used a variety of low­ and no cost, hands-on, minds on activities at an appropriate level of difficulty. Gradually, children were given the freedom not only to ask questions but also to look for the answers to those questions. The class­ room dynamics shifted from “power asymmetry” to students taking control of their learning. This was enjoyable for the students.

How do you feel about this practice? What have you learned?

Earlier I was a bit confused when I went to area for research. I was hesitated to start my work in the area but when I arranged meeting with parents then suddenly this hesitation went away. The staff of the area told me that we will help you and guide you whenever you need. After meeting with parents and their positive response I was satisfied and ready to do it. After this practice I feel that it was great experience of my life because I experienced a lot of new things. I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks. I m feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too. I also learnt how to write effectively and accurately I have improved my English grimmer. My vocabulary has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other. The first step is always awareness, because once we have awareness we can start to do something about it. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect. Since mindfulness is about being present in the moment and noticing all the sensations and emotions in your mind and life, one thing you can do is ask yourself where in your mind you feel your emotions. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.

What has it added to your professional skills as a teacher?

Action research is a form of research that is authentic and meaningful to the teacher/researcher because it is conducted by the teacher in his/her own classroom space. Action research helps me to pick up threads suggested in academic circles, and weave them in my own classroom. Action research allows me to take ownership over my teaching and occurs when teacher researchers contemplate a classroom or instructional issue, design a study, execute the study, track data and results, and reflect. The action research progression is interactive; it is not a passive process, as teacher-researchers are active constructors of knowledge. This action research helped me to maintain classroom management through effective discipline practices for effective writing skills. I learnt that curiosity of  students effects academic performance or academic achievements. From this practice I’m able to assess the problem in my class. Now I can identify, process and solve the problem through scientific way which results better than previous which was beating about bush. As teachers construct new knowledge while linking prior knowledge, learning occurs. This research provides me with data from my own experiences and my own students. This is the meaningful evidence that I need to be able to tell other stories. I strongly believed that there is no better way to communicate your story than to stand up in front of my peers and share the journey of action research. This study added my professional skills as trainee teacher that sharing useful strategies with students and provide them examples enhance their English writing skills. I will give assignments to students that offer appropriate practice with feedback. Writing is a complex skill which most students actually need in order to successfully go through school. Because everything is based on writing during academic years, a student who possesses good writing skills will automatically do better at everything, including exams, essays, assignments, and so on. I’m talking about general and specific tips and tricks on how to approach a specific type of essay. For example, you can emphasize the importance of creating clear and concise outlines before they start writing. As a teacher, my role is to help each and every student improve themselves, acquire new skills, and become a better individual by the end of their time spent in school. Even though one cannot improve their skills without working hard and having a desire to make progress, a teacher can definitely get involved and make huge differences concerning this matter. I followed these tips, for improvements in my student’s mind-set to curiosity of students for effective learning.

List the works you cited in your project.

  • Abell, S. K., and M. Roth. “Constructing Science Teaching in the Elementary School: The Socialization of a Science Enthusiast Student Teacher.” Journal of Research in Science Education 31, no. 1 (1994): 77–90.
  • Barnes, D. “Oral Language and Learning.” In Perspectives on Talk and Learning, edited by S. Hynds and D. L. Rubin, 41–54. Urbana, Ill.: National Council of Teachers of English, 1990.
  • Biddulph, F., and M. Carr. “Developments in Primary Science: A New Zealand Perspective.” Evaluation and Research in Education 6, no. 2 (1992): 191–98.
  • Biddulph, F., D. Symington and R. Osborne. “The Place of Children’s Questions in Primary Science Education.” Research in Science & Technological Education 4, no. 1 (1986): 77–88.
  • Borko, H., and R. Putnam. “Expanding a Teacher’s Knowledge Base: A Cognitive Psychological Perspective on Professional Development.” In Professional Development in Education: New Paradigms and Practices, edited by T. R. Guskey and M. Huberman, 35–65. New York: Teachers College Press, 1995.
  • Brain, M. “Students Are People.” Emphasis on Teaching [online]. Available at bygpub.com/eot/ eot9.htm. 1998.
  • Carr, W., and S. Kemmis. Becoming Critical: Education, Knowledge and Action Research. London: Falmer, 1986.
  • Davis, B. G. Tools for Teaching. San Francisco: Jossey­Bass, 1993.
  • Derry, N., and J. Ploughman. “Helping Students Understand Their Own Learning Through the Use of Log Books in Science.” Science Education International 8, no. 2 (1997): 15–20.
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AIOU Solved Project Binomial Distribution

AIOU Solved Project Binomial Distribution
AIOU Solved Project Binomial Distribution

AIOU Solved Project Binomial Distribution

ACKNOWLEDGEMENTS

This postulation is devoted to Allah, my Creator and my Master, and envoy, Mohammed (May Allah favor and give him), who showed us the motivation behind life. My country Pakistan, the hottest womb; Allama Iqbal Open University, Islamabad; my second wonderful home; My awesome guardians, who never quit giving of themselves in incalculable ways, My dearest friend, who drives me through the valley of dimness with the light of trust and support, My cherished siblings and sisters; especially my dearest sibling, who remains by me when things look disheartening, My beloved Parents: whom I can’t compel myself to quit loving. All the general population in my life who touch my heart, I commit to this research.

ABSTRACT

The language of statistics identifies numerical data of two types: Continuous data and Categorical data. Continuous data describes the quantity measured on a scale. Eg. Comparison of apical debris extrusion with rotary vs. reciprocating file motion. This is measured in micro-gram of debris extruded from the root apex. On the other hand, categorical data speaks about the quality of the data and is expressed in proportions or percentage. Eg. Prevalence of white spot lesion (WSL) in patients undergoing fixed orthodontic therapy. This information is expressed in percentage of patients having WSL. The representation of data is inclusive of two parameters:

  1. The measure of central tendency and the measure if dispersion.
  2. The measure of central tendency is direction towards the central most value of the data set as given by the mean or median.
  3. The measure of dispersion includes standard deviation (SD), standard error and confidence interval.
  4. Sample size has a significant effect on sample distribution.
  5. It is often observed that small sample size results in non-binomial distribution. This is a result of inadequate estimation of the dispersion of the data, and the frequency distribution does not result in a binomial curve.

To understand the effect of sample size on distribution, let us consider the following research question. What is the shear bond strength of self-etch adhesive to dentin?

Introduction

The binomial distribution is a probability distribution that summarizes the likelihood that a value will take one of two independent values under a given set of parameters or assumptions. The underlying assumptions of the binomial distribution are that there is only one outcome for each trial, that each trial has the same probability of success, and that each trial is mutually exclusive, or independent of each other.

  • The binomial distribution is a probability distribution that summarizes the likelihood that a value will take one of two independent values under a given set of parameters or assumptions.
  • The underlying assumptions of the binomial distribution are that there is only one outcome for each trial, that each trial has the same probability of success, and that each trial is mutually exclusive or independent of each other.
  • The binomial distribution is a common discrete distribution used in statistics, as opposed to a continuous distribution, such as the normal distribution.

Understanding Binomial Distribution

The binomial distribution is a common discrete distribution used in statistics, as opposed to a continuous distribution, such as the normal distribution. This is because the binomial distribution only counts two states, typically represented as 1 (for a success) or 0 (for a failure) given a number of trials in the data. The binomial distribution, therefore, represents the probability for x successes in n trials, given a success probability p for each trial.

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Binomial distribution summarizes the number of trials, or observations when each trial has the same probability of attaining one particular value. The binomial distribution determines the probability of observing a specified number of successful outcomes in a specified number of trials.

The binomial distribution is often used in social science statistics as a building block for models for dichotomous outcome variables, like whether a Republican or Democrat will win an upcoming election or whether an individual will die within a specified period of time, etc.

Analyzing Binomial Distribution

The expected value, or mean, of a binomial distribution, is calculated by multiplying the number of trials by the probability of successes. For example, the expected value of the number of heads in 100 trials of head and tales is 50, or (100 * 0.5). Another common example of the binomial distribution is by estimating the chances of success for a free-throw shooter in basketball where 1 = a basket is made and 0 = a miss.

The mean of the binomial distribution is np, and the variance of the binomial distribution is np (1 − p). When p = 0.5, the distribution is symmetric around the mean. When p > 0.5, the distribution is skewed to the left. When p < 0.5, the distribution is skewed to the right.

The binomial distribution is the sum of a series of multiple independent and identically distributed Bernoulli trials. In a Bernoulli trial, the experiment is said to be random and can only have two possible outcomes: success or failure.

For example, flipping a coin is considered to be a Bernoulli trial; each trial can only take one of two values (heads or tails), each success has the same probability (the probability of flipping a head is 0.5), and the results of one trial do not influence the results of another. The Bernoulli distribution is a special case of the binomial distribution where the number of trials n = 1.

Example of Binomial Distribution

The binomial distribution is calculated by multiplying the probability of success raised to the power of the number of successes and the probability of failure raised to the power of the difference between the number of successes and the number of trials. Then, multiply the product by the combination between the number of trials and the number of successes.

For example, assume that a casino created a new game in which participants are able to place bets on the number of heads or tails in a specified number of coin flips. Assume a participant wants to place a $10 bet that there will be exactly six heads in 20 coin flips. The participant wants to calculate the probability of this occurring, and therefore, they use the calculation for the binomial distribution.

The probability was calculated as: (20! / (6! * (20 – 6))) * (0.50)^(6) * (1 – 0.50) ^ (20 – 6). Consequently, the probability of exactly six heads occurring in 20 coin flips is 0.037, or 3.7%. The expected value was 10 heads in this case, so the participant made a poor bet.

binomial experiment is a statistical experiment that has the following properties:

  • The experiment consists of n repeated trials.
  • Each trial can result in just two possible outcomes. We call one of these outcomes a success and the other, a failure.
  • The probability of success, denoted by P, is the same on every trial.
  • The trials are independent; that is, the outcome on one trial does not affect the outcome on other trials.

Consider the following statistical experiment. You flip a coin 2 times and count the number of times the coin lands on heads. This is a binomial experiment because:

  • The experiment consists of repeated trials. We flip a coin 2 times.
  • Each trial can result in just two possible outcomes – heads or tails.
  • The probability of success is constant – 0.5 on every trial.
  • The trials are independent; that is, getting heads on one trial does not affect whether we get heads on other trials.

Notation

The following notation is helpful, when we talk about binomial probability.

  • x: The number of successes that result from the binomial experiment.
  • n: The number of trials in the binomial experiment.
  • P: The probability of success on an individual trial.
  • Q: The probability of failure on an individual trial. (This is equal to 1 – P.)
  • n!: The factorial of n (also known as n factorial).
  • b(x; n, P): Binomial probability – the probability that an n-trial binomial experiment results in exactly x successes, when the probability of success on an individual trial is P.
  • nCr: The number of combinations of n things, taken r at a time.

Binomial Distribution

binomial random variable is the number of successes x in n repeated trials of a binomial experiment. The probability distribution of a binomial random variable is called a binomial distribution.

Suppose we flip a coin two times and count the number of heads (successes). The binomial random variable is the number of heads, which can take on values of 0, 1, or 2. The binomial distribution is presented below.

Number of heads Probability
0 0.25
1 0.50
2 0.25

The binomial distribution has the following properties:

  • The mean of the distribution (μx) is equal to n * P .
  • The variance (σ2x) is n * P * ( 1 – P ).
  • The standard deviation (σx) is sqrt[ n * P * ( 1 – P ) ].

The binomial probability refers to the probability that a binomial experiment results in exactly x successes. For example, in the above table, we see that the binomial probability of getting exactly one head in two coin flips is 0.50.

Given x, n, and P, we can compute the binomial probability based on the binomial formula:

Binomial Formula. Suppose a binomial experiment consists of n trials and results in x successes. If the probability of success on an individual trial is P, then the binomial probability is:

b(x; n, P) = nCx * Px * (1 – P)n – x

or
b(x; n, P) = { n! / [ x! (n – x)! ] } * Px * (1 – P)n – x

Cumulative Binomial Probability

cumulative binomial probability refers to the probability that the binomial random variable falls within a specified range (e.g., is greater than or equal to a stated lower limit and less than or equal to a stated upper limit).

For example, we might be interested in the cumulative binomial probability of obtaining 45 or fewer heads in 100 tosses of a coin (see Example 1 below). This would be the sum of all these individual binomial probabilities.

b(x < 45; 100, 0.5) = b(x = 0; 100, 0.5) + b(x = 1; 100, 0.5) + … + b(x = 44; 100, 0.5) + b(x = 45; 100, 0.5)

Practical study

The binomial distribution is the most common type of distribution assumed in technical stock market analysis and in other types of statistical analyses. The standard binomial distribution has two parameters: the mean and the standard deviation. For a binomial distribution, 68% of the observations are within +/- one standard deviation of the mean, 95% are within +/- two standard deviations, and 99.7% are within +- three standard deviations.

This theory states that averages calculated from independent, identically distributed random variables have approximately binomial distributions, regardless of the type of distribution from which the variables are sampled (provided it has finite variance). Binomial distribution is sometimes confused with symmetrical distribution. Symmetrical distribution is one where a dividing line produces two mirror images, but the actual data could be two humps or a series of hills in addition to the bell curve that indicates a binomial distribution. Real life data rarely, if ever, follow a perfect binomial distribution. The skewness and kurtosis coefficients measure how different a given distribution is from a binomial distribution. The skewness measures the symmetry of a distribution. The binomial distribution is symmetric and has a skewness of zero. If the distribution of a data set has a skewness less than zero, or negative skewness, then the left tail of the distribution is longer than the right tail; positive skewness implies that the right tail of the distribution is longer than the left.

The kurtosis statistic measures the thickness of the tail ends of a distribution in relation to the tails of the binomial distribution. Distributions with large kurtosis exhibit tail data exceeding the tails of the binomial distribution (e.g., five or more standard deviations from the mean). Distributions with low kurtosis exhibit tail data that is generally less extreme than the tails of the binomial distribution. The binomial distribution has a kurtosis of three, which indicates the distribution has neither fat nor thin tails. Therefore, if an observed distribution has a kurtosis greater than three, the distribution is said to have heavy tails when compared to the binomial distribution. If the distribution has a kurtosis of less than three, it is said to have thin tails when compared to the binomial distribution.

The assumption of a binomial distribution is applied to asset prices as well as price action. Traders may plot price points over time to fit recent price action into a binomial distribution. The further price action moves from the mean, in this case, the more likelihood that an asset is being over or undervalued. Traders can use the standard deviations to suggest potential trades. This type of trading is generally done on very short time frames as larger timescales make it much harder to pick entry and exit points.

Similarly, many statistical theories attempt to model asset prices under the assumption that they follow a binomial distribution. In reality, price distributions tend to have fat tails and, therefore, have kurtosis greater than three. Such assets have had price movements greater than three standard deviations beyond the mean more often than would be expected under the assumption of a binomial distribution. Even if an asset has went through a long period where it fits a binomial distribution, there is no guarantee that the past performance truly informs the future prospects.

The binomial distribution is widely used. Part of the appeal is that it is well behaved and mathematically tractable. However, the central limit theorem provides a theoretical basis for why it has wide applicability.

The central limit theorem basically states that as the sample size (N) becomes large, the following occur:

  1. The sampling distribution of the mean becomes approximately binomial regardless of the distribution of the original variable.
  2. The sampling distribution of the mean is centered at the population mean, μ, of the original variable. In addition, the standard deviation of the sampling distribution of the mean approaches σ/N−−√.

What is the probability that the world series will last 4 games? 5 games? 6 games? 7 games? Assume that the teams are evenly matched.

Solution: This is a very tricky application of the binomial distribution. If you can follow the logic of this solution, you have a good understanding of the material covered in the tutorial, to this point.

In the world series, there are two baseball teams. The series ends when the winning team wins 4 games. Therefore, we define a success as a win by the team that ultimately becomes the world series champion.

For the purpose of this analysis, we assume that the teams are evenly matched. Therefore, the probability that a particular team wins a particular game is 0.5.

Let’s look first at the simplest case. What is the probability that the series lasts only 4 games. This can occur if one team wins the first 4 games. The probability of the National League team winning 4 games in a row is:

b(4; 4, 0.5) = 4C4 * (0.5)4 * (0.5)0 = 0.0625

Similarly, when we compute the probability of the American League team winning 4 games in a row, we find that it is also 0.0625. Therefore, probability that the series ends in four games would be 0.0625 + 0.0625 = 0.125; since the series would end if either the American or National League team won 4 games in a row.

Now let’s tackle the question of finding probability that the world series ends in 5 games. The trick in finding this solution is to recognize that the series can only end in 5 games, if one team has won 3 out of the first 4 games. So let’s first find the probability that the American League team wins exactly 3 of the first 4 games.

b(3; 4, 0.5) = 4C3 * (0.5)3 * (0.5)1 = 0.25

Okay, here comes some more tricky stuff, so listen up. Given that the American League team has won 3 of the first 4 games, the American League team has a 50/50 chance of winning the fifth game to end the series. Therefore, the probability of the American League team winning the series in 5 games is 0.25 * 0.50 = 0.125. Since the National League team could also win the series in 5 games, the probability that the series ends in 5 games would be 0.125 + 0.125 = 0.25.

The rest of the problem would be solved in the same way. You should find that the probability of the series ending in 6 games is 0.3125; and the probability of the series ending in 7 games is also 0.3125.

SWOT analysis

Strengths and Weaknesses The internal environment – the situation inside the company or organization For example:   relating to products, pricing, costs, profitability, performance, quality, people, skills, adaptability, brands, services, reputation, processes, infrastructure, etc. Factors tend to be in the present
Opportunities and Threats The external environment – the situation outside the company or organization For example: factors relating to markets, sectors, audience, fashion, seasonality, trends, competition, economics, politics, society, culture, technology, environmental, media, law, etc. Factors tend to be in the future

Conclusion

So far, we’ve been talking about the binomial curve as if it is a static thing. However, it might be more accurate to talk of binomial curves, plural, as the curve can broaden or narrow, depending on the variance of the random variable. No matter the shape of the curve, however, three things will always be true:

  a binomial curve is always symmetrical about the mean

  a binomial curve is always thicker and fatter in the middle, and tapers at its tails

  the area under a binomial curve will add to 100%.

Now that we know what is common to all binomial curves, let’s explore what causes them to broaden or narrow. Generally, if a variable has a higher variance (that is, if a wider spread of values is possible), then the curve will be broader and shorter. However, if the variance is small (where most values occur very close to the mean), the curve will be narrow and tall in the middle. Check out the following graphic for a visual.

The binomial distribution, or bell curve, is broad and dense in the middle, with shallow, tapering tails. Often, a random variable that tends to clump around a central mean and exhibits few extreme values (such as heights and weights) is binomially distributed. Because of the sheer number of variables in nature that exhibit binomial behavior, the binomial distribution is a commonly used distribution in inferential statistics.

  1. The parameters of binomial distribution are mean and SD.
  2. Distribution is a function of SD.
  3. Sample size plays a role in binomial
  4. Skewed distribution can also be representative if the population under study.
  5. Binomial distribution of data can be ascertained by certain statistical tests.

Recommendations

Binomial distribution is not the only “ideal” distribution that is to be achieved. Data that do not follow a binomial distribution are called non-binomial data. In certain cases, binomial distribution is not possible especially when large samples size is not possible. In other cases, the distribution can be skewed to the left or right depending on the parameter measure. This is also a type of non-binomial data that follows Poisson’s distribution independent of the sample size. For example, any data on DMFS would often have skewed distribution to the left. This happens due to the nature of the data set. The best DMFS score is 0 and in a population of school children, the mean DMFS value would be closer to 0 and taper gradually towards the right. This kind of skewed data is also a true representative of the population.

References

  1. Krithikadatta J, Valarmathi S. Research Methodology in dentistry: Part II The relevance of statistics in research. J Conserv Dent 2012;15:206-213.
  2. Altman D, Bland M. The binomial distribution. BMJ 1995;1995:298.
  3. Razali, Nornadiah; Wah, Yap Bee. Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling tests. Journal of Statistical Modeling and Analytics 2011;2:21-33.