MANUAL
RESEARCH PROJECT
B.Ed. (1.5 Year)
Course Code: 8613
Name:
Registration No.
Semester: Autumn 2022
Region:
Theme: Developing 21 century skills of students
Sub-theme: Self-regulation
Topic: Developing self regulation through intrinsic motivation Among grade 9th students
developing self regulation through intrinsic motivation Among grade 9th students
ALLAMA IQBAL OPEN UNIVERSITY,ISLAMABAD
Developing self regulation through intrinsic motivation Among grade 9th students
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).
This action research was conducted in govt high school.
School & Participants 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. The participants of study were young students of 9th class parents whose children were enrolled in govt high school . I selected young learner’s( 9th class)parents 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 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 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. 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 2022, literacy rate of district ‘’’’ village was 79.81 % compared to 75.84 % of Punjab. In district ,,,,Male literacy stands at 84.77 % while female literacy rate was 75.09
Sub-theme: Self-regulation
Topic: Developing Self-regulation through Their intrinsic motivation among 9th grade students
Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom / institution.
Reason for select this specific sub-theme
Self-regulation is the ability to control one’s behavior, emotions, and thoughts in the pursuit of long-term goals. More specifically, emotional self-regulation refers to the ability to manage disruptive emotions and impulses—in other words, to think before acting.Self-regulation also involves the ability to rebound from disappointment and to act in a way consistent with your values. It is one of the five key components of emotional intelligence.This article discusses how self-regulation develops and the important impact it can have. It also covers some common problems you may face and what you can do to self-regulate more effectively.
Reason for select this specific topic
Developing self-regulation through intrinsic motivation among grade 9th students can be a challenging but rewarding task. Self-regulation is the ability to control one’s thoughts, emotions, and actions in order to achieve a specific goal. Intrinsic motivation, on the other hand, is the drive to engage in an activity because of the inherent satisfaction and enjoyment it provides, rather than for external rewards.
Here are some strategies that can help foster self-regulation and intrinsic motivation among grade 9th students:
- Set achievable goals: Encourage students to set goals that are challenging but achievable. This will help them develop a sense of accomplishment and boost their intrinsic motivation.
- Provide autonomy: Allow students to have some control over their learning. This can include giving them choices about the topics they study, the pace at which they work, and the format of assignments. When students feel that they have some control over their learning, they are more likely to be intrinsically motivated.
- Provide feedback: Provide feedback that is specific, timely, and constructive. This will help students see their progress and understand what they need to do to improve. Feedback can be a powerful motivator, particularly when it is focused on the process of learning rather than just the end result.
- Encourage reflection: Encourage students to reflect on their learning process. This can include asking them to think about what they did well, what they found challenging, and what they learned. Reflection can help students develop metacognitive skills, which are essential for self-regulation.
- Foster a growth mindset: Help students develop a growth mindset by emphasizing the idea that intelligence and abilities can be developed through hard work and dedication. When students have a growth mindset, they are more likely to be intrinsically motivated and to persist in the face of challenges.
- Model self-regulation: Model self-regulation by demonstrating how to set goals, manage time, and regulate emotions. When students see their teachers modeling self-regulation, they are more likely to adopt these behaviors themselves.
Overall, developing self-regulation through intrinsic motivation among grade 9th students requires a supportive and engaging learning environment. By providing opportunities for autonomy, feedback, reflection, and growth, educators can help students develop the skills and motivation they need to succeed.
Q.2 What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem?
After choosing this theme, I discussed this topic with my teachers, friends and supervisor.
Discussion with Supervisor:
My supervisor pointed out that self-regulation is essential for everyone, especially children. There are a lot of benefits gained from self-regulation, including that it fosters a positive mood and releases the stress of the day.
Discussion with Teacher:
My teacher told me that developing positive relationships with others is very important for Self-monitoring. The benefits from time spent with friends and family is that they learn to share, compromise and listen, as well as develop conflict resolution skills. Fostering these relationships as a child will also help them maintain relationships in their adult life.
- Children who rely on Self-regulation are often secluded from real life interaction.
- Using computers and other electronic devices can cause health hazards such as eye strain and other physical problems.
- The technologies required for full participation can be quite expensive and this can create a gap between the children who have access to the technologies and those who do not have access.
Discussion with Friends:
One of my friend pointed about this subtheme that People have many self-regulation, most of which benefit themselves and society. Our self-regulation to eat arises out a natural concern to ensure our own survival, whereas the self-regulation for sexual intercourse arises out of a natural concern to pass our genes to the next generation. Self-regulation to seek affiliation and to protect ourselves and loved ones from harm also offer examples of basic, fundamental self-regulation that promote individual and collective well-being.Self-monitoring can prevent us from engaging in motivated behaviors. People have self-regulation to survive by eating, but they use Self-monitoring to resist their temptation to eat unhealthy foods.
Q.3 What did you find about the problem in the existing literature (books / articles /websites)?
Studies have shown that self-regulation and intrinsic motivation are important factors for academic success and well-being. Students who have developed self-regulation skills are able to set goals, manage their time, and regulate their emotions more effectively. Intrinsic motivation, which is the drive to engage in an activity because of the inherent satisfaction and enjoyment it provides, is also important for student engagement and learning.
Research has also identified several strategies for fostering self-regulation and intrinsic motivation among students, including providing autonomy, feedback, reflection, and a growth mindset. For example, giving students some control over their learning, such as by allowing them to choose the topics they study or the pace at which they work, can increase their intrinsic motivation. Similarly, providing specific and constructive feedback can help students see their progress and understand what they need to do to improve.
In addition, fostering a growth mindset can help students develop the belief that their abilities can be developed through hard work and dedication, which can increase their intrinsic motivation and persistence in the face of challenges.
Overall, the literature suggests that developing self-regulation through intrinsic motivation is a complex but important process that can help students succeed academically and in life.
Motivation is described as a process through which individuals instigate and sustain goal-directed activity. Motivation is generally viewed as a process through which an individual’s needs and desires are set in motion (Alexander & Murphy, 1998; Pintrich, Marx, & Boyle, 1993). Academic motivation reflects students’ levels of persistence, interest in the subject matter, and academic effort (DiPerna & Elliot, 1999); it is viewed as a contributor to academic success (Alexander, 2006; Ames & Ames, 1985; Dweck & Legget, 1988; Wylie, 1989). While motivation is critically important to student learning (Pintrich & Schunk, 2002), lack of motivation is a frequent problem with students at all levels. All learning environments present challenges, but the online environment presents unique challenges because students bear more responsibility for their own learning than in many traditional classes. Because of these challenges, students’ ability to influence their own motivation is important (Wolters, Pintrich, & Karabenick, 2005). One specific aspect of motivation is intrinsic motivation. It may be defined as the performance of a task for the inherent satisfaction it brings an individual rather than for some separate consequence (Ryan & Deci, 2000). Intrinsic motivation appears to combine elements of Weiner’s (1974; 1980; 1986) attribution theory, Bandura’s (1977; 1993) work on self-efficacy, and other studies related to goal orientation (Pintrich, 2001). Important to the present study is the fact that intrinsic motivation can be influenced within the educational context (Deci & Ryan, 2004). Intrinsic motivation increases when individuals attribute educational results to internal factors they can control (attribution theory) (Weiner, 1980). Intrinsic motivation is further increased when individuals believe they are capable of reaching desired goals (self-efficacy) (Bandura, 1977; Lent, Brown & Larkin, 1986; Marsh, Walker, & Debus, 1991). Intrinsic motivation also increases when individuals are interested in mastering a subject, rather than simply earning good grades (goal orientation) (Dweck, 1986; Nicholls, 1984). When these factors converge and result in high levels of intrinsic motivation, students are more likely to be successful learners (Alexander, 2006). Self-Regulation Self-regulated learning is described as an active process whereby learners construct goals for learning. Learners monitor, regulate, and control their cognition, motivation, and behavior. They are guided and constrained by their own goals and the individual characteristics of a particular learning environment (Wolters, Pintrich, & Karabenick (2005). Zimmerman (1989) described self-regulated learners as “metacognitively, motivationally, and behaviorally active participants in their own learning process” (p. 329). Self-regulatory activities impact individual students, their level of achievement, and the learning context (Wolters, Pintrich, & Karabenick, 2005). It is important for students to learn how to learn and take control of their efforts (effort regulation). One self-regulatory resource management strategy described by Pintrich, Smith, Garcia, and McKeachie (1991) is effort regulation. Also referred to as volition (Corno, 1993), effort regulation refers to a learner’s ability to control his or her attention and efforts even in situations that present distractions that may be perceived to be interesting. Effort management is self-management, and reflects a commitment to completing one’s study goals, even when there are difficulties or distractions. Effort management is important to academic success because it not only signifies goal commitment, but also regulates the continued use of learning strategies (Garcia & McKeachie, 1991, p. 27). Academic Procrastination Shraw, Watkins, and Olafson (2007) define academic procrastination as “intentionally delaying or deferring work that must be completed” (p. 12). Procrastination is actually the opposite of motivation – the lack of intention or willingness to take action (Ryan & Deci, 2000). Research indicates that procrastination adversely affects academic progress because it limits both the quality and quantity of student work. Procrastination leads to a number of negative results, including lower goal commitment, lower amount of time allotted towards work (Morford, 2008), a decrease in course achievement (Akinsola, Tella, & Tella, 2007), and a decrease in long-term learning (Schouwenburg, 1995). Procrastination has also been correlated with lower levels of self-esteem (Harrington, 2005) and lower grades (Tuckman, 2002a; Tuckman, 2002b).
Q.4 What were the major variables / construct of your project? Give definitions /description from literature.
Self-regulation refers to the ability to regulate and control one’s own behavior, emotions, and thoughts in order to achieve a desired outcome. It involves skills such as setting goals, monitoring progress, making adjustments, and persisting in the face of challenges. Intrinsic motivation, on the other hand, refers to engaging in an activity because it is personally rewarding and enjoyable, rather than solely for external rewards or pressure.
The combination of self-regulation and intrinsic motivation is thought to be particularly effective for learning and achievement, as it allows individuals to set and work towards meaningful goals, persist in the face of obstacles, and adapt their strategies as needed. In the context of a project focused on developing self-regulation through intrinsic motivation among 9th-grade students, key variables or constructs might include:
- Goal setting: Students would need to learn how to set specific, measurable, and challenging goals that align with their personal interests and values.
- Self-monitoring: Students would need to develop skills for monitoring their own progress towards their goals, and adjusting their strategies as needed to stay on track.
- Self-reflection: Students would need to reflect on their own learning processes, strengths, and areas for improvement in order to continually refine their self-regulation and intrinsic motivation.
- Feedback: Students would benefit from ongoing feedback and support from teachers and peers to help them stay motivated and on track towards their goals.
- Autonomy: Students would need to feel a sense of autonomy and choice in their learning in order to maintain intrinsic motivation and ownership over their goals and progress.
Overall, the project could be designed to help students develop these key skills and behaviors through various strategies such as goal-setting exercises, intrinsic motivation activities, peer feedback, and opportunities for autonomous learning and exploration.
Q.5 What did you want to achieve in this research project?
Objective / purpose of the study:
The purpose of this action research will be developing Self-regulation through Their intrinsic motivation among 9th grade students
Objective of this research are:
- Todevelop Self-regulation through Their intrinsic motivation among 9th grade students.
- To explore self-regulation through Their intrinsic motivation among 9th grade students.
- To discover the effect of self-regulation through using determination.
Research Question:
the objective or purpose of a study focused on developing self-regulation through intrinsic motivation among 9th-grade students might be to determine the effectiveness of a particular intervention or program designed to promote these skills.
The study could aim to answer questions such as:
- Does the intervention or program lead to improvements in students’ self-regulation and intrinsic motivation over time?
- Are there individual differences in the effectiveness of the intervention, and if so, what factors predict who benefits the most?
- How do students’ self-reported levels of self-regulation and intrinsic motivation compare to their actual behavior and performance?
- How do the skills and behaviors developed through the intervention transfer to other contexts or academic subjects?
- What are the long-term effects of the intervention on students’ academic achievement and overall well-being?
Overall, the objective of the study would be to contribute to the understanding of how self-regulation and intrinsic motivation can be effectively promoted among 9th-grade students and to identify best practices that could inform educational policy and practice.
Q.6 Who were the participants in your project?
The targeted population was students enrolled in young learners of govt high school . However, in these observations, thirty-two (32) students taking a related course, were selected in aSchool as a sample while considering the research control and validity of this study. This sample included parents of the two major medium (English Medium and Urdu Medium). These participants might generally represent the student’s parents inyoung learner’sclass. The Self-regulation was developed on the basis of a series of research regarding identification and improvement for young learner’sclassstudents. This curriculum purported to develop self-regulation through Their intrinsic motivation among 9th grade students.
Q.7 How did you try to solve the problem?
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the issue. Thesocial wonder under investigation was the developing Self-regulation through Their intrinsic motivation among 9th grade students. Survey,interviews, field notes and perceptions were utilized to gather the information expected to give the data knowledge important to respond to the research questions.
Data Collection:
The term survey is normally used on the other hand with audit. It is ordinary and straightforward strategy fordata amassing, in actuality, look at. Moreover, it is snappiest, most affordable, private method for social affairdata from respondents. The data was accumulated through efficient research gadget. So in suchsort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Emotional/Quantitative system was used to get critical and cautious information. Information wasassembled through survey including simply close completed request in regard to investigate goals. The close bycompleted overview was made for data gathering.
Sampling:
The entire group from which a sample is chosen is known as the population and we choose the students of govt high school . It was quite convenient for me, being a resident of govt high school to accumulatequality data from chosen city and Area.Sample is smaller representation of large data. Generally, it consists of all the observation that represents thewhole population.The number of observation included in a sample is called size of sample thestudentsof govt high school . Andtheir teacher was selected for this class based action research.
Ethical Consideration:
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, myyoung learner’sclass 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 Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants (young learner’sclassstudents) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Q.8 What kind of instrument was used to collect the data? How was the instrumentdeveloped?
Research Instrument:
Observation tools were used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of observations were designed according to requirement and relevancy of researcher being conducted. The observation was prepared to attain study objectives.
Quantitative research
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 outUsing self-monitoring to increase self-regulation in young childrenand this observation has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
Observation
Anobservation is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usuallyobservationconsists 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.
Q.9 What were the findings and conclusion?
We found that the percentage of student participated in this research. From public schools 12 (48%) students were male and 13 (52%) students were female participated in this study.
The responses of the percentage of responders that “Do you think increasing skill of self-regulation and Their intrinsic motivation practicesis a key of success for student ?
”. In public schools 38 % students were strongly agreed, 31 % were agreed, 5% were Undecided, 16 % were disagree and 10 % were strongly disagreed.
The responses of the percentage of responders that “Do you think it beneficial with education growth?
”. In public schools 54 % were strongly agreed, 25% were agreed, 12 % were undecided, 2% were disagree and 7% were strongly disagreed.
The responses of the percentage of responders that “By participating in different activities, do you think it can enhance your mentally and physical growth?
”. In public schools 62 % were strongly agreed, 27% were agreed, 10 % were undecided, 1% were disagree and 0 % were strongly disagreed.
The responses of the percentage of responders that “Do you agree that practical education with such fruitful activities for the learning of students should be promoted?
”. In public schools 34 % were strongly agreed, 22 % were agreed, 18 % were
undecided, 20 % were disagree and 6 % were strongly disagreed.
The responses of the percentage of responders that “Do you think that by acquiring self-regulation and Positive Feedback , student can perform well in all aspects of life?
” In public schools 49 % were strongly agreed, 29 % were agreed, 10 % were undecided, 10 % were disagree and 2 % were strongly disagreed.
The responses of the percentage of responders that “Do you think that students every students can avail sense of self-regulation hat is a key to academic success ?
” In public schools 47 % were strongly agreed, 30 % were agreed, 8 % were undecided, 10 % were disagree and 5 % were strongly disagreed. We found that the percentage of qualification of teachers in this research. From public schools 6 (40%) teachers were BA/BSC qualified, 6 (40%) teachers were MA/MSC qualified and 3 (20%) teachers were MPhil/PhD.
Conclusion
The researcher conclude that Self-regulating should be the goal of educators helping students at 7th level who achieve self-regulating behavior creates the child’s ability to: Attain, maintain, and change ones’ level of energy to match the demands of a task or situation; monitor, evaluate, and modify one’s emotions; sustain and shift one’s attention when necessary and ignore distractions; understand both the meaning and variety of social interactions and how to engage in them in a Self – Regulation And Children’s Success,
Self-regulation is a critical skill for people of all ages. It is the ability that helps us to control our behaviors to make good decisions for the long-term, rather than just doing what we want in the moment. It’s also the skill that allows us to manage our emotions when we’re Feeling angry, disappointed, or worried. These can be difficult for adults, but are significantly more challenging for children and young adults, whose brains are still growing and developing.
There are huge benefits to helping students and young adults improve their skills for self-regulation. These skills can help kids and young adults to complete their work and chores, maintain lasting friendships, make safe choices when out with friends, stop themselves from breaking a rule, work through challenges when they Feel like giving up, and so much more.
Q.10
Summary of the Project
Self-regulation involves goal-oriented behaviors It is “a deep internal mechanism that underlies mindful, intentional and thoughtful behaviors of children which allows the capacity to both stop the behavior or start something new” It effects children’s self-regulation has on their academic development. We believe that children’s ability to control their own behavior is important in school and life beyond the classroom.
Based on the problem of developing self-regulation among 9th grade students through intrinsic motivation practices, the project aims to implement strategies to promote self-regulation among students. The project may involve providing clear expectations and prompts for self-reflection, modeling effective intrinsic motivation practices, encouraging metacognitive skills, fostering a growth mindset, and providing support and feedback for students. The goal is to help students develop the ability to control their thoughts, emotions, and behaviors in order to achieve specific goals, and to develop metacognitive skills such as monitoring their own learning and evaluating the effectiveness of their learning strategies. By implementing these strategies, the project aims to promote self-regulation and academic achievement among 9th grade students.
Strong goal-setting strategies can make all the difference in your achievements and are key to finding success in your personal and professional life.
While the goals you set are important, you need more than grit and determination to achieve them — is critical to your success. Here are some goal-setting tips that can set you up to succeed long-term.
The research was conducted through Observation Sheet among students and
teachers .these Observation Sheets were consist of multiple choice answer “Yes” or “No”. Teachers as well as students solved the Observation Sheet and put their ideas on it.
Findings
By analyzing the data which the respondents provided about themselves and their experience with students and teachers assume that majority of the teachers are rather young and at the beginning of their teaching careers. I believe that this might be the
reason why they took part in the survey, because they might be interested in various approaches to motivate self-regulation and its impact on the academic success of for their growing ability of students skills which can enrich their teaching portfolio.
Overall, it is realized through their opinion and responses that special activities as mentioned in above can play an important role in the life of students their skill can be improves like productiveness, positivity, potential , self-regulation etc
Q.11 How do you feel about this practice? What have you learnt?
I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management 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. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management 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 writing skills too.
I also learnt how to write effectively and accurately I have improved my English grammar. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.
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 Conflict management. 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.
Q.12 What has it added to your professional skills as a teacher?
It added a lot of new skills in my teaching .It improved my way of teaching. For example when I talked with senior Parents and expert people I learnt a lot of skills of Self-monitoring.
Adaptability
Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.
Imagination
Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and self-regulation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.
Teamwork
Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.
Professional Development:
In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach.
Patience
This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.
Risk Taking
Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.
Q.13 List the works you cited in your project (follow the APA manual – 6th Edition).
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