MANUAL

RESEARCH PROJECT
B.Ed (1.5 Year / 2.5 Year)
Course Code: 8613

Name: ________________________________________________
Roll No. _______________________________________________
Registration No. ________________________________________
Semester: _____________________________________________
Region: _______________________________________________
Theme: _______________________________________________
Sub-theme: ___________________________________________
Topic: ________________________________________________
______________________________________________________

COURSE TEAM
Chairman: Prof. Dr. Nasir Mahmood Dean / Chairman
Early Childhood Education and Elementary Teacher Education
Department
Course Coordinator: Dr. Syed Nasir Hussain
Early Childhood Education and Elementary Teacher Education
Department
Members: 1. Dr. Fazal ur Rehman, Early Childhood Education and Elementary Teacher Education
Department
2. Dr. Muhammad Athar Hussain
Early Childhood Education and Elementary Teacher Education
Department
3. Dr. Rahmat Ullah Bhatti, Early Childhood Education and Elementary Teacher Education
Department
4. Dr. Syed Nasir Hussain
Early Childhood Education and Elementary Teacher Education Department
5. Ms. Mubeshera Tufail, Early Childhood Education and Elementary Teacher Education Department
6. Mr. Salman Khalil, Early Childhood Education and Elementary Teacher Education
Department

Reviewers: 1. Dr. Fazal ur Rehman, Early Childhood Education and Elementary Teacher Education
Department
2. Dr. Afshan Huma, Educational Planning, Policy Studies and Leadership
Department
3. Dr. Tanvir Afzal, Secondary Teacher Education Department
4. Dr. Muhammad Zafar Iqbal Mir, Secondary Teacher Education Department
Editor:
Designer:
Composing:

1. Course Description
Pre-service teacher education in Pakistan has been criticized for being heavily content-ridden on the
cost of ignoring practical aspect. No doubt, theoretical knowledge should be linked with classroom
practices to make the teacher education programs more effective. The Higher Education Commission
Pakistan suggested some radical changes in the teacher education programs. In wake of the
transformation, Allama Iqbal Open University is trying to equip its student-teachers with skills based
on practical works under the supervisions of experienced and highly qualified teachers. Research
Project is one of such offerings to the students which will provide them some basic skills for being an
effective classroom teacher. It is designed to provide them with critical approach, scientific attitude
and reflective thinking. In the previous semesters, the students were offered ‘Research Methods in
Education’, ‘Critical Thinking and Reflective Practices’ and ‘Teaching Practice-I’. The experiences
from these courses will help the students to build their narrative and complete this research project.
We have already learnt that action research is a way of solving local problems by adopting steps of
scientific method. It is not uncommon that a teacher faces many problems of different nature during
teaching and at workplace. Action research provides more valid and reliable solutions of the problems
faced by them at classroom and institution level. So, mastering action research can be an important
step in becoming a more effective teacher. Keeping in view the importance of action research in the
professional life of the teachers, universities of the developed countries have made action research a
part of teacher education programs. For setting higher standards of pre-service teacher education in
Pakistan, Allama Iqbal Open University has also made it mandatory for B.Ed students to conduct an
action research and write a report. As action research targets learning teaching through researching
teaching and based on some practical work, it provides an opportunity to change student-teachers’
beliefs based on practical experiences. It will help the students understand how scientific method is
used to solve classroom problems.
One the most important considerations in action research is ‘context’ – that’s why we are not bothered
about the generalization of the results. It is conducted in the context of the researcher and the problem
relates to the personal context. The critical question of an action research is mostly narrated in
personal pronoun i.e. ‘I’ and ‘My’. For example, “How can I improve reading skills at primary level?”
or “How can my teaching develop higher order thinking among students at elementary level?”
Sticking to one’s own context provides another benefit. It provides an insight into the classroom and
the institutional practices as a whole. The other major consideration of Action Research is the
‘reflection’ of the student-teacher. Action research at this level should be something meaningful to a
student-teacher – lessons which can be carried with as a professional teacher to make you a wiser,
smarter and more effective teacher. Once a student-teacher gets through action research, he/she gets to
know and handle a scientific method to solve his/her professional problems rather than always
looking for trial and error method.
2. Course Learning Outcomes
At the end of the course, the student-teacher will be able to:
 Identify an educational problem within the classroom / institution
 Review the literature related to the identified problem
 Develop a scientific plan to solve it
 Execute an intervention to achieve the objectives
 Collect data about the problem with the help of a research instrument
 Analyze the data
 Draw conclusions based on the analysis of the collected data
 Use APA manual in writing and formatting a research report
3. Introduction to Research Project
The purpose of research project is to engage student-teachers in action research process. Action
research helps student-teachers to begin a cycle of posing questions, gathering data, reflection, and
deciding on a course of action. Research project helps to understand a particular problem or
phenomenon along with strengthening their comprehension of research process. They discover first-
hand knowledge about (a) how the steps of the research process are interlinked, (b) develop an
understanding and appreciation of how knowledge evolves, and (c) adds a contribution to the existing
body of knowledge.
The purpose of action research project is either to solve a problem or to improve a practice in
education within local settings. The output of an action research project may provide immediate
solution to a problem at classroom or school level.
What is NOT an action research?
 Action research is not a library project where we theoretically learn about a topic that interests us.
 Action research is not an attempt of trying to find out what is wrong, rather it is a quest for
knowledge about how to improve a particular practice/situation.
 Action research is not about doing research on or about people, or finding all available information
on a topic looking for the correct answers. Action research involves people working to improve their
skills, techniques, and strategies.
 Action research is not about learning why we do certain things. But it is about how we can do things
better. It is about how we can change our instruction to impact students’ learning.
4. Teaching-learning Methodology
The research project is an activity-based course. The student-teacher will complete the research
project under the guidance of a supervisor. It will be mandatory that the supervisor has at least an
M.Phil degree in the field of Education. A person holding a degree of M.Phil / MS without thesis will
NOT be eligible for supervision. Furthermore, M.Phil / PhD degree holders in the fields of natural
sciences, engineering, agriculture, languages, and Arts and Humanities will not supervise students’
project work. In extraordinary circumstances, the persons holding the required degree in some specific
subjects of social sciences may be appointed as a supervisor but only with the prior approval of the
Chairman, Department of Early Childhood Education and Elementary Teacher Education. Further: A
3-day workshop will be held to share the concept and methodology of action research with the
students. The students will be allotted their supervisors during this workshop.
It is more advisable that the topic of research should also be finalized during this
workshop.
 One-on-one meetings between the student-teachers and the supervisor. The supervisor will get the
progress from the student and propose the way forward. The minimum number of these meetings is
nine. The meetings will be decided with the mutual understanding of the supervisor and the student-
teachers.
 The work (booklet) must be completed within the stipulated period of time and it will
be submitted to the regional office with the approval of the supervisor.
 The regional offices will permit only those students to submit their report who have at least 80%
attendance of the workshop sessions.
 A supervisor will not supervise more than 25 students at a time. Though in special
circumstances, the number of students may be increased subject to the prior approval of the
Chairman, Department of Early Childhood Education and Elementary Teacher Education.
Workshop
A 3-days workshop is a compulsory component of the course. At least 80% attendance in the
workshop sessions is mandatory failing which the student will be disqualified for report submission
and evaluation and he/she has to attend again the workshop. The workshop will be conducted by the
concerned regional office. The Dean Faculty of Education may appoint some faculty members to visit
the workshops, if needed, to convey to the coordinators / supervisors what is and what is not required
from the students. During workshop, the students will get acquainted with the purpose and procedure
of action research. A coordinator and two supervisors will be appointed for the workshop. Only
persons eligible to supervise the students will be involved in the workshop. They will also work as the
resource persons. Except in special circumstances, the number of students in a class should not exceed
75. It is recommended that the students should be distributed among the same three persons who were
involved in the conduct of the workshop. First two days of the workshop will be dedicated for the
sessions regarding action research. On the third day of the workshop, the students will work with their
supervisors to decide the topic and plan of their project. The recommended program of the workshop
is given below. However, minor changes can be made to adjust to the local requirements.
Day Session Activity Timing Duration
Inauguration of the workshop,
2:00 pm
communication of
1 I to 1 hour
purpose, pattern and schedule of
3:00 pm
workshop
Introduction and importance of 3:00 pm
II Educational to
Research 4:00 pm
Introduction and importance of Action Research 4:00 pm to
III
in teacher education program 5:00 pm
Identification and selection of problem for Action 5:00 pm to
IV
Research 6:00 pm
Sources of Locating related Literature and Citing 6:00 pm to
V
it - APA manual 7:00 pm
Data Collection in Action Research Observation 2:00 pm to
2 I (note-taking, anecdotal record, 3:00 pm
checklists, etc.)
Data Collection in Action Research
3:00 pm to
II Interview (survey; attitude / aptitude rating scales;
4:00 pm
formal interview, informal interview, etc.)
III Data Collection in Action Research 4:00 pm to
 Artifact – the physical record (student work;
5:00 pm
portfolios; test scores; attendance record, etc.)
5:00 pm to
Data analysis and interpretation
IV 6:00 pm
Distribution of students in groups and allotment 6:00 pm to
V
of the supervisor 7:00 pm
3 2:00 pm to
Students’ presentations on their topics
I 3:00 pm
Students’ presentations on their topics 3:00 pm to 4:00 pm
II
4:00 pm to
III Finalizing research topics
5:00 pm
5:00 pm to
IV
6:00 pm
6:00 pm to
V Time Frame and scheduling the meetings
7:00 pm

Selection of Topic
The Dean, Faculty of Education will provide a theme and a set of sub-themes. The Director Regional
Services will disseminate this list to all regional centers and the concerned Regional Director will be
responsible to convey it to all supervisors at the time or before the workshop of the course ‘Research
Project’. This practice will be followed every semester as for each semester new theme and the sub-
themes will be provided by the Dean, Faculty of Education.
The selection of the sub-theme – the topic of the research project for each student is up to the mutual
understanding of the student and his/her supervisor. The supervisor is responsible to give almost equal
weightage to each sub-theme. It means that if a supervisor is going to supervise the work of 25
students and there are 08 sub-themes given, every sub-theme should be selected by at least 03
students. In simple words, divide the number of students by the number of sub-themes; and in this
way, equal weightage to each sub-theme should be ensured.
Writing Project Report
You must consider the following points at the time of writing your project report:
 Write you report concise and brief. You are supposed to write your report on the given space as it is
not permitted to attach extra sheets by your own.
 The report must be written in English language ONLY. A report written in any language other than
English will be awarded zero marks.
 Do not copy your report from some other student. If two or more reports are found to be similar, all
such reports will be awarded zero marks.
 If you are already a practicing teacher, use your classroom to conduct this action
research. And if you are not a teacher, you can conduct your research during Teaching Practice-II
(CC-8608).
Dear student

You are required to write your response on the given blank space ONLY in the
manual issued by the department. Write brief and concise; keep in view the space
specified for a particular portion. Don’t use extra sheets. Only handwritten responses
will be accepted. Don’t write in any language other than English.
5. Assessment of Project Report
Research project is a practical course. There will be no written examination at the end of the course.
At completion of the project, the manual will be submitted to the concerned regional office of Allama
Iqbal Open University. The project manual must be signed by the supervisor on the given form
provided in the manual. Without the signature of the supervisor, the manual will NOT be accepted.
Furthermore, the concerned regional office will ensure that the said student has at least 80%
attendance in the workshop failing which the student will not be allowed to submit the manual.
Though attendance in the workshop bears no marks yet it is mandatory for manual submission.
The final date of submission will be communicated by the DRS to the regional centers. No
submission after the deadline will be accepted. If a student is unable to submit the report within the
stipulated time or falls short of the minimum attendance of the workshop, he/she will have to
reregister in the course. The student will pay full fee of the course (the fee is subject to any change by
the university administration). He/she will be given two chances to reregister in consecutive two
semesters (offerings) and if the student remains unable to pass or avail these chances, he/she will be
considered fail and has to get fresh admission when the course is offered.
The project manual will be evaluated against total number of 100. The distribution of marks is
provided against each part. Adequacy, relevance, quality and language will guide the scoring of
responses.
 TOPIC APPROVAL FORM

(Note: This form must be filled and signed on the last day of the 03-days workshop)
Student Name: _______________________________________________
Registration Number: _________________________________________
Roll Number:________________________________________________
Programme: _________________________________________________
Supervisor Name: ____________________________________________
Theme _____________________________________________________
Sub-theme __________________________________________________

Topic of Research Project:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Workshop Coordinator Signature: ________________________________
(Name)
Resource Person-1 Signature: ______________________________________
(Name)
Resource Person-2 Signature: ______________________________________
(Name)
Date of Approval of Topic: ________________________________________
DECLARATION
(To be filled and signed by the student and retained by the Controller of Examination)
I ________________________________ Daughter / Son of ___________________________
Roll No. _______________________________ Registration No. ______________________,
a student of B.Ed Program (1.5 Year / 2.5 Year) at Allama Iqbal Open University do hereby
declare that the research project entitled ___________________________________________
_________________________________________________________________
submitted by me in partial fulfillment of B.Ed (1.5 Year / 2.5 Year) program is my original work and
has not been submitted or published earlier. I also solemnly declare that it shall not, in future, be
submitted for obtaining any other degree from this or any other university or institution.
I also understand the zero tolerance policy against plagiarism of the university and the HEC and if my
work is found to be plagiarized or copied from someone other’s work at any stage, even after the
award of the degree, the work may be cancelled and the degree confiscated.
_________________________________
(Signature of the Student)
Date: _____________________ _______________________________
(Day-Month-Year) (Name of the Student)
Research Project Submission Approval Form
(To be filled by the student; and signed by the supervisor and the RD)
This research project entitled ___________________________________________________
___________________________________________________________
submitted by (student name) ____________________________________________________
Roll No. _______________________________
Registration No. _______________________
Program (1.5 Year or 2.5 Year) ______________________ was conducted under my supervision. I
have read it and found it to be satisfactory regarding its originality, content, language, relevancy,
consistency, citation and reference list. It is ready for submission for evaluation to Allama Iqbal Open
University as a partial fulfillment of B.Ed (1.5 Year / 2.5 Year).
_________________________________
(Signature of the Supervisor)

Date: _____________________ _________________________________

(Day-Month-Year) (Name of the Supervisor)
Certified that the student has completed at least 80% attendance and all required components of the
workshop.
_______________________
(Signature of the Regional Director)
Name of the School (where the action research was conducted):
__________________________________________________________________
Overall background of the participants of the project; area / school: (socio-economic status,
occupation / profession – earning trends of majority of the parents, literacy rate, academic quality,
and any other special trait of the community where the school is situated) (10 marks)
Here needs 9-10 paragraphs; Each paragraph of 10-12 lines.

Following question at least be addressed in this section:

a) What is locality, area, town,(1 para) population characteristics ( poor, lower middle class,
workers, farmers etc.) (Para 2) literacy rate of the local people(Para 3), number of people,
girls boys (Para 4) etc.
b) Name and history of the school(Para 5 &6)
c) LND of the school(Para 7)
d) Teaching Learning quality (Para 8)
e) Future prediction of students numbers, peoples interest, and teaching & learning
quality(techniques, av aids) (Para 9)
f) Conclusion of the above all 9 paragraphs(Para 10)

School Name:

The school name where I am conducted action research is “Govt. Model Primary School Chack
Choudo”. which is situated in markaz Kunjah tehsile & district Gujrat.

Background:

Area:

School Name Govt. Model Primary School Chack Choudo Markaz Kunjah
Location Village Chak Choudo P/O Jheranwali Tehsile & District Gujrat
Population About 1700 persons
Literacy rate 35 %

School’s history:

The Govt. Model primary School has been situated since 1975 as a “Govt Boys Primary School” and
in 1995 another Govt. school for girls built in same village as named “Govt. Girls Primary School”.
Later on these two schools are merged as one Model Primary School in 2012 by the Government of
“Nawaz sharif” as prime minister and “Shahbaz Sharif“ was the chief minister of province Punjab.

Social Trends:
The people of Village Chack Choudo are mostly social as they gathered in joys and sorrows of each
other. They are cooperative and help each other in different matters of daily life.

From whole population about 70 % male population has political trends as they support the politicians
for their solving daily life matters such as building new streets, sanitation systems etc.

As we know every village has some bad people ,this village also has such a group of people which are
involved in drug addiction and some other evils.

Economic Trends:

The most of population of village Chack Choudo about 65% has “pastoral” trend as they rely on
domestication of animals such as buffalos, cows, goats and some other type of domestic animals as
hens, ducks etc for their economic needs.

The average income of peoples is about 1500 PKR/month. About 10 % population of this village is in
government employment. Women of this village have to work in fields with their family members to
fulfill their economic needs.

About 20% male population are in foreign countries for their job. They rely on foreign income to
fulfill their needs. Their standard of life is much better than other peoples.

Some of people have their own small business such as trading of domestic animals, shop keeping and
some have agricultural equipment such as tractors, choppers etc.

Literacy Rate:

The average literacy rate of this village is about 35%. The basic reason of this low literacy rate mostly
people have low income so to fulfill their needs they want to work their child with them in the fields
and also for domestication of animals after school time. So, child don’t have fully focus and attention
on their study.

Other peoples whose income is moderate they pay attention to their pupils in gaining education, they
have check and balance of their pupil’s study.

The people whose income is much better such as workers of foreign countries prefer their pupils to go
in private schools for education.

If we observe the literacy rate by gender specification, we see that people of this village mostly prefer
males to earn education than females. They considered that males are guardians of families they have
more need to educate and get a suitable employment for income. But now a days people prefer to gain
education of their females as they feel that an educated mother can only born an educated family.
Some of old aged people are also educated and are retired from employment such as army, education
department etc. they also prefer to gain education.

Academic / Learning Quality:

The learning quality of Govt. Model Primary School is much better than other schools such nearby
Govt. Schools and also private schools. The basic reason of this characteristic is that all staff of this
school is well educated and have at least master degree qualification with also professional
qualifications.

If we check the overall quality of education of whole village that is in average numbers because of
living standard of villagers. As mentioned in above economic trends. Mostly people are not focused
on education of their pupils. They prefer to increase in income. But by the passage of time people are
feeling the importance of education.

The quality of education also varies by gender specification that’s means most families allow their
females to go in high schools. They don’t prefer to go in colleges and universities for higher education
due to society evils in coeducation systems. So, mostly girls/females are not well educated. Some of
families allow females to gain only primary education.

Special traits:

People of this village are independent i.e free from any Govt. support and are also free from any
political influence. They are free to live and earn their own income.

Future Prediction:

The literacy rate and quality of education is increased day by day of school which is situated in this
village due to high qualified staff ,well-disciplined management and increasing facilities for students.
But on contrary this ,mostly villagers have trend to earn more and more income instead of gaining
knowledge and education.they prefer to go abroad for better income.

Conclusion:

All above mentioned problems, traits, and also circumstances of this specific area it is concluded that
education facilities of public schools are increasing day by day but on the other hand, people are not
so likely interested in gaining education and not understand the importance of education.

It is most important requirement to urge people to understand the importance of education as well as
for all genders.

The above green text highlight is the brief effort of Maria that is helpful to give you direction of
writing your own original script please.
Theme: Mathematical skills for teaching of mathematics

Sub-theme: Basic arithmetic skills such as addition, subtraction, division and multiplication skills,
application of basic rules, advanced basics.

Topic: Effect of different strategies on teaching of basic arithmetic operations in mathematics

(10 marks)
1. Why did I have selected this specific sub-theme and topic? (Relate here main theme and sub theme
and it to your teaching learning experience; (Para 1).

2. What is the reason to choose this topic or sub theme (Give the background and rationale of the
study). (Para 2 &3)
3. What is the research problem in your classroom / institution. (Para 4)

3. How do you define you problem ……………… particularly the variables of the study, e.g.
Teaching strategies (IV) and students’ learning (DV). (Para 5)

4. What are the implications of the problem if it persists (Para 6).

5. What will be tentative solution or possible solution of the study(Para 7)

I select this topic to improve the learning outcomes of students by teaching with different but easy
strategies of mathematical skills. So, to increase the literacy and numeracy rate in students.

These basic skills are also part of LND(literacy numeracy drive). By lack of understanding students
are not showing 100% results in mathematics.

What problems you see in your sub theme?

I have found that students feel difficulty in learning basic arithmetic functions and skills. Mostly
students accept mathematics as a rough subject by showing uncomfortable in learning and practice of
mathematics.

Here I want to introduce different strategies and try to improve learning rate and developing interest
of students in mathematics.

Relate your experience with problem

As a teacher:
As a teacher I also find that students not like to learn and practice mathemetics. Whenever they start
learning math they show uncomfortable and interest less behavior.on the other hand when I share this
problem with other teachers of same subject and same education level , they also give such a
comments So I decided to teach math with some changed strategies by leaving some traditional
methods.

As a student:

If I remembered my student life at the same stage I also found that I have faced such problems in
learning of basic mathematical rules. These basic arithmetic rules were too tough to learn and also in
application of these rules in problem solving.

Define topic variables:

There are major variables the “ Teaching strategies” and “ learning “

Teaching strategies are independent variable such that it is independent from other variables. But it
effects on other variable such as “learning”. As different strategies effects the learning out comes. So
there are two basic variables in this topic.

What are the implications of current and identified strategies ?

The aim of this research is to compare the mathematics teaching methods and study their
consequences on mathematics learning. Numerous studies have shown that students experience
anexity which a feeling of tension and fear that interfere with math learning . This may b attributed to
the applied teaching methods in the classroom. The three major teaching methods are : traditional ,
problem solving and discovery learning. Traditional teaching method is a teacher centred method ,
while problem solving is a teacher and also student centred method which is based upon how teacher
uses four steps of problem solving in teaching mathematics. In discovery learning method teacher
plays the role of facilitator through involving students in varied activities associated with the
discovery and construction of knowledge. Students enjoy learning when teacher provide them and
ideal environment aur method of learning . My strategies give this opportunity to students and
therefore learning quality will increase .

Solution: By using and implementation of different strategies the learning outcome will be increased.
If the implemented strategies will be successful I’ll be share such a strategies with my colleagues and
also with other teachers who are still facing such a problem in teaching of mathematics.

2. What was your discussion with your colleague / friend / senior teacher or supervisor regarding the
problem? (05 marks)
(Provide your discussion with your colleague or supervisor for better understanding
of the problem and alternate solutions)
What was the discussion on the selected topic with five of your colleagues(add a list of all
participating colleagues with their name/s, contact number/s, qualification , experience in teaching
etc.)

Whether the same problem is there in their class or subject?

If yes then why and with what results? (Para 1).

Do each of them think to resolve it or ignores, why? (Para 2)

If tries then how and with what success, if not then what observes(Para 3)

What each of them suggests to be done to solve the particular problem(Para 4)?

What benefits they see if you all are capable to solve that problem for students learning quality? (Para
5)

Discussion with colleagues:

As a teacher I have discussed above mentioned problem with my colleague teachers, they also share
their experience in teaching mathematical skills in early classes. They also explained that students
didn’t show maximum results in math. They also want to improve the results in mathematics.

Discussion with friends:

I have also discussed this problem as math basic arithmetic skills learning with my friends . they also
point out this major problem. Some of them suggest me some new ways to teach math and check the
better results than before. Some of my friends gave me new tricks to increase the understanding of
basic math skills in early classes students.

Discussion with supervisor:

I have discussed my teaching of math problems with my supervisor. He also helped me to improve
teaching skills and as well as applying new strategies in teaching of basic mathematics.

3. What did you find about the problem in the existing literature (books / articles /
websites)? (10 marks)
(Explore books and online resources to know what and how has been already done
regarding this problem)

What is already there available in authentic books about the same topic, variables or problem? (Para
1, 2, 3)
What is already there available in authentic research papers about the same topic, variables or
problem? (Para 4, 5)

What were the least related researches and what method were used to conduct those research? (Para
6, 7).

What is missing in the online or available print resources about your selected topic or problem What
is already there available in authentic books about the same topic, variables or problem? (Para 8, 9)

What is your sum up of the literature to head towards your own action research in the next step What
is already there available in authentic books about the same topic, variables or problem? (Para 10).

In 2000, the understanding of best practices for students with MLD is addressed withinThe Principles
and Standards for School Mathematics(2000) published by NCTM. According to Lemke, et al.
(2004), this publication spurred standards-based reform in mathematics education and teacher
preparation programs to better prepare America’s children for the mathematical challenges of the
21stcentury. This document is used as a resource for interested stakeholders making decisions that
influence mathematics education for students from pre kidergarten
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Allsopp et al. (2007) states that “Piaget, Bruner, Montessori, and others helped educators understand
that learning is a developmental process, one that moves fluidly from lesser to greater levels of
understanding and complexity” (p. 72). The CRA structure of teaching builds on this developmental
process and should be used when instructing students with a MLD (Allsopp, et al., 2007). The
plethora of research on CRA supports its effectiveness for students with MLDs (Harris, Miller &
Mercer, 1995; Mercer, Jordan, & Miller, 1996; Mercer & Mercer, 1993; Mercer & Mercer, 1998;
Peterson, Mercer, &O’Shea, 1988) as well as for students without learning disabilities (Baroody,
1987; Kennedy & Tipps; 1998; VanDeWalle,
1994)._____________________________________________________________________
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Understanding the Principles and Standards is imperative, but it is also important to keep
mathematical content relevant to the learner and presented in real world context (Maccini, Gagnon,
2000; Witzel, Smith, & Brownell, 2001). Gathering knowledge, students are likely to be more
engaged when working in cooperative groups solving worldly situations, rather than applying rote
memorized algorithms. According to Maccini and Gagnon (2000), students in the United States spend
96% of instructional time completing routine algorithms without conceptual understanding. NCTM
standards call for students to be engaged in learning complex problem solving through conceptual
understanding and not merely rote memorization of skills and tasks
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. Gersten, et al. (2007) reinforces this, stating that the fields of “developmental psychology, cognitive
science, mathematics education, special education and even law have given rise to the
multidisciplinary field of MLD research and practice that exists today” (p. 7).More than half of the
students identified with a disability are considered “learning disabled”. This disability is defined as
the discrepancy between achievement and ability.
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. Students are identified through methods including intelligence and achievement testing, classroom
observations, and sometimes a doctor’s diagnosis. MLD is a subset of learning disabilities. This
identification arises due to the fact that the discrepancy is expressed in mathematics. Students with
MLD have abilities that range from mild to severe and manifest themselves in multiple ways (Huang,
2010).
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4. What were the major variables / construct of your project? Give definitions /
description from literature. (05 marks)
(What are the key terms in your topic or study? what do you mean of these terms?
What particular meaning you will attach to the term when used in this project?)
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5. What did you want to achieve in this research project? (05 marks)
(Objective / purpose of the study; what was the critical question that was tried to be
answered in this project)
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6. Who were the participants in your project? (05 marks)
(Give details of the individuals or groups who were focused in this project e.g. the
early-grade students whose handwriting in Urdu was not good or the students of class
VIII who did not have good communication skills)
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7. How did you try to solve the problem? (10 marks)
(Narrate the process step-wise. Procedure of intervention and data collection)
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8. What kind of instrument was used to collect the data? How was the instrument
developed? (05 marks)
(For example: observation, rating scale, interview, student work, portfolio, test, etc.)
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9. What were the findings and conclusion? (Provide instruments and analysis as
appendix) (10 marks)
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10. Summary of the Project (05 marks)
(What and how was the research conducted – main objective, process and findings)
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11. How do you feel about this practice? What have you learnt? (self-reflection) (10
marks)
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12. What has it added to your professional skills as a teacher? (05 marks)
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13. List the works you cited in your project (follow the APA manual – 6th Edition). (05
marks)
Examples of format are available on websites.
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