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

MANUAL
RESEARCH PROJECT
B.Ed. (1.5 Year / 2.5 Year)
Course Code: 8613
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.
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).
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Skilling.pk Diya.pk Stamflay.com
0336-4646739

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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

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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 businessman 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.

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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% children go to school till then matriculation.
Literacy Rate:
In 2019, ------’s literacy rate of 62% for females was noticeably lower than the 71% for males.

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LIST OF CONTENTS
1. Logical reasoning:
2. Problem Solving Techniques:
3. Behavior:
4. Objective / purpose of the study:
5. Research Question:
6. Supervisor:
7. Other Members:
8. Action Research
9. Method of the study:
10. Population:
11. Sample:
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5. Sample size:
6. Ethical Considerations:
7. Collection of Data:
1. Research instrument:
2. Quantitative Research:
3. Questionnaire
4. Findings:
5. : Conclusion:
6. Confidence
7. Ability to Engage:
8. Understanding of Technology:
9. Ability to Empower:
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Q.1 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
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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.

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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

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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.
Q.2 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

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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

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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;

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(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.
Q.3 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

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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

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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

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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.

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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

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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).

a solution; and implementing a solution. The problem-
prioritizing, and selecting alternatives for
solving process. Problem solving resources.
4.3 Behavior:
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Q.4 What were the major variables / construct of your project? Give definitions /description from
literature.
1. 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.
2. Problem Solving Techniques:
Problem solving is the act of defining a problem; determining the cause of the problem; identifying,

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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.
Q.5 What did you want to achieve in this research project?
5.1 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:

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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.

2. 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?”
Q.6 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.
6.1: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.
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6.2: Other Members:
Q.7 How did you try to solve the problem?
1. 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.
2. 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

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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.
3. 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.
4. 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.
5. 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.

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6. 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.
7. 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

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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.
Q.8 What kind of instrument was used to collect the data? How was the instrumentdeveloped?
1. Research instrument:
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.
2. Quantitative research

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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.
8.3: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 Strongly Agree
Agree
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take interest in logical
reasoning?
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
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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
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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
Q.9 What were the findings and conclusion?
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9.1 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
Strongly
Agree
5 15.62%
children Agree 22 68.75%
effect from Disagree 5 15.62%
logical
Strongly
Disagree
0 0%
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reasoning?
Is the Strongly 8 25%
problem Agree
solving help Agree 24 75%
you in Disagree 0 0%
improving
0 0%
subject on Strongly
children? Disagree
Can school
management
Strongly
Agree
7 21.88%
Agree 23 71.88%
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take interest
in logical
reasoning?
Disagree 2 6.25%
Strongly
Disagree
0 0%
Can logical Strongly 2 6.25%
reason help Agree
you in Agree 25 78.12%
understanding
your subject?
Disagree 5 15.62%
Strongly 0 0%
Disagree
Is the logical
reason
Strongly
Agree
6 18.75%
Agree 20 62.5%
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important for
you?
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%
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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
Strongly
Agree
8 25%
Agree 24 75%
Disagree 0 0%
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giving you a
great result?
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
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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.

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9.2: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,

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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.
Q.10 Summary of the Project.
This action research was conducted in Govt. Higher Secondary School, ------.
Specifically, the study will also objective:

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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.

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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.
Q.11 How do you feel about this practice? What have you learnt?

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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

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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

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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.
Q.12 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:
1. 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 a superior
individual.
2. 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

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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.
12.3 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

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off. They give their understudies time every day for a mind break and let them kick their heels up and
loosen up.
12.4 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.
Q.13 List the works you cited in your project (follow the APA manual – 6th Edition).
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.

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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.

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Greenan, J. P. (1994). The Educational Reform Movement and School-to-Employment Transition of
Youth. In Albert J. Pautler，18. 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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