This document outlines the steps for identifying, defining, assessing, analyzing, formulating an action hypothesis, designing a test, intervening, collecting data, evaluating, and reporting on a research problem concerning spelling errors in elementary school students. It discusses identifying the problem, guiding principles, defining and delimiting the scope, assessing the problem's worth and feasibility, analyzing probable causes through literature review and data, formulating an action hypothesis with an action and purpose component, designing a test of the hypothesis, systematically intervening and collecting natural data using self-made tools, and evaluating and reporting on the project objectively and validly.

1. (I)(I) Identification of the ProblemIdentification of the Problem (Example)(Example)
* Problems concerning spelling errors committed* Problems concerning spelling errors committed
by learners at the elementary levelby learners at the elementary level
NoteNote ::
1.1. Rsh : should be more concerned with theRsh : should be more concerned with the
solution of the problem.solution of the problem.
2. Rsh : Should keep in view the gravity of the2. Rsh : Should keep in view the gravity of the
problemproblem
3. Rsh : Should consider his own capability &3. Rsh : Should consider his own capability &
interestinterest

2. Guiding PrinciplesGuiding Principles
Felt needFelt need
Objective analysis of situationObjective analysis of situation
Critical attitudeCritical attitude
Inter action with pers & stakeInter action with pers & stake
holders in the schoolholders in the school
Insight into the school processInsight into the school process
Knowledge of studies alreadyKnowledge of studies already
concludedconcluded

3. II.II. Defining and Delimiting the problemDefining and Delimiting the problem
* Problems is to be specified with the term* Problems is to be specified with the term
“spelling errors”“spelling errors”
It can be defined as, oral and writtenIt can be defined as, oral and written

4. Educational TechnologyEducational Technology
• Words of elementary school students are notWords of elementary school students are not
according to the spellings given in theaccording to the spellings given in the
dictionary”dictionary”
DelimitingDelimiting - delimit the study area- delimit the study area
in terms of levelin terms of level PrimaryPrimary
ElementaryElementary
SecondarySecondary
Higher SecondaryHigher Secondary

5. EnglishEnglish
and in terms of Subjectsand in terms of Subjects HindiHindi
SanskritSanskrit

6. III.III. Assessment of the ProblemAssessment of the Problem
# The worth of the selected problem should be# The worth of the selected problem should be
identified on the basis of :-identified on the basis of :-
 Factual base of the problemFactual base of the problem
 Positive impact on the schoolPositive impact on the school
 Rsh’s direct concern with the problemRsh’s direct concern with the problem
 Future benefits derived by the subjectsFuture benefits derived by the subjects
(Sample)(Sample)
 FeasibilityFeasibility
 Capacity of the rsherCapacity of the rsher
 Support available at the school systemSupport available at the school system

7. IV.IV. Analyzing the ProblemAnalyzing the Problem
 Explore probable reasonsExplore probable reasons
 Literature surveyLiterature survey Write upWrite up
Data based reportsData based reports
Experimental StatementsExperimental Statements

8. V.V. Formulation of Action HypothesisFormulation of Action Hypothesis
 Prone towards actionProne towards action
Action hypothesis has two componentsAction hypothesis has two components
(a) Action Component(a) Action Component
(b) Purpose component(b) Purpose component

9. PP actionaction Consequence (Purpose)Consequence (Purpose)
 If ‘P’ is taken place then ‘q’ will take place.If ‘P’ is taken place then ‘q’ will take place.
 P (Action) Should be written explicitly.P (Action) Should be written explicitly.
 Q (Purpose) will associate with PQ (Purpose) will associate with P

10. Action Component (P)Action Component (P) Purpose component (Q)Purpose component (Q)
* Written assignments * Students spelling* Written assignments * Students spelling
will be given towill be given to mistakes will bemistakes will be
Students and theStudents and the minimized.minimized.
same will be regularlysame will be regularly
evaluated.evaluated.

11. Action Component (P)Action Component (P) Purpose component (Q)Purpose component (Q)
* Spelling tests* Spelling tests * Students will be* Students will be
will be conductedwill be conducted able to the memorizeable to the memorize
by drill mtd.by drill mtd. and remember theand remember the
spellings for a longerspellings for a longer
period.period.

12. Features of Action HypothesisFeatures of Action Hypothesis
Associated with relevance &Associated with relevance &
purposivepurposive
ActionAction Specific about the action &Specific about the action &
HypothesisHypothesis purposepurpose
shouldshould
Results are concerned withResults are concerned with
the solutionthe solution
ClearClear
TestableTestable
Systematic progressionSystematic progression

13. VI.VI. Frame a design for testing ActionFrame a design for testing Action
HypothesisHypothesis
Selection time table prepared on weeklySelection time table prepared on weekly
basis shall minimize the spelling errors of thebasis shall minimize the spelling errors of the
students.students.

14. Activities toActivities to
be adjustedbe adjusted
ConditionCondition SubjectsSubjects Tools /Tools /
materialsmaterials
to beto be
usedused
DataData
CollectionCollection
& analysis& analysis
St.St.
CommunityCommunity
moremore
spellingspelling
mistake inmistake in
the internalthe internal
assessmenassessmen
t shall bet shall be
identifiedidentified
LanguageLanguage
teachersteachers
shall beshall be
asked toasked to
furnish thefurnish the
list of st.list of st.
AllAll
languagelanguage
teachersteachers
ProformaProforma ClassificatiClassificati
on of dataon of data
given bygiven by
thethe
teachesteaches

15. VII.VII. InterventionIntervention
 SystematicSystematic
 Natural, realNatural, real
 Flexible approachFlexible approach

16. VIIIVIII Collection of DataCollection of Data
 Tools are self made by the rsherTools are self made by the rsher
 Interview ScheduleInterview Schedule
 Observation ScheduleObservation Schedule
 Check ListCheck List
 Teacher made achievement testTeacher made achievement test
 Rating scaleRating scale
 DiaryDiary

17. XI.XI. Evaluation of the Project / StudyEvaluation of the Project / Study
 Action Hypothesis is tested on the basis ofAction Hypothesis is tested on the basis of
** Empirical evidences (activity wiseEmpirical evidences (activity wise
interventions)interventions)
** Data collected by tools will be analyzed withData collected by tools will be analyzed with
simple statistical techniquessimple statistical techniques

18. X.X. ReportingReporting
 SystematicSystematic
 ObjectiveObjective
 ValidValid