Develop The Problem Solving Skills Among The Students At Elementary Level Through Activities
Develop The Problem Solving Skills Among The Students At Elementary Level Through Activities

Develop The Problem Solving Skills Among The Students At Elementary Level Through Activities

  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

Develop The Problem Solving Skills Among The Students At Elementary Level Through Activities

Theme

Promoting Children’s Wellbeing

Sub Theme

Logical Reasoning / Problem Solving

The overall background of the participants of the project

Name of the School (where the action research was conducted):

Ahmad public high school chak no 11/A tehsil Liaquat pur district Rahim Yar khan.

The overall background of the participants of the project; area / Area: (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 Area is situated).

This action research was conducted in Ahmad public high school chak no 11/A tehsil Liaquat pur district Rahim Yar khan.

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 secondary (10th) grade children and their teachers who were enrolled in Govt. Higher Secondary School, ——. I selected secondary (10th) 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 intermediate. Overall the financial status of this area is good.

Occupation & Earning Trend:

Parents with Govt. jobs and small businessmen 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% of children go to school till then matriculation.

Literacy Rate:

In 2019, ——’s literacy rate of 62% for females was noticeably lower than 71% for males.

LIST OF CONTENTS

  • Logical reasoning:
  • Problem-Solving Techniques:
  • Behavior:
  • Objective/purpose of the study:
  • Research Question:
  • Supervisor:
  • Other Members:
  • Action Research
  • Method of the study:
  • Population:
  • Sample:
  • Sample size:
  • Ethical Considerations:
  • Collection of Data:
  • Research instrument:
  • Quantitative Research:
  • Questionnaire
  • Findings:
  • Conclusion:
  • Confidence
  • Ability to Engage:
  • Understanding of Technology
  • Ability to Empower

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

A research problem is the main organizing principle guiding the analysis of my research. The problem under investigation offers us an occasion for speaking and a focus that governs what we want to say. It represents the core subject matter of scholarly communication, and the means by which we arrive at other topics of conversations and the discovery of new knowledge and understanding.

My supervisor wants the school to focus on the following research problem: “Role of teacher in developing a sense of logical reasoning and problem solving among students at secondary level”. The improvement of logical reasoning and problem solving techniqueson childrenhas been highly valued as a major educational goal. These skills are also increasingly needed in this society filled with information resources and multifarious senses of value. However, logical reasoning educationon children seems not to succeed as expected due to the lack of effective instructional strategies and systematic curricula. Related research has mostly addressed the fundamental theories; but logical reasoning and problem solving techniqueson children curricula and practical assessment have been severely limited.

Therefore, this study was conducted to continue logical reasoning and problem solving techniqueson children development research and to identify the effects of this innovative curriculum on the improvement of competencies for students in postsecondary technical education programs. The logical reasoning section is an important part of competitive exams. It contains different types of logical reasoning questions which are intended to judge analytical and logical reasoning and problem solving techniqueson children of the candidate.The logical reasoning questions can be verbal or non-verbal: In verbal logical reasoning questions, the concepts and problems are expressed in words. The candidates are required to read and understand the given text or paragraph and according choose the right answer from the given options.

The National Science Teachers Association advocated the science teachers to help students learn and think logically, specifying that high school laboratory and field activities should emphasize not only the acquisition of knowledge but also problem solving and decision making. Infect, science process skills taught in primary grades such as observing, classifying and collecting data act as prerequisites for integrated process usually taught in secondary school grade like hypothesizing, controlling variables and defining operationally, such processes require high level of logical reasoning ability. Thus, there is direct link between formal logical reasoning and integrated processes such as identifying and controlling variables and hypothesizing. It is reported that formal logical reasoning ability was the strongest predictor of process skill achieving and retention.

Logical reasoning is the process of thinking about things in a logical way: opinions and ideas that are based on logical thinking. Therefore logical reasoning is the cognitive process of looking for reasons, beliefs, conclusion, actions or feelings. Skills on the other hand is the ability to do something well. Hence, logical reasoning and problem solving techniqueson children are acquired in order to improve the mental ability of an individual. There are four categories of basic logical reasoning and problem solving techniqueson children: storage skills, retrieving skills, matching skills and execution skills. The purpose of education is not merely to enable students to accumulate facts.

A major goal is that by the time student’s graduate from school, they should be able to solve problems that are facing their societies, to achieve this goal successfully, there is need to develop higher order thinking skills e.g. strategic teaching, cognitive skills instruction, process skill instruction and Scaffold instruction. Each of these terms focus for teaching students to think more productively. Teachers need to be laying more emphasis on these terms while instructing the students.

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

Teacher’s rating is namely an assessment approach given by the instructors to measure students’ performance of certain aspects. The assessment is usually conducted according to instructional objectives and measurement criteria through students’ perspectives. Such three quantitative assessment strategies provide assessment information regarding a student’s logical reasoning and problem solving techniqueson children. Performance Assessment is an objective (criterion-oriented) assessment strategy for a better understanding of a student’s logical reasoning and problem solving techniqueson children. Student self-rating assessment assists students to be self-directed in their learning and decision-making.

Student self-rating could be less time consuming, less expensive, more easily administered and interpreted. Therefore, it can be useful as an informal assessment to assist teachers to provide feedbacks to students. These three traditional assessment strategies basically focus more on the level of quantitative assessment and analysis. However, under the consideration of numerical standard, all the existing differences of essential human characteristics could be divided to be quantitative fragments and condensed into one-dimensional number of difference. Therefore, the meaning and function of quantitative assessment for logical reasoning and problem solving techniqueson children development are limited.

Logical reasoning and problem solving techniqueson children assessment needs more foci on individual’s competency and characteristic concerning his/her ability to utilize knowledge for problem-solving and logic inference. Teachers’ portfolio assessment is the representative assessment strategy for socio-historical comprehension regarding participants’ performance and understanding of certain issues. Teachers’ portfolio strategy purports to collect their pedagogical experiences and cognitive development of students during students’ learning processes. Data collected in the portfolio also include the students’ work, exertion, and improvements and accomplishments. This strategy assists observers to perceive the pragmatic and processing assessment as a whole entity. Based on this observation and reflection, teachers can modify their pedagogical teaching toward the students’ learning competency and progresses.

For logical reasoning and problem solving techniqueson children assessment, teachers’ portfolio strategy has the following characteristics:

(A) It adopts the multifarious assessment approaches to analyze students’logical reasoning and problem solving techniqueson children;

(B) It mainly emphasizes students’ learning processes and logical reasoning and problem solving techniqueson children development;

(C) It encourages teachers to investigate and amend their own teaching strategies through long-term observation on students’ feedbacks concerning logical reasoning and problem solving techniqueson children improvement.

(D) Teachers’ portfolios are the combination of teaching portfolio and reflective analyses. This reflection could be constructive to further understand the effective learning and teaching concerning logical reasoning and problem solving techniqueson children.

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

Logical reasoning is characterized as a goal-oriented cognitive process, which aims at problem solving, decision-making, as well as retrospective self-rectification (Wu, 2001). It also emphasizes on insightful background interpretation, argument depiction, evidence presentation, criteria selection, value construction, and theory application (Facione, 1990). Logical reasoning and problem solving techniqueson children are constructed through step-by-step logical reasoning mechanism. First, logical reasoning is motivated with the induction by stimuli. Second, logical reasoning is a goal-oriented process (Bruner, 1973). Third, logical reasoning functions based on information, knowledge, and experience (Allen &Rott, 1969; Beyer, 1988). Fourth, logical reasoning operates mainly using language. Fifth, logical reasoning is driven by intelligence or logical reasoning and problem solving techniqueson children (DeBono, 1992). Sixth, logical reasoning is also associated with personal thinking dispositions, habits, personal positions, motives, and other social/cultural factors (Brookfield, 1987). Finally, the meta-cognition of logical reasoning mainly functions to self-monitor individuals’ thinking process and results. For further understanding the nature and implementation of logical reasoning and problem solving techniqueson children, abstractive cognitive concepts of logical reasoning and problem solving techniqueson children should be clarified to be subjective, measurable, and feasible skills. A four-phrase thinking procedure was identified to better understand and improve logical reasoning and problem solving techniqueson children. In sum, logical reasoning and problem solving techniqueson children were identified as 19 basic and concrete logical reasoning sub-skills, 10 dispositions, and 14 assessment criteria (Wu, 2001). Logical reasoning processes were also proposed to follow the four-phrase approach, including (1) issue identification- to identify the major issues or problem natures, (2) viewpoint clarification- to construct the personal viewpoints of the issues, (3) discussion and defense- to logically present the viewpoints and discuss them, and (4) synthesis and conclusion- to synthesize various viewpoints and finalize the conclusions. Logical reasoning and problem solving techniqueson children and dispositions have been identified as crucial components for career success in the current era filled with diversified information resources (Chang, 1995; Greenan, 1994). However, several factors associated with conventional instructional strategies and school education were found as the barricade to the development and improvement of logical reasoning and problem solving techniqueson children (Amundsen, Gryspeerdt, &Moxness, 1993; Chang, 1996). These factors include:

(1) School education usually relies too much on textbooks. Students, even teachers, become accustomed to receiving crystallized knowledge from textbooks and easily ignore or even misperceive the nature and purpose of education.

(2) Logical thinking training hardly exists in contemporary school education. Students usually focus on shallow learning (e.g. memorizing, comprehension, imitation) and are hardly capable of performing the high level thinking (e.g. logical reasoning, analysis, synthesis, creation, and judgment). They are not accustomed to thinking autonomously and rationally.

(3) Students are not prepared with analyzing skills and attitudes or habits to communicate logically and coherently. As a result, most students are lost in fragmented subject knowledge or unverified information due to their apathetic thinking attitudes and poor communication skills.

(4) Many teachers might not possess the abilities and dispositions to conduct logical reasoning thinking. They tend to use one-way lecture model and focus on students’ learning by memorization. This fact depresses students’ inclination of logical reasoning thinking and demoralizes logical reasoning and problem solving techniqueson children and dispositions.

(5) In our society, the over-specification on subjects confuses school teachers about educational goals and mainly teach about the subject matter in the textbooks rather than the subject matter itself. Students can not appreciate multiple values due to this over-categorization of knowledge and over-emphasis on single professional sphere instead of knowledge integration.

Based on the phenomena aforementioned, logical reasoning and problem solving techniqueson children instruction is so crucial to assist learners to better understand the skills and processes of inquiry, analysis, and judgment in all professional fields (Abell, 1999; Greenan, 1994). Logical reasoning and problem solving techniqueson children instruction needs to emphasize the analytical learning of subject matter itself with thorough understanding. This intervention needs to assist learners to actively construct knowledge rather than passively receive crystallized knowledge only, and to build a critical understanding of subject matters and logical reasoning and problem solving techniqueson children, through analysis, evaluation, inquiry, and problem solving (Mariorana, 1992).

In order to prepare learners with logical reasoning and problem solving techniqueson children, this instruction should encourage learners to integrate diversified knowledge, critically analyze and judge multiple values, logically present their conclusions. It has been strongly suggested to develop a coordinated program of logical reasoning and problem solving techniqueson children”across the curriculum”, emphasizing logical reasoning in a variety of content courses and/or using various subject matters in the logical reasoning course. Under such integrative conception, teachers may reconsider the major purposes of their class activities and encourage their students to become active analysts of subject matters.Assessment in education areas is important to identify the behavioral and psychological status or development, or to explain whether instructional objectives are met. The logical reasoning and problem solving techniqueson children assessment purports to measure students’logical reasoning and problem solving techniqueson children in analysis, inference, organization, as well as problem-solution. Studies have identified 14 concrete logical reasoning and problem solving techniqueson children assessment criteria, including clearness, accuracy, preciseness, logicality of inference, consistency of logical reasoning, coherency of expression, depth and breadth of logical reasoning, logicality of logical reasoning, integrality of logical reasoning, neutrality of logical reasoning, constructiveness of logical reasoning, productiveness of logical reasoning, and independence of logical reasoning. Logical reasoning assessment approaches basically include using criterion-oriented performance test, students’ self-rating, and teachers’ rating (Greenan, 1994).

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

Logical reasoning:

Logical reasoning (verbal reasoning) refers to the ability of a candidate to understand and logically work through concepts and problems expressed in words. It checks the ability to extract and work with the meaning, information, and implications from the bulk of the text.

Problem-Solving Techniques:

Problem-solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution. The problem-solving process. Problem-solving resources.

Behavior:

Behavior is the actions and mannerisms made by individuals, organisms, systems or artificial entities in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the physical environment.

What did you want to achieve in this research project?

Objective/purpose of the study:

The persistent poor performance of students in science has called for divergent investigations into the factors responsible for the problems. Many researchers have reported that the logical reasoning abilities of the science students have great effect on their performance. Also, very scanty literature is available on the relationship between primary school student’slogical reasoning and problem solving techniques and their learning of children in ——. Therefore the main purpose of this study is to find out: the effects of logical reasoning and problem solving techniqueson children on students learning of class 5TH. Specifically, the study will also objective:

  1. If there is any difference among students with high logical reasoning and problem solving techniques and those with low logical reasoning and problem solving techniques in Govt. Higher Secondary School.
  2. Whether gender has any effects on student’slogical reasoning and problem solving techniques.

This research was conducted to identify the effects of logical reasoning intervention on logical reasoning and problem solving techniques improvement on students learning of class 5TH. Logical reasoning is a cognitive process with dynamic, on-going, individualized, and problem-solution-oriented characteristics. Therefore, qualitative research methods were employed to further understand the in-depth, in-breadth, and detailed contributions created by this cognition-modified intervention. The following qualitative research strategies were used in this strategy purports to probe participants’ thinking contents through verbal expression which is used as crucial qualitative data. During the period of this interventional experiment, the students were requested to speak loudly about their opinions and supportive reasons in order to collect qualitative data regarding students’ thinking process, styles, and results.

Research Question:

It was aimed at answering the following question:

  1. What are the factors effect the logical reasoning on learning of children?
  2. Do logical reasoning have significant influenceon student academics performance?”

Who were the participants in your project?

The research team includes the supervisor and the group of individuals who work together on a research project to achieve its objectives. It consists of the Supervisor, School Staff, Friendsand School Children.They are directly involved with this research.

Supervisor:
The supervisor has the main part in the research and is in charge of its prosperity and quality. His main responsibility is to ensure that the exploration continues and finishes inside the predetermined time period and achieving its objectives simultaneously. Supervisor ensures that resources are sufficient for the project and maintain relationships with researcher and learners.

Other Members:

The participants of the study were secondary (10th) grade children and their teachers who were enrolled in Govt. Higher Secondary School, ——. I selected secondary (10th) grade children and their teachers which are considered in total 32 members.

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. This type of research has become gradually widespread all over the world as a method of professional learning.

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 Role of teacher in developing a sense of logical reasoning and problem solving among students at secondary level. Questionnaires was used to collect the data needed to provide the information and insight necessary to answer the research questions.

Population:

The entire group from which a sample is chosen is known as the population. All the students ofGovt. Higher Secondary Schoolwere population of this study. It was quite convenient for the researcher, being a resident of——District 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. In the existing action research the students of Govt. Higher Secondary Schoolwas sampled for this study.

Sample size:

The numbers of observation included in a sample is called size of sample. The students ofGovt. Higher Secondary Schoolwere selected for this class based action research.

Ethical Considerations:

From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my primary responsibility was to my students. An action research is considered ‘ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and school governing body. Permission was sought from school head. Permission was granted by the Education Department for this study to take place at the school where I was teaching. The rights of the participants (Govt. Higher Secondary School) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.

Collection of Data:

The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. Similarly, it is quickest, cheapest, confidential method of collecting data from respondents. The data was collected through well-structured research tool (Questionnaire schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection. The four main phases of the Action Research cycle are given beneath.

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

Research instrument:

The questionnaire schedule is referred to a formal meeting between the respondent and the Researcher. In this technique, a number of questions were designed according to the objective and relevancy of the research being conducted. The questionnaire was prepared to attain study objectives.

Quantitative research

Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics)’. Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out Role of teacher in developing a sense of logical reasoning and problem solving among students at secondary level and this questionnaire has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.

Questionnaire
A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a questionnaire consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.

Questionnaire is:

Statements

Option
Is the learning of children effect from logical reasoning?

 

Strongly Agree
Agree
Disagree
Strongly Disagree
Is problem solving help you in improving subject on children?

 

Strongly Agree
Agree
Disagree
Strongly Disagree
Can management of school take interest in logical reasoning?

 

Strongly Agree
Agree
Disagree
Strongly Disagree
Is logical reason help you in understanding your subject?

 

Strongly Agree
Agree
Disagree
Strongly Disagree
Is logical reason important for you?

 

Strongly Agree
Agree
Disagree
Strongly Disagree
Can problem solving help you in study?

 

Strongly Agree
Agree
Disagree
Strongly Disagree
Can your teacher make a plan? Strongly Agree
Agree
Disagree
Strongly Disagree
Is learning of children better from logical reasoning?

 

Strongly Agree
Agree
Disagree
Strongly Disagree
Is the logical reason procedure giving you a great result? Strongly Agree
Agree
Disagree
Strongly Disagree
Logical reasoning effect on student’s academic achievement?

 

Strongly Agree
Agree
Disagree
Strongly Disagree

What were the findings and conclusion?

Findings:

As an underlying phase of research, it was critical to comprehend students’ frames of mind towards logical reason in English exercises since students were curious about goals. As appeared in Table, 69% of the understudy’s apparent logical reason as great impact, rather than 15.62% spoke to by three students who thought logical reason was impact however just to a limited degree.

Total number of students: 32

Statements Option Students’ Choice
Is the learning of children effect from logical reasoning?

 

Strongly Agree 5 15.62%
Agree 22 68.75%
Disagree 5 15.62%
Strongly Disagree 0 0%
Is the problem solving help you in improving subject on children?

 

Strongly Agree 8 25%
Agree 24 75%
Disagree 0 0%
Strongly Disagree 0 0%
Can school management take interest in logical reasoning?

 

Strongly Agree 7 21.88%
Agree 23 71.88%
Disagree 2 6.25%
Strongly Disagree 0 0%
Can logical reason help you in understanding your subject?

 

Strongly Agree 2 6.25%
Agree 25 78.12%
Disagree 5 15.62%
Strongly Disagree 0 0%
Is the logical reason important for you?

 

Strongly Agree 6 18.75%
Agree 20 62.5%
Disagree 6 18.75%
Strongly Disagree 0 0%
Can problem solving help you in study?

 

Strongly Agree 2 6.25%
Agree 26 81.25%
Disagree 4 12.5%
Strongly Disagree 0 0%
Can your teacher make a logical reason? Strongly Agree 2 6.25%
Agree 23 71.88%
Disagree 7 21.88%
Strongly Disagree 0 0%
Is the learning of children better from logical reasoning?

 

Strongly Agree 2 6.25%
Agree 25 78.12%
Disagree 5 15.62%
Strongly Disagree 0 0%
Is the logical reason procedure giving you a great result?

 

Strongly Agree 8 25%
Agree 24 75%
Disagree 0 0%
Strongly Disagree 0 0%
Logical reasoning effect on student’s academic achievement?

 

Strongly Agree 5 15.62%
Agree 22 68.75%
Disagree 5 15.62%
Strongly Disagree 0 0%

The main articulation “Is the learning of children impact from logical reasoning”. This announcement was utilized to know whether the logical reason improved students’ learning to write in English or not. There were 32 respondents who gave their feeling. It indicated that 15.62 % of the students were extremely spurred to peruse logical reasoning. It indicated that 68.75% of the students were roused to utilize logical reason. The subsequent proclamation “Is the logical reasoning helping you in improving subject on children”. In this way, around 25 % of the students were truly helped by the utilization of exercise intend to help them writing in English. It indicated that 75 % of the students were caused by exercise intend to learn in English. The third explanation shows that there were 21.88 % of the students who felt that they had the option to give better accomplishment. There were 71.88 % of students could learn through logical reasoning. The following articulation inferred that 6.25 % of the students could unmistakably comprehend with the means utilized in logical reasoning. In this way, 78.12 % of the students concurred that the means in logical reasoning were reasonable for them. The following proclamation shows that more than 80 % of the students could improve accomplishment of the logical reasoning that would be utilized as the essential for them to build up their insight. The following explanation will appear there were as yet 4 students who were not ready to build up their logical reason. The last explanation appeared in this way, there were more than 70 % of the students concurred that exercises through logical reasoning.

Conclusion:
From the outcome above, it tends to be seen that more than 50 % of the students reacted that logical reason roused them in learning. The utilization of logical reason was compelling to inspire the students, helping them in progress. After mastered utilizing logical reason, more than 70 % of the students had the option to get subject. It likewise shows that logical reason is justifiable and a good time for them. They could pursue the means in logical reason strategy. More than 50 % of the students had the option to get the catchphrases when they utilized logical reason. At that point, they had the option to form the exercise into a subject. Logical reason additionally helped the students to comprehend the nonexclusive structure of writings. The aftereffect of this exploration uncovered the upgrades contributed by the usage of the logical reason method in the educating and learning procedure of writing in essential evaluation of Govt. Higher Secondary School. To begin with, logical reason could improve students’ learning. It had the option to connect with the students’ consideration and premiums during the educating and learning procedure of learning. Additionally, logical reason could furnish the students with outlines and thoughts in their brains. Second, the improvement could likewise be found in the educating and learning process. Logical reason could be joined with other media, for example, pictures or video that could make different fun learning exercises so it diminished students’ fatigue during their learning procedure in the homeroom. The students turned out to be progressively certain to compose and dynamic in the study hall exercises. Third, since the students were inspired and the composing class ran well, the students’ presentation was likewise improved.

Summary of the Project

This action research was conducted in Govt. Higher Secondary School, ——.

The participants of study were secondary (10th) grade children and their teachers who were enrolled in Govt. Higher Secondary School, ——. I selected secondary (10th) grade children and their teachers which are considered in total 32 members.

Specifically, the study will also objective:

  1. If there is any difference among students with high logical reasoning and problem solving techniques and those with low logical reasoning and problem solving techniques in Govt. Higher Secondary School.
  2. Whether gender has any effects on student’s logical reasoning and problem solving techniques.

Questionnaire schedule is referred to formal meeting between the respondent and the Researcher. In this technique a number of questions were designed according to the objective and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives.

From the outcome above, it tends to be seen that more than 50 % of the students reacted that logical reason roused them in learning. The utilization of logical reason was compelling to inspire the students, helping them in progress. After mastered utilizing logical reason, more than 70 % of the students had the option to get subject. It likewise shows that logical reason is justifiable and a good time for them. They could pursue the means in logical reason strategy. More than 50 % of the students had the option to get the catchphrases when they utilized logical reason. At that point, they had the option to form the exercise into a subject. Logical reason additionally helped the students to comprehend the nonexclusive structure of writings. The aftereffect of this exploration uncovered the upgrades contributed by the usage of the logical reason method in the educating and learning procedure of writing in essential evaluation of Govt. Higher Secondary School. To begin with, logical reason could improve students’ learning. It had the option to connect with the students’ consideration and premiums during the educating and learning procedure of learning. Additionally, logical reason could furnish the students with outlines and thoughts in their brains. Second, the improvement could likewise be found in the educating and learning process. Logical reason could be joined with other media, for example, pictures or video that could make different fun learning exercises so it diminished students’ fatigue during their learning procedure in the homeroom. The students turned out to be progressively certain to compose and dynamic in the study hall exercises. Third, since the students were inspired and the composing class ran well, the students’ presentation was likewise improved.

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

What people don’t realize is what hard work it is.  It might take months to construct stimuli for the experiment and years to tease out an answer to one small question, running many experiments to follow a path.  People have this very odd idea of what science is.  One experiment tells you nothing.  You have to replicate your results in your own lab and then have others replicate your results in their labs before you can feel comfortable claiming that your results are solid. In the earlier I was bit confused when I went to school for research. I was hesitated to start my work in the school but when I arranged meeting with school staff then suddenly this hesitation went away. The staff of the school told me that we will help you and guide you whenever you need. After meeting with school staff 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 learning 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.As for as my learning is concern. 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 speaking. When i taught the students then me counsel dictionary and great writers, businessmen and novels .These all things increased my learning 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 speaking skillstoo. 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 using technology.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 learning. 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. 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. About this research I feel Confidence, Calm, Energy, Clarity and Patience.

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

While instructing can absolutely be a test, it is additionally one of the most compensating vocations out there. Look at a portion of the helpful abilities for educators to check whether there are any zones you have to take a shot at before you become one:

Confidence

Each instructor needs to have certainty, in themselves as well as in their understudies and their associates. A sure individual rouses others to be sure, and an instructor’s certainty can help impact others to be superior individuals.

Ability to Engage

Present-day educators realize how to discover drawing in assets. In this computerized age, it is basic to discover materials and assets for understudies that will keep them intrigued. This implies staying up with the latest on new learning innovations and applications, and perusing the web and interfacing with individual instructors. In any case that you can draw in understudies and keep things fascinating is an unquestionable requirement.

Understanding of Technology

Innovation is developing at a fast pace. In the previous five years alone we have seen immense progressions and we will keep on observing it develop. While it might be difficult to stay aware of it, it is something that every single present day educator needs to do. Not exclusively do you simply need to comprehend the most recent in innovation, yet you should likewise know which advanced apparatuses are directly for your understudies. It’s a procedure that may require some serious energy however will be enormously persuasive in the achievement of your understudies. Current educators realize when it’s an ideal opportunity to unplug from web based life and simply unwind. They additionally comprehend that the educator burnout rate is high, so it’s much progressively basic for them to set aside the effort to back off and pause for a minute for them. They likewise realize when it’s an ideal opportunity to advise their understudies to unplug and back off. They give their understudies time every day for a mind break and let them kick their heels up and loosen up.

Ability to Empower

Instructors rouse that is only one of the characteristics that join the title. Present day instructors can enable understudies to think fundamentally, be inventive, innovative, versatile, enthusiastic, and adaptable. They enable them to have the option to tackle issues, self-immediate, self-reflect, and lead. They give them the instruments both computerized and proficient to succeed, in school as well as throughout everyday life.

List the works you cited in your project.

  • Abell, A. (1999). Interdisciplinary Courses and Curricula in the Community Colleges. ERIC Digest. (ERIC Information No.:ED 429 633).
  • Amundsen, C., Gryspeerdt, D. &Moxness, K. (1993). Practice-Centered Inquiry: Developing More Effective Teaching. Review of Higher Education. 16(3): 329-53.
  • Allen, R. &Rott, R. (1969). The Nature of Critical Thinking. Madison, WisconsinWisconsin Research and Development Center for Cognitive Learning.
  • Beyer, B. (1988). Developing a Thinking Skills Program. Boston: Allyn & Bacon.
  • Brookfield, S. D. (1987). Developing Critical Thinkers. San Francisco: Jossey-Bass.
  • Bruner, J. (1973). Going Beyond the Information Given. New York: Norton.
  • Chang, Y. C. (1995). Thinking Skills and Teaching. Taipei: Psychology (In Chinese).
  • Chang, Y. F. (1996). Report on the Education Reform: Higher Vocational Education. Education Reform Commission, Executive Yuan, R.O.C. (In Chinese).
  • DeBono, E.(1992). Lateral Thinking for Management. New York: McGraw-Hill.
  • Facione, P. A. (1990). APA Delphi Research Report Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Executive Summary “The Delphi Report”. Millbrae, CA: California Academic Press.
  • Greenan, J. P. (1994). The Educational Reform Movement and School-to-Employment Transition of Youth. In Albert J. Pautler, Jr. Prakken (Ed.), High School to Employment Transition: Contemporary Issues. Publications,19. Inc. MI: Ann Arbor. PP.31-46.
  • riorana, V. P. (1992). Critical Thinking across the Curriculum: Building thenalytic Classroom. Bloomington, IN: ERIC Clearinghouse on Reading and communication Skills.
  • Wu, M. (2001). The identification of logical reasoning and problem solving techniques mechanism, Educational Research Monthly, 83, PP72-93 (in Chinese).

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