.20MOV31MI
63Wl1138flD 1 2016 63G.V,06YA 22
6CO2ffi$ CthO(cICOo2ICI n0)d.aj)L&(8Oi - - - - - - - - - - -
afluamJoO3!
(h) ff@) qJf3§o5 (c) jocnoa ualoJeoowl 59. 1mw 0J3B,JO 76. One word for a hater of (d) njocsesomcna (a) mmmamooab eeniom (a) njm1oJ3 a1 (ma womankindis j
I
I
-
I
.
1' I
.
I I I
j
I
I
I I
-
----
----
I
.
I
I
I
aM13 2016 63206flfl 22
3jI38fl 6X31390011D
21,
Action Research
Prof. (Dr) K. Sivarajan Dean, Faculty of Education, University of Calicut
routine professional practice. Stephen M. Corey who developed this method of research has commented that action research is 'like repairing a car whi le it is running'. The objective of this research is not in theo ry building, nor finding out the ultimate truth; but solving a felt problem which hampers smooth practice. The application of the findings is local and immediate. It can be conducted by any professional who confronts the problem and wants to fi nd out an immediate solution. A research guide's rigid stipulations need not be adopted. But even then, the basic requirements of the scientific methods are met. Hence if a person is using the systematic steps of research in solvi ng his problem, it. is action research. The action programme that follows, ie, the use of the results for remedial purposes (action for improvement), is the soul of action research. Peculiarities of action research: Action research in education is concerned with school problems and is carr ied on by school personnel to improve school practices.
• Exponent of Action Research: Stephen M. Corey • Action Research and teacher: Action research may be said to be research of the teacher, for the teacher and by the teacher. • Definition of Action Research: According to Stephen M. Corey, 'Action Research is a process for studying problems by practitioners scientifically to take decision for improving their current practices'. • What is Action Research: 'Action Research' is also known as 'on the spot research and 'the research of here and now'. This indicates that its goals are proximate and not remote. Whenever a problem is encountered, systematic and scientific approaches of research are adopted for solving the problem then and there in a local setting. Artificial laboratory settings or formal arrangements are not required. The routine functions of the institution or organization, where the study is conducted, need not be disturbed. Research is combined with
Compared with other kinds of educational research, it is simple and easier to conduct. Educational research of a theoretical nature seeks to discover new knowledge; action research a ims at gathering evidence and strategies of solution with respect to a specific problem; sampling bias is less in action research because the small group with which the teacher faces the issue itself forms the sample. Action research is organised investigative activity, aimed towards the study leading to constructive change requ ir ed for the qualitative improvement of the work of the specific endeavour concerned especially when problematic situations arise. It is research designed to find the solution for a felt problem, that demands investigation and have direct application in the setting in which the research is conducted. Action research is a type of applied research or decision - oriented research. The researcher is the practitioner himself, who will take the decision and enjoy its benefit. Action research is undertaken to
solve an immediate practical problem that cannot be sols,d by ordinary strategies. The goal of adding to scientific knowledge is only secondary or even tertiary. Objectives of Action Research: To im prove the conditions of various infra-structural facilities of an educational institution. To develop scientific attitude among teachers whereby they are motivated to study problems scientifically before taking decisions about complicated issues. To develop democratic attitude among students and teachers while understanding and solving their problems. To bring excellence in the working style of the institution. To develop the ability and insight among administrators to im prove and modi' institutional conditions with a scientific outlook. To root out the conservative and static environment prevailing in most educational institutions. To make the educational system capable of generating a healthy environment conducive to learning. To raise the level of performance and
the level of aspiration of the students. Key points to be taken care of while doing Action Research: Ensuring empirical support, authenticity and hence acceptability to the actions taken by a practitioner in a situation involving an issue, the solution for which was not evident Arriving at feasible and fruitful from the consequences of changes Working out self reflective cycles of planning, implementing, observing, reflecting and replanning Adoption of participatory, collaborative strategies Gathering of evidences to decide whether ideas, assumptions and previous practices have been false or incorrect (or both) Have open mindedness critical attitude towards issues and their solutions. Steps in Action Research: Identification of the problem Pin-pointing the problem Analysing the causes of the problem Formulating action hypotheses Development of a design for testing the action hypotheses Drawing conclusion
6flH (ll C OI ZM ffl C ô O (JCO a21O aW(•Wt6 (b &6 coai a
33
lmZ
91.
(d) 95. 63(33
110. 2 32. 354. 476
SNAKES mculcn3 0ja0 ANSSEK uQ)(Trio RATIONAL
( L) 588 ( ) 599
(b) 589 (d) 598
a(0It)lø 6333613ruo 63003o 0)1(0)0)1 6303 (0)3630 03110)3(0)3. (36fl33o (0)1(01(0)1 rs3o 0)3(TDOo (0)1(0) (0)1 (00 eJ3o olhoo wo63oe,ci? nilol
cmmlm rjo ITARLANO 93.61IQ(0)36X1) 3oJlSl,636)3,O,. Ori. a) PRS, SIN, QST, RTV '4)cm2o ,lai PARCEL icrif csen (b) QST ( 1) RTV 630) a)W63)o? (c ) SIN (d) I'RS LECRAP 94. eioo 6njowo ojorn aioo
RAPCEL RAPLEC APCRLE jn
(310)l(0
J,3(0)l W36303
,3rn0. (a) 15117
(c ) m,,oeao
LD(OTO)(Oo. all ObBlo(o6fl)o
.
(63W0Jo 61Cfl)361
163o1(
.
BOU)0io
mloo. 63m 0 63Ca3611aj (390m)363 63 ca 636mle6olco + (630)o ml 4
6
-
4
To
.
()l3J3
(b)
la3wl63 0JWo 80 km/hr )3j 60J603 r063o
hr
80 cui,e, a Em3Jul.aJ nao 2x km
2xkma
63ø
naoxkm
ocl?i cajena mo
a =)s(uu) (3u63Wo m1
HIDE = 7834, FEED = 5443 nj 83bl(d 85475
74364 85745 75465
0J3
c)
03c631(0)0(6o61 (erg, 360)3110
+120=ar UU 120=2.x—.-x 5
m3cu)wi6lø (sloJm)o gm ()l60o J634(U)l (G)I2PJ(3lOJffl)o p61133
.
:
_lOr_2r_&r
x=J292d1-=15x5=75 8 90. (a) mle3&n)i1 76Jo 61lm3mfl 4 9l6Tmm3o mlcma. 7fflo 40)o
63al cfl)o61lJ61) 9 63,36flf(mJ613,l o6)6630l,l(0 curcml632J (nne6 6e13i6)uJ 63),6)fl) 9 6),36T1f mj momfl e3oci cm3wl616m0.
oen 90°
smleJ2
20 61l(1)2l6)0o J()110
6)36fl9010 =80° 0J3,66316300
>3ml63)366il (6T13
mlcn2o (8)1nl61.9&,.
92. d 3ca3
xx-i-xlOO=36%
T610Sao 122
Sr
12'-
cJoa(mmlaf aniene eesaJl6rno
x=2 (d) P=650 aj A=1014 øj
6T1U
63(rn2c1115
(6T!60616)(uT0)
gldmib +3
§Small 0)(1030) 63(010) (UT3ô5830J3o (3T(0)l 0J03(m3.
63S iQ)6flo
(R
v
T +2
R1VQ)1(OZ
(31363I3(0).
+2
0122426 +2
x2
H3 y
636)flCWl61f 0J3(0)3QJ1(U 63a110J3(T1)3. 31BnJ0618J (010 632J(um/hclZ 63J
8_17)
6333133 11104(TUQJ3o (0)363 ff()633 oul63oo 0 1 oosnfuflnlca
+2
x2
+2
x2
100.b
a
c (TUo&1Jx
37-26=x x=11 98. c 20 lu= 12 iaoacno 5la = 3 aC6308 5
0Jo (313(0)1(11 63
(W3289(a)
E
0J0)l63ffI) ejoo oJ50 aa M aneo mollm3oJ X
.
' MqM0=
=40x40= 1600
c
..
Jr3nTu)l63eJ
lOO4Q 25 (uT61, 636)S2i
97.a
E+M+2—x=26 20+15+2—x=26
91.c
87(c)
20
(ml(al.aJa
cIacmalomo=
100
Mly
x km Zi. hr
10, 12, 24. 26................ (a) 28 (b) 52 (d) 30 (c) 48
8x=120x5
X aQ)(IT) CTt)o6lJj6X)T 6336nf (n6fl)1 .aJ32J36 63Tm(ao cnxu)l T'36fl3 ml.ou 5 l4Q)3)c0J2633 63) a1jm)Jom)o,-x---x= 5x
=
18+4x6-5
I3QiWo 20 km/hr
W161010)0(0 c,J16xfl)
(1J3(0)16)3m)3.
650xNx7 100 364x100 —8 650x7
(ax)
80 (b).
AmlalmlcnBculcRpJ,e6i
(d)4
3136m1 oJ301tJ163Q2,: 3. 5.
(b)9 (d)2
4
63(u)Q163(
74(d). 75(c). 76(b). 77(d). 78(b). 79(a).
=
97. 6303 e3m)16)eJ 26 110 15 130J(?l oQl1d oJo QJ31633crn3. 20 Uffb api
86. (a)
68 (d). 69(c). 70 (d). 71 (c). 72 (b). 73(a).
81.b 18+36 ~ 9x6 - 5 = 18+24-5 = 37 82. c
(b)2
(c)3
1=PNR
63(fl)3616(31m 6)6)cUj 63n 61631)lo6101( 613()o (fllO)2o.
63mmal 63(
babab
7
(a)9
332J10)00
98. 6303 36flJ05110 12 o403o51 (0)03€3 20 31e(8 (6)0 6330(0)63(0)0 0(g 6).2J 3o 15 351,(t V01063
ababa
1=A—P= 1014-650=364
1(a), 2(a), 3(a), 4(c), 5(d), 6(b), 7 ( ), caeauacolcoiwo =32km/hr 8(c), 9(d), 10(b), 11(c), 12(d), 13(d), 83.a
na363(a1)al5'
(a)11 (c)6
100
J5OJ3o:
o4)(m0(8
Jc0ul30 aJ3(0)1613cmaJ( o) 1ZoJ03607?
abbab abhba
(0)3o
R
o9j1n9i oJo w3o
nJQlQ) 9(6n)l n43101?
(h) 2807
06063
T133nJ
0J0(0)lG)3m)14.
ari m j 96. ab-b-aaba-baa-abb00346fl)l icJ16)3a?)
m aomm 30m (0)363
6)6)0 1W1611: ()J363)3 :: t33)0l61f ( 1) 63eJo (11) 0000Y
14(b), 15(a), 16(d), 17(a), 18(b), 19(b), 20(c), 21(c), 22(a), 23(d), 24(b), 25(d), 26(a), 27(a), 28(d), 29(d), 30(c), 31(b), 32(c), 33(a), 34(b), 35(d), 36(a), 37(b), 38(a), 39(d), 40(b), 41(d), 42(d), 43(b), 44(c), 45(b), 46(b), 47(a), 48(a), 49(d), 50(d), 51(c), 52(b), 53(d), 54(d), 55(c), 56(a), 57(c), 58(b), 59(c), 60(d), 61(c). 62 (a).63 (b) 64 (b) 65 (a) . 66 (a). 67 (b).
29a1 2001
o,omZ ,ø,o mlom. l& am)o6r11 m ,6
1?
mll63eJ nsøs
92.
ja1
(ciQ)536163(mm (313ô,8113o -4
(31360)3630) 63 33133 (0T3øQJ3o (313 (36332J(0)l6)2J cQ)3636X3I3) (0)3
o36m3l(3mlo63a13 (Q)3W16)3ffI)
o.omZ 33cWl(
__