Home AIOU Solved Projects Children Motivation Through Indoor Activities During COVID-19

Children Motivation Through Indoor Activities During COVID-19

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

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Topic

Theme

Managing Children At Home

Sub Theme

Motivating Children

The overall background of the participants of the project

Background

Name of the Home (Mehar House)

(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 home is situated)

Mehar House:

Mehar House was located in More Eminabad, tehsil Gujranwala and district Gujranwala. Its address was More Eminabad in the UC (south). The medium of instruction of this home who deal with students during covid-19 was Urdu. There were 5 teachers and 100 students in the home. Home building was looking very good. There were more than 15 rooms and staff rooms. Playground, washroom, parking, clean drinking water electricity and other basic facilities were available for the students.

This action research project titled “Children Motivation Through Indoor Activities During COVID-19.” At Mehar House.

Demographic details of participants: For the present research 30 participants were selected form the home, their ages were between 14-16 years. I selected students grade 10th. Among 30 students, there were 15 girls and 15 boys thus they make the total of 30 students as a sample for the present research.

Socio-economic condition of participants: The socio-economic status was on the level of satisfaction. Students participating in this research belong to a category whose socio-economic conditions was good. Such families have enough means to manage the expenses of their children study. The participants belong to middle class families and high class families have rich sources for leaning. Thus, they very much rely on home teachers and the curriculum.

Location of the Home: The present research is conducted in Mehar House which was situated in the district of Gujranwala. The Home has great discipline and very organized in teaching curriculum.

Occupation / Profession and earning trends:

That’s was Urban area mostly people were attached with Govt jobs were 25% parents of the students attached with jobian parents, 5% in teaching profession .2 % people were doctors and well educated jobs and remaining were laborers. I got the occupation information from the index register.

Literacy Rate:

I notice that the literacy rate of the city it was not so bad. Literacy rate 45 percent. it was good. Parents meetings were arranged in home then I observed the literacy rate of the located. Almost 45% parents were well educated and other parents were also little educated.

Special Traits of Community:

The community where the home was situated have average 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 high level. 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.

Reason behind the selection of the topic: This action research was designed for children motivation through engaging in indoor activities during the covid-19 pandemic at secondary school level in Punjab Because many children do not pay heed toward social distancing and want to go out. They just heard the parents and teacher’s instruction and after some time they ignore it. The purpose of this research is to provide the solution of issues that parents have to face during motivating their children in covid-19 situation. Although, well managed school provide an environment in which teaching and learning can flourish”. “Many research studies have resulted that a conducive classroom environment in home promotes students’ habits regarding social distancing”. “Classroom management strategies are a crucial part of teachers’ success in creating a safe and effective learning environment for students to motivate them”. “The purpose of education is to provide a safe and friendly environment in order for learning to take place”. But social distancing very important now a days during covid-19 pandemic situation. “Therefore parents should also know how to use and apply strategies that will allow and also help children to motivate them to participate in indoor activities at home.”. Following issues are:

Hand Shake: Students like friendship in the school and street. Every student has a friend in the school or in street of his house. They meet them daily with one another for sharing their affairs of life and study issues. When they meet with one another they shake hand. Due to hand shaking social distance finish. Chances of spreading corona virus increases in this way.

Problem in sitting in school/class: In my classroom, it my own experience that the mostly students want to sit with another in a bench. They don’t like social distancing. Teachers have to say again and again for maintain social distancing (6 feet).

Problem in Home:

Some children quelled with another on the base of little things. They made big issues on the base of little things so during this battle they do not focus on social distancing. Some other students also involve in this battle. So these types of situations can increase the chances of corona virus.

Lack of motivation:

In some cases, your child’s behavior problem may actually be a motivation problem. This lack of motivation can lead to a number issues in the classroom and home regarding social distancing.

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

When I discuss the whole matter of managing children at home through engaging in different activities that encourage students to learn at home and maintain distance from others. Some students feel boring by listening about this matter again and again. So parents must know their children what they want. Then deal them accordingly. Use examples freely that they can understand easily. Use a variety of children active teaching activities to gain interest of the children. Set realistic performance goals and help children achieve them by encouraging them to set their own reasonable goals. Almost all the teachers and colleagues were in favor of the statement that the students having motivation are possessing good behavior regarding educational activities at home. Because motivation and behavior are very alternative. You can do anything just on the base of motivation. The researcher conducted this study which focused on the managing children at home that lead to safe life of students. It is better to motivate the students rather than punishing them. A student can perform any activity or task just on the base of motivation. So parents can do this practice at home.

A parent’s most important duty to aware his children about covid-19 and social distancing because children give more importance to the words of parents. Motivation ultimately enhance good behavior regarding social distancing. Work with parents to motivate students at home and Communicate with them directly so they are aware of covid-19. Exactly what work their child should be doing at home. Workspace or resource requirements for their child’s home learning. Due dates for assignments so that they can provide reminders where necessary. Lots of praise is effective, says Amy. ‘Not just directly – I have also been putting through commendations for my students.’ If your school and in home has an awards system, keep using it – and even make it more short-term. Rather than termly commendations, consider weekly awards for positive contributions to class discussions, responding to feedback, etc., making sure to reward and praise things such as students’ effort or completion of a task rather than their attainment. A bit of healthy competition can be great for boosting motivation, as well as teaching students the importance of learning from failures and losses. You could run small competitions in home or larger projects with a small prize, even if it’s a virtual gold star. Or rather than competing individually, split each class into teams (or houses if you have them) and give them points for completing tasks, contributing to discussions, being positive, etc. – which might also help boost a sense of social distancing. Parents should keep individual activities in home to maintain social distancing. Make sure you regularly engage with students individually. ‘Engaging with students by name really helps,’ says Amy. ‘During an online lesson.

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

“Social distancing”, reducing social interactions with others, has the potential to save millions of lives during the COVID-19 pandemic (Ferguson et al., 2020; Greenstone & Nigam, 2020). Governments worldwide have already introduced varying levels of social distancing measures, but compliance by individuals is vital (Anderson, 2020). This paper describes a pre-registered1 experiment to test potential communication strategies to encourage compliance with social distancing.

The experiment formed part of a study commissioned by Ireland’s Department of Health, in support of the Behaviour Change Subgroup of the National Public Health Emergency Team (NPHET). This working paper is designed to present initial results that relate to the pre-registered hypotheses at a time when speed is important. There may be lessons in this research from which others can benefit, as work on the behavioral response to COVID-19 quickly progresses (e.g. Everett et al., 2020; Barari et al., 2020; Pfattheicher et al., 2020). The work has been produced much more rapidly than would be standard for work of this type. Consequently, we have focused on providing robust results in relation to the primary, preregistered hypotheses, with limited further exploration of the data.

This effect arises even when a specific individual is identified but remains anonymous, perhaps because the mere act of thinking about a specific individual induces stronger caring emotions (Small & Loewenstein, 2003). Hence, we set out to test a communication strategy that highlights specific persons who are especially vulnerable to the coronavirus: an elderly person, someone with an underlying health condition, a healthcare worker, etc.

People struggle to perceive exponential growth accurately and are inclined to greatly underestimate it (Wagenaar & Sagaria, 1975). This “exponential growth bias” may be important for perceiving risk in relation to the coronavirus, given the exponential nature of network transmission. For instance, people may fail to realize how many others could be affected by one individual’s behaviour and, conversely, how many onward infections could be prevented by that one individual acting to protect themselves. Communication that stresses the exponential rate of infection might, in turn, affect the likelihood that people endorse beneficial health behaviour (Witte, 1992). Thus, we also tested whether highlighting the possibility that one individual’s behaviour results in multiple onward infections would influence intended compliance with social distancing. These two streams of literature, on caring for identifiable victims and understanding exponential relationships, formed the basis of two experimental treatments based on exposure to campaign posters. We refer to these as “identifiable person” (IP) and “transmission rate” (TR) treatments.

Responses were compared to a control group who saw an informational poster adapted from materials being employed by Ireland’s public health authorities. 5 Ideally, following exposure to the posters based on random allocation, we would measure behaviour over a subsequent period. Given practical restrictions and the need to generate evidence promptly, such a research design was unfeasible. Instead, our outcome variables measure intentions and attitudes.

In addition to the possibility of an intention-action gap (Sheeran, 2002), such variables can be prone to ceiling effects, as some rapidly conducted experiments on messaging strategies have already found (e.g. Everett et al., 2020; Barari et al., 2020). To counter this problem, we inserted questions into Department of Health focus groups that asked people to describe activities where they were unsure whether the behaviour was appropriate, given the prevailing social distancing guidelines. We refer to these as “marginal behaviour”, i.e. behaviour that some individuals deem acceptable and others not. Some marginal behaviour were relevant for all participants, such as meeting friends and relatives’ outdoors. We measured participants’ intentions to undertake these behaviour “over the next few days”. Other marginal behaviour were relevant to only some participants, such as allowing children from different households to play together. For these, we asked participants to judge the acceptability of the behaviour.

We also found that participants’ judgements about the effectiveness of the posters were the opposite of the effects we recorded. This mismatch between participants’ intuitions and empirical observations replicates other research on appeals to moral values (Everett et al., 2020). The finding has two implications. First, it suggests that the main effects we report were not due to the superficial attractiveness of the treatment posters; participants did not like them. Second, it indicates that there are circumstances where testing campaigns via focus groups may backfire, perhaps especially where a message makes people feel uncomfortable or guilty. Generally, individuals may want to believe that their behaviour is based on rational information processing, not emotional responses, despite evidence to the contrary (Lerner et al., 2015).

Conducting rapid behavioral research during an unprecedented crisis is challenging, particularly with respect to the reliability and validity of outcome variables. Our strategy was to identify marginal behaviour and to create a “caution” score from intentions and judgements of these behaviour. As the situation evolves and recommended measures change, behaviour that might be considered marginal will change too. However, we hope that other researchers may be able to build on our approach, which mitigated ceiling effects and generated workable variation in the outcomes of interest. Much more research is needed.

Communication strategies will benefit from not only rapid experiments but also rapid replication of experiments. However, despite the rapidly evolving 18 nature of the COVID-19 pandemic, it is possible to use the techniques of behavioral science to support policy (Lunn et al., 2020), including via the pre-testing of interventions.

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

Variables of the study:

Total three variables included in this research. Two were independent variable and one was dependent variables. Role of teacher and parents were independent variables and Social distancing used as dependent variable

1.Role of Parents:

Parents played very important task during covid-19 pandemic situation. They engaged their children in different activities in home like offering prayer, Tilawat, Naat. Educational activities on the base of prizing to maintain interest of them. Activities in home are more necessary to keep children in home and maintain social distancing.

2.Role of Teacher:

Teacher played very important role during covid-19 pandemic situation. Teacher prepared online tutorial for online study. This thing keeps motivated students in home. Tele taleem ghr program very helpful for students to keep balance on study. Teachers gave small assignments to students individually so they can busy in different activities in home and maintain social distancing from others.

3.Social Distancing:

Most of us call it “social distancing,” but it can help to think of it as “physical distancing” instead. Social distancing puts space between people. By keeping their distance from others, people infected with the virus are less likely to spread it.

The virus mainly spreads when someone breathes, talks, coughs, or sneezes, which sends tiny droplets into the air. People standing nearby can get these droplets in their eyes, nose, or mouth, or they can breathe them in.

When there’s at least 6 feet between people, these droplets are more likely to fall onto the ground rather than on other people. Less often, tinier droplets can linger in the air for minutes to hours. These are called aerosols.

Because infected people may not have symptoms, it is best to keep a safe distance whenever you’re around people you don’t live with.

What did you want to achieve in this research project?

Research Objectives

Purpose of the study was to managing children at home through engaging indoor activities during COVID-19 pandemic at secondary level in Punjab. So, the students focus on the corona virus disease to save their lives.” In order to achieve said aims, following objectives are designed:

Objectives of the Study

Following was the main objective of the study.

To explore the relationship between parents and children for managing children at home through indoor activities at secondary level.
To explore the relationship between Teachers and students for managing children at home through indoor activities at secondary level.
To find out the Problems of the children managing at home through indoor activities.
To give suggestion for the improvement of the situation.

Research Questions of the study

What is the relationship between Parents and Children for managing children at home through indoor activities at secondary level.?
What is the relationship between teachers and students for managing children at home through indoor activities at secondary level?
What are the problems of the children managing at home through indoor activities at secondary level?
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 and boys studying at MEHAR HOUSE of Pakistan.

Sample

A total of “30” students were taken as a sample of the study. Gujranwala City was taken as Convenient sample by applying the Matched Pair Random Sampling Technique. So, total sample size was 30 respondents including male and female students. This sample provide appropriate knowledge regarding all the students of the school they studying in the home.

How did you try to solve the problem?

The research methodology adopted for the collection and analysis of data is presented in this section. The section gives a thorough account of the subjects, settings instrument design, data collection methods and techniques analyze data. It further provides theoretical underpinning of methodology wherever appropriate. The research methodology is the key to answer the research question(s) and to draw conclusions.

Research design:

It is descriptive and survey research about children motivation through indoor activities at home during the COVID-19 pandemic at secondary school students. Descriptive research is “aimed at casting light on current issues or problems through a process of data collection that enables them to describe the situation more completely than was not possible without employing this method.”

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 Mehar House of Pakistan. The data was collected from student of Mehar House by filling up the questionnaire.

Sample and sampling techniques:

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. 30 students were selected from the house.

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.

Data collection procedure

Data was collected by through questionnaires. 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).

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. The 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:

Questionnaire for students:

The following main questions guided the collection and analysis of data for the present study.

Students’ motivational policies of parents regarding indoor activities at home develop good behavior at secondary level.
Students’ motivational policies of teachers regarding indoor activities at home develop habit of social distancing at secondary level.
Students’ Motivational policies of classroom develop habit indoor activities at home and maintain of social distancing at secondary level.
Students stay at home when they busy in interesting activities.
Students follow this “Stay home stay save”.
Students can learn on the base of tele educational activities at secondary level.
Students can learn on the base of individual activities at secondary level.
Social distancing very helpful to control the situation of COVID-19.
Students can learn in home on the base of educational games and apps during covid-19 at secondary level.
Educational games and apps are helpful for learning during COVID-19 at secondary level.

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?

Overall majority (90%) of the respondents agreed that students’ motivational policies of parents regarding indoor activities at home develop good behavior at secondary level.
Overall majority (96%) of the respondents agreed that students’ motivational policies of teachers regarding indoor activities at home develop habit of social distancing at secondary level.
Overall majority (97%) of the respondents agreed that students’ Motivational policies of classroom develop habit of indoor activities at home and maintain social distancing at secondary level.
Overall majority (98%) of the respondents agreed that Students stay at home when they busy in interesting activities.
Overall majority (97%) of the respondents agreed that Students follow this “Stay home stay save”.
Overall majority (91%) of the respondents agreed that Students can learn on the base of tele indoor activities at secondary level.
Overall majority (95%) of the respondents agreed that Students can learn on the base of individual activities at secondary level.
Overall majority (96%) of the respondents agreed that Social distancing very helpful to control the situation of COVID-19.
Overall majority (98%) of the respondents agreed that Students can learn in home on the base of educational games and apps during covid-19 at secondary level.
Overall majority (92%) of the respondents agreed that Educational games and apps are helpful for learning during COVID-19 at secondary level.

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

Parent child relationships are crucial for the success of both. In the situation of corona virus such connections are the most noteworthy factor to managing children at home engaging in indoor activities for motivating social distancing. 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.

Teaching is the activity of teachers for the purposes of education and development behavior of students. Teaching is an arrangement and manipulation of a situation in which there are gaps or obstructions and where an individual try to overcome the problem from where he learns”.

The student achievement has been differently characterized as a level of capability achieved in scholastic work or as formally gained learning in school subjects, which is regularly spoken to by level of imprints gotten by understudies in examinations.

Parents motivate their children at home on the base of knowing what their children want and deal accordingly. Effective environment of home is very necessary for this. If parent’s motivational personalities about COVID-19, then children also have motivated personalities regarding this.

Summary of the Project

University recommended me some developing basic skills in which theme and sub theme. My topic that I choose CHILDREN MOTIVATION THROUGH INDOOR ACTIVITIESS DURING COVID-19. I choose this topic because I have to face problem about children management and social distancing. It is difficult to motivate students during this situation.

The sample comprised a total of 30 students drawn from Mehar House of district Gujranwala. They were selected by simple random sampling technique.

This study investigated improving behavior of students through motivation among secondary school’s students about managing children at home engaging in educational activities. It also investigated the effects of home environment on students’ behaviour regarding this.

Questionnaire Instrument used for data collection. Research design was descriptive. The result was finding that indoor activities at home maintain social distancing in students. 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 children motivation through indoor activities during COVID-19. My research in urban area basic skills. My project participants were the students of Mehar House situated in Gujranwala. In urban areas mostly people maintain discipline but not all.

Home is very important element for maintaining social distancing because it helps in the learning of students. Similarity home environment is very important too to motivate children. So I used different technique for creating Hygienic atmosphere in home to motivate the students that lead good behavior. Students were happy and learn quickly on the base of hygienic atmosphere in home. I feel pleasure. I think in our rural areas parents create hygienic atmosphere in home then students have no problem of social distancing. Students response to the implementation of teaching if they teach in hygienic atmosphere. I created hygienic atmosphere in home through different activities. I learn that how to improve the student’s behavior 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 Hygienic atmosphere in home for engaging children in indoor activities.
It built confidence in me that how to deal with urban areas students for managing children at home.
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 COVID-19 pandemic situation to maintain social distancing at secondary level.

List the works you cited in your project.

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midst: An online behavioral experiment builder. Behavior Research Methods, 52(1), 388-407.
Barari, S., Caria, S., Davola, A., Falco, P., Fiorin, S., Hensel, L., … & Ledda, A. Evaluating COVID19 Public Health Messaging in Italy: Self-Reported Compliance and Growing Mental Health
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Experimental Social Psychology, 13(1), 58-69.
Byrne, R. M. (2016). Counterfactual thought. Annual Review of Psychology, 67, 135-157.
Everett, J. A., Colombatto, C., Chituc, V., Brady, W. J., & Crockett, M. (2020). The effectiveness of
moral messages on public health behavioral intentions during the COVID-19 pandemic. Working
Ferguson, N., Laydon, D., Nedjati Gilani, G., Imai, N., Ainslie, K., Baguelin, M., Bhatia, S.,
Boonyasiri, A., Cucunuba Perez, Z.U.L.M.A., Cuomo-Dannenburg, G., & Dighe, A. (2020). Report
9: Impact of non-pharmaceutical interventions (NPIs) to reduce COVID19 mortality and healthcare
Greenstone, M., & Nigam, V. (2020). Does Social Distancing Matter? University of Chicago, Becker
Friedman Institute for Economics Working Paper, (2020-26).
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Lee, S., & Feeley, T. H. (2016). The identifiable victim effect: A meta-analytic review. Social
Influence, 11(3), 199-215.
Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. S. (2015). Emotion and decision making. Annual
Review of Psychology, 66, 799-823.
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Using Behavioral Science to help fight the Coronavirus. Journal of Behavioral Public Administration,
3(1). https://doi.org/10.30636/jbpa.31.147
Jenni, K., & Loewenstein, G. (1997). Explaining the identifiable victim effect. Journal of Risk and
uncertainty, 14(3), 235-257.
Pfattheicher, S., Nockur, L., Böhm, R., Sassenrath, C., & Petersen, M. B. (2020). The emotional path
to action: Empathy promotes physical distancing during the COVID-19 pandemic. Working Paper.
Sheeran P. (2002). Intention–behaviour relations: A conceptual and empirical review. European
Review of Social Psychology, 12, 1–36.
Small, D. A., & Loewenstein, G. (2003). Helping a victim or helping the victim: Altruism and
Journal of Risk and Uncertainty, 26(1), 5-16.
Wagenaar, W. A., & Sagaria, S. D. (1975). Misperception of exponential growth. Attention,
Perception, & Psychophysics, 18(6), 416-422.
Witte, K. (1992). Putting the fear back into fear appeals: The extended parallel process model.
Communications Monographs, 59(4), 329-349.

Children Motivation Through Indoor Activities During COVID-19