ACTION
RESEARCH
BHOOMI TYAGI
II YEAR
2022-24
PRESENTED TO-
R.K.SRIVASTAVA
I would like to express my deepest gratitude to those who have
contributed to the successful completion of my action research
project as part of the D.El.Ed program. This journey has been both
challenging and rewarding, and I am fortunate to have received
support and encouragement from various individuals.
I extend my sincere thanks to my DIET faculty for their guidance
and valuable insights throughout the research process.
Lastly, I would like to express my heartfelt appreciation to my
friends and family for their unwavering support, and
encouragement during this academic endeavor.
Thank you all for being an integral part of this journey.
Bhoomi Tyagi
D.el.ed Trainee
2022-24
Action research is a systematic inquiry
conducted by practitioners to solve specific
problems or improve practices within their
own contexts. It is a reflective and
collaborative process where individuals or
groups in real-world settings engage in a
cycle of planning, acting, observing, and
reflecting. The primary goal of action research
is to bring about positive change and
improvement in a particular situation or
environment.
Action research is centered around
addressing practical issues and challenges
faced by practitioners in their everyday work
or context.
Action research typically follows a cyclic
process of planning, acting, observing, and
reflecting. The insights gained from one
cycle inform the planning of the next.
It emphasizes collaboration and collective
inquiry, encouraging open communication
and shared decision-making among
participants.
The ultimate aim of action research is to bring
about positive change, whether it's improving
educational practices, enhancing organizational
processes, or addressing social issues.
Action research is commonly applied in fields such
as education, healthcare, organizational
development, and community development, where
practitioners seek to enhance their practices and
make meaningful improvements in their respective
domains.
Need &
Objectives
PROBLEM SOLVING:
NEED: Address specific challenges or problems faced by
practitioners in their everyday work.
WHY: To find practical solutions and improvements
within a specific context.
CONTINUOUS IMPROVEMENT:
NEED: Foster a culture of continuous learning and
improvement.
WHY: To adapt to changing circumstances and enhance
the effectiveness of practices.
EMPOWERMENT:
NEED: Empower practitioners to take an active role in
shaping and improving their own practices.
WHY: To build a sense of ownership and responsibility
for positive change.
IDENTIFY AND DEFINE ISSUES:
Objective: Clearly identify and define the problems or
challenges within a specific context.
Why: To establish a clear focus for the research and
subsequent action.
DEVELOP PRACTICAL SOLUTIONS:
Objective: Generate practical and feasible solutions to
address identified issues.
Why: To provide actionable strategies that can be
implemented in the real world.
PROMOTE REFLECTIVE INQUIRY:
Objective: Encourage reflective thinking and inquiry.
Why: To deepen understanding, foster critical
thinking, and guide future actions.
"UNLOCKING
CURIOSITY :
AN ACTION RESEARCH
ADVENTURE INTO
SOCIAL SCIENCE
DISINTEREST"
In the vibrant landscape of education, the
challenge of cultivating curiosity and
engagement in the realm of social sciences is
both intriguing and essential. This action
research embarks on a journey to unlock the
mysteries behind the disinterest observed
among students in the social science domain.
The mission is to transform disengagement into
enthusiasm, transforming classrooms into
vibrant hubs of exploration and learning.
Social science subjects offer a rich tapestry of
human experiences, societies, and cultures, yet
a noticeable disinterest has cast a shadow over
students' interactions with this knowledge.
Unraveling the roots of this disinterest is crucial
for fostering a love for learning and building a
foundation for informed citizenship.
The primary objective of this action research is to
identify the factors contributing to social science
disinterest among students and to develop effective
strategies that rekindle curiosity, making the learning
experience more captivating and relevant.
WHAT ARE THE KEY FACTORS
CONTRIBUTING TO STUDENTS'
DISINTEREST IN SOCIAL
SCIENCE SUBJECTS?
HOW CAN TEACHING
METHODOLOGIES BE ADAPTED
TO SPARK CURIOSITY AND
ENGAGEMENT IN SOCIAL
SCIENCE CLASSROOMS?
WHAT ROLE DO CURRICULUM
DESIGN AND REAL-LIFE
APPLICATIONS PLAY IN
ENHANCING INTEREST IN
SOCIAL SCIENCE?
Methodology:
This action research will employ a mixed-methods approach,
combining qualitative data through student interviews and
focus group discussions with quantitative data from pre- and
post-intervention surveys. Classroom observations and teacher
reflections will also be integrated to provide a comprehensive
understanding of the dynamics at play.
ACTION
PLAN
DIAGNOSTIC PHASE
Conduct student interviews and focus
group discussions to identify specific
areas of disinterest.
Analyze current teaching
methodologies, curriculum content, and
assessment strategies.
INTERVENTION DESIGN
Collaborate with educators to design
innovative teaching strategies that align
with student interests.
Develop supplementary materials and
real-world case studies to enhance
relevance.
IMPLEMENTATION
Implement the revised strategies and
materials in selected social science
classrooms.
Gather ongoing feedback from students
and teachers to monitor changes.
UNDERSTANDING ROOT CAUSE
Perceived Relevance
Issue: Students may perceive social studies as irrelevant to their
daily lives, lacking a clear connection to their experiences or
interests.
Solution: Making content more relatable by incorporating real-
life examples, current events, and issues relevant to students'
communities.
Teaching Methods
Issue: Traditional teaching methods that rely heavily on lectures and
rote memorization may fail to engage students.
Solution: Incorporating interactive and participatory teaching
methods, such as debates, discussions, role-playing, and hands-on
activities, to make the subject more dynamic and engaging.
Perception of Difficulty
Issue: Students may find social studies challenging or overly complex.
Solution: Adjusting the difficulty level gradually, providing additional
support, and breaking down complex concepts into more digestible
components can help students build confidence.
METHODS FOLLOWED TO
SOLVE THE PROBLEM
Real-World Connections:
01 Method: Relate historical events, geographic concepts, and
cultural studies to current events and real-world situations.
Why: Demonstrating the relevance of social studies to students'
lives fosters a sense of connection and curiosity.
Interactive Teaching Strategies:
Method: Incorporate interactive methods such as debates,
discussions, role-playing, simulations, and group projects.
Why: Active participation enhances understanding and
02
makes learning social studies more dynamic and enjoyable.
Multimedia Resources:
03 Method: Use multimedia resources, including documentaries,
videos, maps, and interactive websites.
Why: Visual and interactive elements cater to diverse
learning styles and make the subject matter more engaging.
Field Trips and Experiential Learning:
Method: Organize field trips to historical sites, museums, or cultural
events.
Why: Experiencing history and culture firsthand provides a
memorable and immersive learning experience.
04
Review Literature
RESEARCH
QUESTIONNAIRE
QUESTIONNAIRE
HOW WOULD YOU RATE YOUR OVERALL INTEREST IN
SOCIAL STUDIES?
1. VERY INTERESTED
2. INTERESTED
3. NEUTRAL
4. NOT VERY INTERESTED
5. NOT INTERESTED AT ALL
HOW DO YOU FEEL ABOUT THE CURRENT TOPICS
BEING COVERED IN SOCIAL STUDIES CLASS?
1. VERY INTERESTED
2. INTERESTED
3. NEUTRAL
4. NOT VERY INTERESTED
5. NOT INTERESTED AT ALL
DO YOU ENJOY LEARNING ABOUT HISTORICAL
EVENTS?
1. YES
2. NO
3. NEUTRAL
HOW MUCH TIME, ON AVERAGE, DO YOU SPEND ON
SOCIAL STUDIES HOMEWORK PER WEEK?
1. LESS THAN 30 MINUTES
2. 30 MINUTES TO 1 HOUR
3. 1 TO 2 HOURS
4. MORE THAN 2 HOURS
QUESTIONNAIRE
HOW DO YOU FEEL ABOUT THE WAY SOCIAL STUDIES
IS CURRENTLY TAUGHT IN OUR SCHOOL?
1. VERY ENGAGING
2. SOMEWHAT ENGAGING
3. NEUTRAL
4. SOMEWHAT UNENGAGING
5. VERY UNENGAGING
DO YOU BELIEVE THAT SOCIAL STUDIES IS RELEVANT
TO YOUR DAILY LIFE?
1. YES
2. NO
3. SOMEWHAT
HOW IMPORTANT DO YOU THINK IT IS TO LEARN ABOUT DIFFERENT
CULTURES AND SOCIETIES IN SOCIAL STUDIES?
(1 - NOT IMPORTANT, 5 - VERY IMPORTANT)
1. 1
2. 2
3. 3
4. 4
5. 5
IS THERE ANYTHING ELSE YOU WOULD LIKE TO SHARE
ABOUT YOUR EXPERIENCE IN SOCIAL STUDIES CLASS?
(OPEN ENDED)
A significant portion of students expressed a
low overall interest in social studies.
Common challenges faced by students
include difficulty understanding the content
and perceived lack of relevance to their daily
lives
Students expressed disinterest in cultural
studies.
Students consistently provided suggestions
for improvement.
The conclusions drawn from the questionnaire
highlight the importance of tailoring
instructional approaches, content, and
curriculum design to align with students'
interests and create a more engaging and
meaningful social studies learning experience.
Revised the curriculum to include more
diverse and relevant content, ensuring that it
addresses students' interests and concerns.
Implemented a mix of instructional
strategies, including interactive activities,
multimedia resources, and technology
integration, to cater to different learning
preferences.
Emphasized the real-life applications of
social studies concepts, demonstrating how
they relate to students' daily lives and future
endeavors.
Established a feedback loop between students
and educators to continuously assess and
adjust teaching methods.
LESSONS
LEARNED
ENGAGING IN THE ACTION RESEARCH PROCESS
TO ADDRESS STUDENTS' DISINTEREST IN THE
SOCIAL STUDIES SUBJECT HAS BEEN A
VALUABLE LEARNING EXPERIENCE DURING MY
TEACHER TRAINING. THE JOURNEY HAS
PROVIDED INSIGHTS, CHALLENGES, AND
GROWTH OPPORTUNITIES THAT CONTRIBUTE
TO MY PROFESSIONAL DEVELOPMENT.
THROUGH INTERVIEWS AND OPEN
DISCUSSIONS, I GAINED DEEPER INSIGHTS
INTO STUDENTS' INTERESTS, CONCERNS,
AND PREFERENCES. THIS UNDERSTANDING
INFORMED THE DESIGN OF INTERVENTIONS
TAILORED TO THEIR NEEDS.
EXPERIMENTING WITH VARIOUS TEACHING
METHODS ALLOWED ME TO OBSERVE WHAT
RESONATED WITH STUDENTS. BEING OPEN
TO ADJUSTMENTS BASED ON THEIR
RESPONSES PROVED ESSENTIAL IN
FOSTERING ENGAGEMENT.
Conclusion
The action research journey aimed to investigate and address
students' disinterest in the social studies subject, providing
valuable insights for both immediate interventions and
broader implications for social studies education.
Recognized a noticeable disinterest among students in social
studies.
Personal commitment to addressing the issue as a teacher
trainee.
Reflection on personal and professional growth as a teacher trainee.
Recognition of the importance of flexibility, collaboration, and
continuous improvement.
In conclusion, the action research journey not only addressed the
immediate issue of students' disinterest in social studies but also
contributed to broader implications for social studies education. The
outcomes underscore the importance of adaptability, collaboration,
and continuous improvement in creating engaging and inclusive
learning environments for students. The journey serves as a testament
to the transformative power of reflective teaching practices and the
potential for positive change within the realm of social studies
education.
