1.

1 Problem Statement

There is poor understanding of basic concepts in orthographic drawing on the parts of

students. A big gap in understanding exists between brilliant students that opted for the

subject due to passion for it and students who opted for the subject due to lack of subject

combination/ poor form three results, leading to poor adaptability and understanding from

the part of these latter students. Thus the implication of the broader scope of the topic in

the syllabus, which covers aspects of truncation of geometrical solids, interpenetration of

geometrical solids, development of geometrical solids and their truncated parts and aspect

of true length becomes much significant; this makes true the prophesy that if one is not at

ease with orthographic projection, he/she will not find the connected topics with it easy.

There exist also a time lag, between which topics are covered and examined and that is to

be considered; bearing in mind that it is a two-year syllabus. All these aspects lead to the

inability of pupils to structure, organize and apply their knowledge.

Proper teaching is to promote the understanding of the concept being taught with a view to

applying knowledge of such understanding to real life situations. The consistent poor

performance and negative attitude towards orthographic drawing attest to the fact that the

teaching is not properly done. Hence, the concepts being taught are not properly

understood. This improper teaching is leading to a vigorous search for appropriate

teaching method that will best achieve the aim of teaching, thus improving performance

and enhancing positive attitude.

The White Paper on Education (1997, p.20) states “what we require is a child centered

education rather than a subject-centered one or a teacher centered one.” This clearly

shows that our education system has to be re-worked in the light of the educational crude
0
realities in the field. Teachers should develop strategies which will help students to

understand and retain knowledge.

The Action Plan (1998) elaborates on the crucial role of the teachers. It highlights that

teachers need to be much more of facilitators than providers of information. Efforts should

be made to guiding students on how to learn, how to think critically and how to develop

autonomy.

There is the view that teachers shy away from activity-oriented teaching methods which

is known to be effective, and rely on the teaching methods that are easy but most times

inadequate and inappropriate. (Akubuilo(1995); Ajewole(1997); James and

Shaibu(1997)).

1.2 Title of dissertation

Use of Projection Plane Method in the teaching and learning of Orthographic drawings at

Form Five level. An Action Research

1.3 Research Objectives

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  Demonstration as a technique with proper instructional design to be used in

teaching of orthographic projection.

 Evaluating the effectiveness and usefulness of using real models and improved

demonstration technique with proper instructional design in teaching of

orthographic drawings.

 Attitudes of students towards using real models and improved demonstration

technique with proper instructional design

1.4 The Rationale

Our traditional way of teaching is too teacher centered, chalk and talk and questioning

followed by student seatwork on paper and pencil. A study is needed to investigate that

whether by using demonstration methodologies around the topic of Orthographic Drawing

it makes the DC/DT class more student-centered thus improving the teaching-learning in a

form five class and also the changes that demonstration brings to the classroom practices.

Orthographic Projection is a topic which is introduced as early as in Form I in the Design

and Communications /Technology syllabus. The curriculum has included this topic for it

is regarded as important and it forms the basis of much technical drawings ranging from

the easy to the most complex ones in higher classes / in prestigious careers such as doctors

and engineers.

There has been a paradigm observed in the students' behavior and performance across the

forms one to five over the four years of my teaching practice when it comes to
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Orthographic Projection. Students usually find the topic confusing and have difficulty in

visualizing demanded views of a given 3D shaped object in Isometric Projection on a page

in their book or on blackboard. They do not get the required competencies attached to the

topic despite properly given to them at the beginning of any orthographic projection

lesson; these have been found to be not ends in themselves. They also tend to

forget/ignore basic ground rules of the subject while drawing or in assessment conditions.

They are unable to draw a correct Orthographic view with confidence.

Also my teaching practice has been limited to mainly blackboard talk and chalk method

and although use of humor has been used to enhance the class climate yet the performance

of my students has been following same pattern despite enlivened and motivation signs I

have been obtaining from them during class. Other sign that my teaching requires

rejuvenation is from the fact that I find it time consuming and inaccurate to use the

blackboard in explaining the topic. It is also tiresome and linear, that is when there is a

need to re-explain an aspect to a student who asks for a second explanation, the drawing

being already complete on the blackboard makes my explanation a bit biased.

1.5 Research Questions Identified

Teachers usually have to design and adopt a variety of strategies and teaching aids to

satisfy the learning needs of their pupils. The different learning styles that can be

identified are as follows:

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VISUAL → learning motivated by seeing

AUDITORY → learning motivated by hearing

KINESTHETIC → learning motivated by movement

TACTILE → learning motivated by touching and manipulation

"If one wants to reach younger people at an earlier age to shape their minds in a critical

way, you really need to know how ideas and emotions are expressed visually"- Martin

Scorsese

The action research aims at studying the use of demonstration as an effective visual/tactile

tool in teaching. Much stress has been laid on the visual capacity of human beings.

Indeed, we can retain snapshots of our past experiences and we can visualize future

possibilities. The brain structure is capable of absorbing 36,000 visual images every hour.

Research approximates that between 80% and 90% of the information received by the

brain is through visual means (Jensen, 1998).

Before embarking on the research, it is important to identify the research questions so as

to set the initial framework for the research.

The research questions identified are as follows:

 Can the use of a real geometrical solids models and a real projection plane address

the particular learning difficulties faced by the pupils in drawing orthographic

projection?

 Will demonstration be appropriate for pupils with learning styles other than a

visual one?
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  What type of instructional design is possible with a demonstration type of a

lesson?

 How much will a demonstration with real models and projection plane be

appreciated by students?

 How much will teaching be improved using demonstration with real models and

projection plane?

The research will be an attempt to answer all these questions as the experiments progress

and unfold itself.

1.6 Definition of Key terms

DT – Design and Technology

DC – Design and Communications

CADD – Computer aided drafting

Projection Plane – Image plane

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Models – Replica of geometrical solids in Card paper (See Appendix A for pictures)

Real Projection plane – A frame made out of wood which will act as the image plane

Demonstration Method / Demonstration technique- Demonstration used as a device in the

teaching………………………………

SC – School Certificate of Form Five/ Form Four

HSC – Higher School Certificate

1.7 Outline of dissertation

The research which assesses the usefulness and effectiveness of using a demonstration kit

as a teaching aid at SC level will be broken down in the following chapters:

Chapter 1 is a general round up of the research in general. It focuses on the objectives of

the research.

Chapter 2 is the literature review chapter. Part of the literature review will be on

Orthographic Projection within the school curriculum of DC/DT. Additionally, it will also

include features of demonstration as a teaching technique – how they are applied in

general in education, their advantages and their disadvantages. The teaching methodology

will be finalized.

Chapter 3 is about the Methodology, there will be the justification for Action research

which includes the preparation and implementation of lesson plans, the different cycles in
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the Action Research and finally, the different observations made during the

implementation of the lessons. Also the various tools and data collection techniques will

be elaborated.

Chapter 4 deals with the collection and analysis of data and the personal reflections made.

Finally Chapter 5 consisting of the general conclusions and recommendations for further

studies given as the last chapter

Chapter Two: Literature Review

1.0 Introduction

In this chapter, I will explore the topic of Orthographic Projection and will identify the

key prerequisites and competencies as required by form V students; this will help me to

better understand the topic peculiarities and enable me to organize my lesson. There will

also be the investigation into the teaching of orthographic projection and its recommended

teaching strategies. I will also look into teaching styles and learning styles in respect to

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mix abilities class setting and the appropriateness of demonstration as a teaching

technique.

2.1 Orthographic Projection

Every engineering student must know how to create and read technical drawings as a basis

for self expression and professional communication (Giesecke, 1981). The importance of

this skill becomes apparent with the understanding that lines and technical symbols are

considered the language of engineering graphics (French & Vierck, 1978). Engineering

schools recognize the importance of this ability and require students to take one or more

courses of engineering graphics as a foundation for engineering and design majors.

(Hepler, 1957). One of the major abilities to be learned during a basic drafting course is

orthographic projection, multiview drawing. Clark (1971) states that:

From its inception as a school subject, orthographic projection has been taught for its

practical values. The primary value for the study of orthographic projection is the

graphical representation of the exact shape and size of the three dimensional objects on

two dimensional paper. (p. 1)

2.1.1 Learning associated with Orthographic Projection

The ability to think, visualize, in three dimensions is one of the most important skills an

engineer or technician can posses (Giesecke et al., 1981). But according to Lowenfeld

(1945) and for what orthographic projection is concerned, there exists two types of

learners; the visual and the haptic. Felder and Spurlin (2005) also confirm that the

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predominant preferential learning styles of students in Technology education are active

and visual, which correlate with other studies.

The visual learner prefers to receive information visually while the haptic learner prefers

to handle objects. Therefore it could be inferred that perceptual styles affects learning

ability but a study by Baird (1990) has shown that visual –haptic perceptual style has no

effect either positively or negatively on student’s abilities in orthographic projection.

Baird (1990) also found that only prior experience in drawing orthographic projection had

an effect on the ability to solve orthographic problems under test conditions.

With the availability of information technology, one can think of using computers

equipped with CADD to improve instructional objectives in orthographic projection but

Murphy (1987) concluded that there are no statistically significant differences that exist

between student achievement using either traditional equipment or CADD equipment. But

Hill (1971) who had compared two computer assisted instruction strategies for

orthographic projection found that visual student benefitted mostly from that type of

strategy but Baird (1990) found that despite perceptual style, unseen factors such as

motivation can lead to the adaptation of non-visual learners. Therefore with or without

CADD it does not quite make the difference in the learning of orthographic projection but

surely from a motivational perspective, the use of computers improves the climate for

learning especially in subjects that use computers (Valdez et al., 1999). To conclude this

brief exposé of learning style, the following quote of Felder and Silverman can be useful:

“active participation is the best teaching style for both types of learners. With active

participation probably affecting the entire classroom experience and hence, the other

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three dimensions, it is not unfound to surmise that active participation is superior to

passive, regardless of the preferential learning style.” (Abdelhamid, 2003, p.139)

2.1.2 Implications for Teaching in orthographic Projection

“[Teachers] are failing to recognize the variety of thinking and learning styles they

[students] bring to the classroom, and teaching them in ways that don’t fit them well”

(Sternberg, 1999, p.17). According to Felder (1993): “students whose learning styles are

compatible with the teaching style of a course instructor tend to retain information longer,

apply it more effectively, and have more positive post-course attitudes toward the

subject.” Coming to the teaching strategy adopted by the teacher, it is known that

teaching should be done towards objectives which can be classified according to Bloom

(1964), i.e. the cognitive, affective and psychomotor domains and those objectives should

be what student is to get out from any lesson. According to Schertz (1990), the

competencies for drafting are usually cognitive and psychomotor and this is inferred for

orthographic projection. (See the Competency, Competency builders associated with

Orthographic Projection and classification of objectives sheet in Appendix A). A teachers’

guide published by the Louisana State Department of Education (1981) suggests that

teachers should construct a projection box for demonstration purposes and models for

various problems to clarify students’ understanding of surface relationship. Gregory et al

(1984) also suggest that explanations should be given and demonstration using a glass box

method for projecting regular views as learning activities in their teachers’ guide for

orthographic projection. The Mississippi Department of Education (1996) also published a

paper for curriculum framework on drafting in which it is suggested that discussion and
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demonstration be used as the teaching techniques for orthographic projection (See

Appendix B).

2.2 Demonstration Method as per my Research

Following the recommendation of previous researchers as given in section 2.1, I hence

start the investigation of the Demonstration Method of teaching. But at this point, it is

important to consider the etymology of words and their meaning; there is no clear cut

distinction between the term ‘method’ and ‘device’ as some writers term devices as

methods of teaching (Aggarwal,1996, p. 90, p.97). The word ‘technique’ also creates

confusion. For the sake of my action research, I have chosen to consider them as follows:

If in any of the seven-fold division of methods of teaching, that is,

1. Inspirational,

2. Expository,

3. Natural,

4. Individualized,

5. Encounter,

6. Discovery,

7. Group,

There is the use demonstration as a technique or device; it can be defined under

demonstration method of teaching.

2.3 Application of Demonstration as a device to teaching.

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 Demonstrations are an effective method for teaching concepts and problem-solving

procedures. A good demonstration should lead to increased attentiveness, learning, and

performance (Training Curriculum, Family Nutrition Program, Purdue University

Cooperative Extension, 2001).

Demonstrations by teacher can be used with students of all ages and across all subjects.

The teacher is not only knowledgeable about the topic but also uses a variety of aids to

ensure that students understand what is being demonstrated (Marsh, 2004).

The demonstration method is the basic and most often used method

of instruction for teaching skill-type subjects. It covers all of the steps for students who

need to learn a skill in an effective learning sequence. This method always includes a

demonstration step and a performance step and it allows the use other steps as needed.

2.4 Implication of demonstration step and performance step in planning a lesson.

2.4.1Demonstration Step

The following techniques are used when giving an actual demonstration:

 Students and training aids are positioned properly. The students are directed to gather

around a worktable or a training aid, making sure every student has an unobstructed

view.

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 The operations are showed and explained. The operations are performed in step-by-

step order. Whenever possible, the telling and doing is presented simultaneously.

There should be no hurry; it should be ascertained first that the students

understand the first step before proceeding to the second, and so on. Difficult

operations are to be repeated. After each operation there is the need to pause briefly to

observe student reaction and to check student comprehension. “Sometimes students

pay little attention towards certain important procedure and teachers can halt the

procedure to ask the questions accordingly” (Bentley, et al (2000).

 Safety precautions should be observed.

 Proper attention should be given to terminology. Each part of a training aid should be

called by its proper name, each time attention is called to it. 

 Student comprehension should be checked carefully. Questions should be asked

during the demonstration step that requires the students to recall nomenclature,

procedural steps, underlying principles, safety precautions, and the like. The class

should be watched for reactions indicating lack of attention, confusion, or   doubt; but

there should be no dependence solely upon visual observations.

As per the law of primacy when performing the demonstration step, proceeding should be

from simple to complex in logical sequence.

2.4.2 Repetition Step

When using the demonstration method, provision of a demonstration step and a

performance step should be there. Generally, there is the inclusion

of one or more repetition steps between the demonstration step and the performance step.

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In deciding how many and what kinds of repetition steps to include, several elements are

to be considered, the most important being the complexity of the skill.

2.4.2.1 Instructor repetition step

When using this step, the job is repeated without noticeable interruptions, restating the

procedure and the important safety factors as the steps are performed. This step has the

important purpose of showing continuity.

2.4.2.2 Student repetition step

In the student repetition step, a student is selected to repeat the job, the teacher restating

the procedure and the important safety factors as the student performs the steps.  This  step

will  motivate the students  by  proving  that  they  can  do  the  job with

the instruction given. It will show the teacher those areas of instruction which need to

be strengthened.

2.4.3 Performance Step

The performance step is the step in which the students practice under supervision

until they have attained the required proficiency. During this step, the students apply

what they have previously learned as a result of the preceding demonstrations. 

(Adapted from http://www.scribd.com/doc/16065297/Demonstration-Method-Final)

2.5 Advantages and Disadvantages of Demonstration Lesson to teacher and student

Demonstrations utilize several senses; students can see, hear, and possibly experience an

actual event. They stimulate interest and presents ideas and concepts more clearly.

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They provide direct experiences and reinforce learning (Newby, Stepich, Lehman, &

Russell, 1996, p. 48).

Demonstrations may fail and may limit participation. They may limit audience/client input

and require pre-preparation (Kozma, Belle, Williams, 1978, p. 343).

2.6 My demonstration method of teaching adopted for my class

The first consideration is to know the type of class I have; Ireson & Hallam (2001) will

suggest that teachers need to recognize that a class is mixed ability because children have

different strengths and weaknesses and develop at different rates. They have different

preferences for learning and displaying their work.

With reference to my problem statement and section 2.1, the following has been identified

as desirable in the teaching of orthographic projection i.e. child centeredness, development

of autonomy, use of demonstration, activity orientation, active participation and

discussion. Also considering the disadvantages from section 2.5 such as limitation of

participation or client input and the fact that my class is a mix ability class; I thus have to

opt for a teaching method at this stage that could enclose the entire desirable demanded

facets and elimination of the negative attributes. I have opted for a collaborative group

teaching method including in it discussion and demonstration. From now onwards, this

will be what I will refer to as the demonstration method for my project.

2.6.1 Justification for the Demonstration method adopted

This part is concerned into why group teaching came to be adopted alongside

demonstration for my mix ability class. According to Gayle and Carolyn (2007, p. 99),

when planning a class for differentiated learning, the teacher should think about focus
15
activities whereby student’s attention are captured and for this I decided to adopt

demonstration with a teaching aid (See Appendix D Picture of Teaching Aid).

From the many instructional strategies associated with a mix ability class, only

collaborative group learning came to englobe the desired characteristics given in the

previous section and this is well summarized in the following finding of Robbins,

Gregory, & Herndon (2000) whereby the acronym TASK is said to summarize the aspects

of collaborative group work.

T –Thinking is built into the process

A – Accountability is essential. Goal achievement: both individual and group.

S – Social skills lead to team success

K – Keep everyone on Task: roles, tasks, resources, novelty, simulations, and clear

expectations.

2.6.2 Considerations for collaborative group work with a mixed ability class

There are six key steps involved in planning for cooperative learning

(http://www.slideshare.net/JuicyUniverse.com/cooperative-learning-1816077):

 Choose an approach among

 Student Teams Achievement Divisions (STAD)

 Jigsaw

 Group Investigation

 The Structural Approach

 Think-Pair-Share
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  Numbered Heads Together

 Choose appropriate content

 Form student teams

 Develop materials

 Plan for orienting students to tasks and roles

 Plan for the use of time and space.

2.6.3 Planning a lesson for that collaborative group work with demonstration as focus

activity

A Sample Lesson Plan

(Adapted from http://www.linguist.org.cn/doc/su200612/su20061210.pdf)

Text: Stuart Bland, Unit 3: Orthographic Projection

Classroom: Activity Room (Layout of Tables)

Number of the Students: 15

Stages:

Stage One: Preparation

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The first stage consists of the following details: thinking of a suitable way of applying

cooperative learning, in this instance with a task involving normal group work.

The next focus will be on the method of effectively grouping the students. According to

the student number and features of classroom tables, it is decided to divide students into

five groups, where three students sit at one drafting table. Random grouping is the

preferred method as it makes the students feel like they are being fairly treated and gives

them the chance to work with different members. By designating each student a

corresponding letter: A, B, C, D, & E, five groups are divided by the letter by which they

are called. After dividing students into groups, the next step is to assign a task for each

group and for each member of that group. The question of how to structure the process of

cooperative learning also needs to be addressed beforehand, and involves such aspects as

how to give precise instructions; how to monitor students and what kind of roles the

teacher should take while students do group tasks.

Tasks

In order to make sure all the students know what they need to do and take accountability
You are going to focus on the Pg 97-98 Section Pyramids, Unit 9 Solid Geometry. While you
to do go through
their ownthework,
section:
small task sheets are designed as follows:
Firstly, scan reading ad observation of constructions (you get 2 mins).
Secondly, read for details: be ready to answer the questions from your classmates and be
prepared for information sharing (5 mins). For example read, reflect and discuss on how to
start the drawing of Orthographic Projection.
Task sheet
Thirdly,for Group
perform A, B,asC,D
the activity &E
follows
One of you will take pictures from the teaching aid using your mobile cameras and sketch out
the shape (10mins). The next one will be planning the orthographic drawing on a page. The
third one will be planning the views as per third angle from the sketching made by his friend.
He may check it for missing lines and hidden edges by also looking simultaneously at the
models, photos and sketch.
Forth: After a final discussion (3 mins), each member will draw any one of the resulting front,
top and side views neatly on an A3 paper. (10 mins) You should use Bode’s Annotations.
Then write the group name and submit for correction.

You also need to choose one among you to be the coordinator to manage and oversee your
tasks.
However, please bear in your mind that individual contribution and group cooperation are 18
both essential in this activity.

The teacher will be around and guiding you.

Stage Two: Implementation

Focus activity will be done as explained earlier: Using a demonstration methodology.

After the demonstration stage which involves the demonstration, repetition and

performance steps, the next stage involves the teacher dividing the students into groups in

the same manner detailed in the previous section. When each student and group settles

down, the teacher allocates tasks and gives each student the task sheet and the appropriate

models from which they will draw the orthographic projection. As the students undertake

their group tasks, the teacher walks around and monitors the activity correcting any errors.

Before the grouping and just after the demonstration, when they finish the first step of the

task, the teacher then hands out the questions that are collected from the students and asks

the students to read and answer those questions. After five minutes, the teacher then brings

the group together again to discuss the answers. In this way the stronger students in the

group can help the weaker students and so peer teaching is encouraged. After finishing the

second step, the students continue the third step of the task as a group and as required in
19
the task sheet. Again, the teacher will monitor these stages of the activity and ensure that

all the students have understood the task involved.

Information gap involving a Jigsaw

When the students finish all the tasks detailed in the task sheet, the teacher forms new

groups with one student from groups A, B, C, D, E respectively as each group was entitled

to the specific model of a geometrical solid. Each student must relate the information

he/she has been given to the newly-formed group and also answer the questions the

newly-formed group members have asked, explaining the different stages of the drawing

process of the new model. This stage sets up an information gap exercise to encourage

students to practice their communicating skills in a more organic capacity.

Class feedback

Ask the students to return to their original groups. Select students to describe the main

stages of the drawing and points where attention needs to be drawn. For example where

points from side view are reflected back to localize it in the top view using the line from

the front view. If the information exchange is successful, all the students should be able to

retell all the points with relative accuracy. Ask the other students to monitor their

classmates’ versions of the points, correcting any errors and adding any forgotten details.

2.8 Summary

I found that the ability to produce engineering drawing is the foundation for engineering

and design jobs. Amongst the engineering drawing, the topic of orthographic projection is

quite important. That topic is learned by mainly two types of learners – the visual and the
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haptic. But neither perception styles nor use of CADD have an effect on achievements of

students except for unseen factors such as motivation. It is further stressed out that

learning style should be compatible with the teaching style. Use of projection box,

demonstration, discussions and activities amongst other things has been recommended for

the teaching and learning of orthographic projection. The teaching methodology best

suited was identified as collaborative group teaching with demonstration as focus activity

and this methodology will be contrasted with the traditional expository teaching.

3.4 Research Methodology adopted

Kurt Lewin (1946) describes action research as a spiral of steps. Each step having four

stages: plan, act, observe and reflect. Each step comprises a cycle which is repeated in a

spiral of steps. Schon (1983) called this type research a reflective practice and Ghaye

(1998) called it reflection-in-action. This type of intervention was also described as

“classroom research” by Hopkins (1985), “teacher as researcher” by Stenhouse (1975),

“self-reflective inquiry” by Kemmis (1982) and finally “action research” by Hustler et al

(1986). As this type of research can be conducted in any field, it has found many followers

in the educational field and the following description is quite relevant: “Action Research

is described as a form of self-reflective inquiry carried out by educators in an area of

concern” (Carr and Kemmis, 1986).

There are three types of approaches of Action Research that enable educators to

investigate areas of concern within their classrooms and schools:

1. individual action research

2. collaborative action research

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 3. school-wide action research

Individual action research focuses on problems in a single classroom involving one

teacher only. Collaborative action research would involve more teachers researching the

same issue and this type of research carries more validity in it but my colleague being

involved in another research so that was not implemented. School-wide action research is

a larger scale research requiring additional resources and careful planning.

According to Cohen and Manion (1985), “action research is a small scale intervention in

the functioning of the real world and a close examination of the effects of such

intervention”. The main aim, then, would be to improve the teaching and learning

situation in the educational context.

3.4.1 Justification of the Action Research

AR is preferred for the following reasons:

 Current tendency and literature reckon action research as a research method for

addressing educational issues.

 It was possible to focus on a particular topic of interest and design ways to

improve it by investigating teaching strategies and in my case looking at a better

way to teach orthographic projection.

 Action research provided a means for me to address classroom situations without

having to take very rigid measures of conventional research which are most of the

time not feasible in a specific educational context.

 The pupils who are the participants will be direct beneficiaries of the outcome of

the project. As Cohen and Manion (1985) put it: “Action Research interprets the

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 scientific method much more loosely, chiefly because its focus is a specific

problem in a specific setting”.

 It helped to discover what works best in classroom situations. In fact, it offers “a

practical problem-solving means of empowering practitioners to research and to

reflect on their own practice” (Bergendahl, 2003:3).

Valuable approaches to Action Research were found available but the cyclic model of

Kurt Lewin (1946) was found more appropriate. Link between each cycle of “plan, act,

observe, and reflect” to one another cycle is possible. The progress from one stage to

another and the follow-up of the progress accomplished was possible to be portrayed.

Three cycles of “plan, act, observe, reflect” was envisaged and I believe it was sufficient

to enable me to make some valid conclusions. In the past, teachers tended to look to others

to get ideas about how to perform a particular task but the main advantage of action

research is that it offers an alternative to probe into our own practice and with time

improve our practice.

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 Chapter Four

4.1 Cycle One in Action (Lesson plan in Appendix)

Give a resume of the class

4.1.1 Analysis of interview answers

4.1.2 Analysis of class work what competencies were seen lacking

4.1.3 Observation using checklist

4.1.4 Summary of findings

What is to be concluded and what was the future action

4.2 Cycle Two in Action (Lesson plan in Appendix)

4.2.1 Analysis of interview answers

4.2.2 Analysis of class work

4.2.3 Observation using checklist

4.2.4 Summary of findings

4.3 Cycle Three in Action (Lesson plan in Appendix)

4.3.1 Analysis of interview

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4.3.2 Analysis of class work

4.3.3 Analysis of questionnaire

4.3.4 Observation of using checklist

4.3.5 Summary of findings

Chapter Five
5.1 Conclusions

5.2 Limitations of the study

This case study will have a few limitations which are as follows:

1. This research was carried out with only one class due to time table and
class allocation. It would have been better if the second class could have
been involved and also if it were conducted in other schools around the
island

2. Only boys were involved.

3. It is not possible to generalize since it was being conducted with only form
IV students and this also in a single school.

4. This research should have been carried out with the teaching of more
concepts instead of only one, but once again this was not possible due to
the time factor.

5.3 Recommendation

25
References

Not completed yet

Jensen, E. (1998) “How Julie's Brain Learns” Educational Leadership, Vol. 56, No.3, Pgs.

41-45, November, ASCD. Alexandria, VA.

Charles Clark (2001) “Carr and Kemmis’s reflections” The Journal of the Philosophy of

Education Society of Great Britain, Vol. 35, No. 1, London, UK

Carr, W., & Kemmis, S. (1986) Becoming critical. Lewes: Falmer Press

http://www.dairyone.com/Forage/FactSheet/sampling_instructions.htm

http://www.surveysystem.com/sscalc.htm

26
Appendixes

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