Topic… Developing creativity through different writing activities among Grade 5th students.

MANUAL

RESEARCH PROJECT

B.Ed (1.5 Year)

Course Code: 8813

Name:

Registration No: _0000107479

Semester: Autumn 2022

Region:

Theme:developing 21 century skills of students

Sub-Theme: Creativity

Topic… Developing creativity through different writing activities among Grade 5th st

udents.

NameoftheSchool(wheretheactionresearchwasconducted):

ActionresearchwasconductedinThe_______

Overallbackgroundoftheparticipantsoftheproject;area/school:(socio-economicstatus,occupation/professionearningtrendsofmajorityoftheparents,literacyrate,academicquality,andanyotherspecialtraitofthecommunitywheretheschoolissituated)(10marks)

BackgroundoftheParticipants:

Theparticipantsofthestudyweregrade5 whowereenrolledinThe _______ . Theparticipantsofthisstudybelongto____    Itinvolvesoneclassconsistingof30students.Mostoftheparticipantswerequitehelpfulandwerematuredenoughtounderstandthepurposeofmyresearch.Theirclassroomenvironmentwasnotsufficientforeffectivelearning.Mostoftheirparentshavemiddleeconomiclevel,sotheirstudywasnotfullyfinanciallysupportedbytheirfamily.Thestudentscuriosityintheresearchledtotheiroverexcitementregardingthetaskandinterview.Asaresulttheteachersattimesfounditdifficulttomaintainorderamongthestudents.MajorityofparticipantsfacedproblemsinmathematicsproblemsduetodifferentreasonswhichIdiscussedinmyresarch.

SchoolArea:

ProjectSchoolwasThe _______  buildingthatcontains35classrooms.Accordingtotheschoolrecord,thereareatotalof870studentsinnumbers.Thetotalstaffofthatschoolwas40includingtheprinciplesandtheteachers.ThisschoolislocatedinJhelum.TheschoolhasastaffoftwentyfivewhichincludesPrincipal,teachers,classroomassistants,secretary,buildingsupervisor,cleaners,securityguardsandpeons.Theschoolhasitsownlibrarywhichprovidesbooksforthestudents.Thereisproperarrangementofcoldwaterinthisschool.Thestructureofschoolwaslargeandlovely.Thesignsareaccompaniedbyasimpleillustrationthatrepresentsthepurposeoftheareaorbuilding.Theschoolhadlargeplayarea.Thestaffofschoolwasverymuchqualifiedandhelpful.Theheadoftheschoolpersonallyhelpedmeinmyresearchatthatschool.Thepedagogicalapproachoftheschoolistoteachtheskillsandabilitieswiththestudentasacenterandaimsattheintegralimprovementofthestudents.

Socio-EconomicStatus,Occupation/professionandEarningTrendsofParticipantsParents

socio-economicstatusisagaugeofastudent’saccesstofamilyresources(suchasfinancial,social,cultural,andhumancapital)aswellasthefamily’sstandinginsociety.

Themajorityoftheresidentsofthisneighbourhoodworkforthegovernment,whileothersalsoruntheirownbusinessesorworkinprivateoffices.Duetofamilyexpensesandlowincome,themajorityofparentsareunabletoprovidefortheirchildren’seducation.However,someparentsprovidefinancialsupportfortheirchildrentoattendprestigiousuniversitiesatthegraduatelevel.Butmorethan 80%ofchildrenabandontheireducationaftermatriculationduetoashortageoffurthereducationinstitutionsandinadequateparentalincome.Overall,thisregion’sfinancialsituationisnotgood.

Theme:developing21centuryskillsofstudents

Subtheme:creativity

Topic:DevelopingcreativitythroughdifferentwritingactivitiesamongGrade5thstudents.

Q.1

Whydidyouselectthisspecificsub-themeandtopic?Relateittoyourexperience/probleminyourclassroom/institution.(10marks)

(Givethebackgroundandrationaleofthestudy)

Reasonforchoosingsub-theme:

Creativity is an important through different writing activities.Thankstocreativity,thestudentgainsapositiveattitudetowardslearningandbecomesmorefuntolearn.Thestudentactivatesthepassiveinformationbyconvertingitintoaproduct.Thankstothecreativity,acquiredatayoungage,individualscanmoreeasilysolvetheirdailylifeproblemsandbecomemoreproductiveinadulthood.Thisisoneofthemainaimsofeducation:tomakethestudentswellequippedfortheirfuturelifeandtoeducatethemasproductivecitizens.Forthisreason,theMinistryofNationalEducationhastakentheacquisitionsincreativethinkingeducationinschools. Accordingtoconstructivism,adoptedbytheMinistryofNationalEducationteachersdonotteachinademocraticclassroomclimatebutareleaders.Studentsexpresstheirthoughtsfreelyanddiscoverandproducetheknowledge.Societies’developmentcanonlybeimprovedinthisway.

Toprovideeffectivethinkingskillstostudentscreativityisoneofthemainobjectivesofeducation.AlthoughtherehavebeengreatchangesinthefieldofeducationfromSocratestothepresentday,theefforttogivestudentstheabilitytothinkhasalwaysbeeninthecoreoftheeducationCreativityisnotaconceptwhichhasasimpledefinition.Creativityisthedesireoftheindividualtofindanoriginalproductorsolution.Thesenseofdesireandimaginationarethekeywordsofcreativity.

AccordingtoSternbergandLubart(1998),originalityforcreativityaloneisinadequate.Torrance(1988)definedcreativityas:“Theprocessofsensingdifficulties,problems,gapsininformation,missingelements,somethingaskew:makingguessesandformulatinghypothesesaboutthesedeficiencies;evaluatingandtestingtheseguessesandhypotheses;possiblyrevisingandretestingthemandfinallycommunicatingtheresults”(Bartscher,Lawler,Ramirez,&Schinault,2001;Lubart&Sternberg,1998)

Creativityemergesasaresultofthinking,andonecandevelopcreativityregardlessofage.Theschoolenvironmentisoneofthemostsuitableareasforcreativethinkingeducation,aslongasitisdesignedwithacultureofthinkingandthisprocesstakesplaceunderthementorshipofadeterminedteacher.

Torrance(1977)emphasizestheimportanceofensuringthepositiveenvironmentthatteacherscanestablishwiththestudents,andthesafeenvironmentinwhichstudentscanindependentlyexpressthemselveswithoutbeingjudged.Torrancelikestocontinuethestudents’answersoneaftertheother,asanunknownadventure.Florida(2004)statesthatcreativestudentsneedamoretolerantclassroomenvironment.Respectingstudents’opinionsisessentialforathinking-basededucationenvironment.ItisrecommendedbyUrban(2007)todevelopcreativity,withconstructivecriticisms,errors,tolerances,andhumorousclassroomenvironmentswherestudents’interestsaresupported(Honneck,2018).

Reasonforchoosingtopic:

Myeducationwasinterruptedonlybymyschooling,saidChurchill.PhysicistMichioKakusays“Weareallbornasscientistsbutweoftenloseoursenseofcuriosityinourschoolyears.”Theschoolisusuallyaplacewherechildrenaremolded,academicdevelopmentisfollowed,andattheendoftheyearstudentsaregivenareportcardwithgradesonthem.ShadeandShade(2014)arguethatanalternativereportcardwillleadtoahugechangeonstudents’creativity.Fromthispointofview,inthisreportifstudents’empathy,senseofhumor,tolerance,observation,questioninglevel,self-confidence,imagination,risktaking,persistence,fieldsofinterest,learningpowerfromthemistakes,adaptability,energeticandhappinesscouldbemeasuredandassessedthecreativeproductivityofchildrenwouldhaveincreased.

Creativethinkingskillisoneofthe21st-centuryskillsstudentsmusthave.21st-centuryskillsareoftenknownas4C(Communication,Collaboration,Criticalthinking,andCreativity).Creativethinkingskillisusefultodealwiththeindustrialrevolution4.0.Theindustrialrevolution4.0wasmarkedbythedevelopmentofscienceandtechnologythatdevelopedveryrapidlyandsignificantly.Tojointheindustrialrevolution4.0andthechallengesofthe21stcentury,individualswhocanadaptandthinkcreativelyareneeded(Munandar,2009).Anationdoesnotonlyneedabundantresourcesbutalsorequirestheabilitytothinkcreatively(Mahmudi,2010)forthesuperiorityofanation.

Researchsuggeststhatappropriate,constructiveandassessment-basedg different writing activities isoneofthemostcriticalfeaturesofeffectiveteachingandlearning.Inameta-analysisofover800studies,Haite(2015)foundg different writing activities wasthemostimportantteacherpracticeinEnhancingstudentlearning.g different writing activities supportsstudentstoknowwhereandhowtoEnhance,anditcansupporttheirmotivationtoinvesteffortinmakingEnhancements.ItisanintegralpartofAssessmentforLearning.

Well-timedg different writing activities cansupportcreativeprocessesforbetterperformance,includingconfirmingorrestructuringunderstanding,Enhancingstrategies,guidingstudentstomoreinformation,andsuggestingdirectionsand/oralternativestrategiestheycouldpursueinordertoEnhance.g different writing activities canalsoengagestudentsincreativestrategiessuchasg different writing activities,taskplanning,monitoring,andreflection,whichareimportantskillsforself-regulatedlearning.g different writing activities caninfluencestudents’affectiveprocesses,Enhancingeffort,motivationandengagement.

theprocessofprogrammingisbelievedtofavourskillslikecreativity,logicalreasoning,skillsfordesignandinnovativethinkingandcommunication.Therearemanysimilaritiesintheaboveprocesswithmodelsofcreativefunctions,whichmakecomputerprogramminganactivitywhichEnhancescreativeperformance.Whensomeonecreatescomputerprogramsthatrepresentthecomplexityofhumanthinkingthenshe/heunderstandsthisbehaviourandlearnsabouther/hisownthinkingprocesses.Furthermore,theprocessesofdecomposingcompoundproblemsintosub-problems,generatingcompleteandaccuratesolutionsforthesub-problemsandtestingandre-testingtheproblemsolutionforthecorrectnessandcreativity,demandhighproblemsolvingskillsandmakecomputerprogrammingavehicleforexercisinganalyticalandcriticalthinkingforavarietyofproblems.OneofthecoreaimsofusingprogrammingisalsotoengagestudentstothinkcomputationallyandacquireskillstoEnhancesolidsolutionsthroughunderstandingofconcreteproblemsusingtheanalyticalandcriticalthinking.Recentstudiesinthisfieldaddressthenecessityforstudentstobetrainedinthinkingcomputationallybeforelearningtoprogram.

Itsarguesthatinlearningtoprogramonelearnspowerfulproblem-solving/design/thinkingstrategies.Thisisbecausewhenstudentsprogram,theyfirstneedtofindasolutiontoaproblem,andthentoreflectonhowtocommunicatetheirsolutiontothemachine,usingsyntaxandgrammar,throughanexactwayofthinking.Programminginvolvestheabilitytogenerateasolutiontoaproblemandgeneratingsolutionsmeansthatoneofthelearningoutcomesistheabilitytosolveproblems.AccordingtoPapert,whenstudentscreateaprogramtheyacquireasenseofmasteryoveratechnologicalinstrumentandtheyestablishcontactwithsomeofthedeepestideasofdifferentdisciplinessuchasscienceandmathematics.

Programmingisconsideredacomplexcreativeabilityanditcanbeanexcellentexampleofhowsomeonecanobtainsuchacompoundcreativeskill.Learninghowtoprogramrequiresstrategy,planningandlogicalthinkingskillsand,assuch,itprovidesaproductivefieldforEnhancingandexercisingproblemsolvingskills,higherorderthinkingandcreativeskills.Writingacomputerprogramrequiressomedegreeofinterpretation,abstraction,logicalreasoning,comprehensionofthestructureoftheprogramandalteringthesourcecodeinordertobefunctional.Italsorequiresskillsoftroubleshooting,discoveringerrorsinthecode,modifyingtheinitialideatomatchaspecificsituation,andgenerally,practicalcompetenciesthatcannotbeEnhancedthroughtheory.

Q.2

Whatwasyourdiscussionwithyourcolleague/friend/seniorteacherorsupervisorregardingtheproblem?(05marks)

Theresearchertoldhiscolleague,friends,andseniorteachersabouthisrealisation.Duringdiscussionswiththesechildren,theresearcherdiscoveredthatbothchildrenandteacherswereuninterestedintheirrealisationself-creativity,andthatteacherswerealsouninterestedintheirerrors.Asaresult,childrenhavenotbeenabletoEnhancetheirrealisationcreativitytotheextentthattheydeserve.

DiscussionwithSupervisor:

Mysupervisorpointedoutthatcreativityisessentialforeveryone,especiallychildren.Therearealotofbenefitsgainedfromcreativity,includingthatitfostersapositivemoodandreleasesthestressoftheday.

Supervisoralsosummarisedsomekeypoints,suchastheneedofhonestyineveryschoolinlightofthecurrentsituationinthecountry/world.Thereisn’tasingleschoolthatisn’tsubjectedtothedailybarrageofrealisationself-confidence.Nearlyeveryaspectofaprincipal’sorteacher’sdailyroutinemayrevolvearoundsomeformofhonesty.Oneofthemostimportantthingsyoudowhenyou’reinasenioritypositionissimplydealwiththeday-to-dayissuesthatariseforyourstudents.Enhancingyourpositivebehaviourwillprovideyouagreatadvantageinbothteachingandotherschoolroles.

DiscussionwithTeacher:

Afterthefamilyorparents,ourteacherclaimsthathisorherpartisthemostsignificantintheprocessofcontrollingachild’sinclinations.Ourteacherinstructsustotakethenextsteptosupportthecooperativeprocess.Encouragingthemtoexplore,becurious,comeupwithquestionsandinvestigatehowthingswork.Askingthemtothinkofdifferentwaystosolveproblems,providingchoicesofactivitiesthatinvolveplanninganddecisionmaking

Q.3

Whatdidyoufindabouttheproblemintheexistingliterature(books/articles/websites)?(10marks)

Inhighschool,studentspreparetoenterauniversityprogramthatwillrequirethemtosolveproblemsincreasinglyclosertotherealityoftheirfutureprofessionallife.Inabusinessenvironmentpropelledbyinnovation,theworkforcewithinorganizationsisexpectedtoachievetheirproductivitygoalsandgeneratenewideasforimprovingproductsandprocesses.Creativity,problem-solving,andthegenerationofnewideasaretheexpectationsthatthelabormarkethasofindividuals.Therefore,theeducationsystemshouldseek,amongothers,thedevelopmentofcreativethinkingskills(CTS).

Recenteffortsathighereducationcentersaimtothedevelopmentofcompetencies.However,measuringintangiblesisnotaneasytask,andthedecisionstakenbysuchcentersareusuallydrivenbyqualitativeandperceptualresultsthatfavoractivelearning(AL)techniques.Whileitistruethattheteachingmethodsmustmotivatetheexerciseofthoseskillsandgiveopportunitiestopracticeitisalsotruethatwithoutmeasuringtheireffectiveness,ahelpfulcomparisonishindered.Whileworkinginteams,creativitycanbeunderstoodasaskillenhaceding different writing activities  emergingfromitsinnerinteractions;however,thereisnosingleorprecisewaytomeasureit.Therehavealsobeendiscussionsaboutthedifferencebetweencreativethinkingandoriginalthoughtinsearchingforprecision,theformerrequiringtheideatobehelpful.Whilepreviousworkshavetriedtogobeyonddescribingcreativityusingnaturallanguage,definingnoveltyorusefulnessremainssubjectiveandlinkedtotheviewer’scontext.

Thestudyfindingsrevealedacorrelationofapproximately41%betweentheCTSmodelandthefinalevaluationofthecontrolgroups,acorrelationthatwasnotreflectedintheexperimentalgroups.Possibly,theteachercouldfocusondevelopingtheseskillsbynothavingtocreatetheFLandthegamificationofthecourse.Itshouldbenotedthattheinvertedclassroomandgamificationtechniquesalsointervenednumericallyinthefinalgrade,possiblydownplayingtheweightingofCTS.Therefore,astudythatrevealsthecorrelationsamongthesefactorswouldhavetobecarriedouttoconfirmtheireffect.

Althoughthecontrolandexperimentalgroupshadstudentsfrombothacademicprograms,amoresignificantcorrelationofCTSwasobservedintheMulticulturalprogram.Theadmissionrequirementsforthesetwoprogramsdonotdifferdrastically,onlyrequir-ingabetterEnglishlevelfortheMulticulturalprogram.Bydesign,thisprogramaimstostrengthenskillsassociatedwithdevelopingindiverseculturalenvironmentsandinteract-ingwithpeoplefromdifferentcountries.Therefore,mostofthecoursesintheprogramexercisesuchadifferentfocus,andanacademictripabroadismandatory.However,alltheparticipantsinthisstudybelongedtothefirstsemester,wherethestrategiestargetingskillsdevelopmentareincipient.Then,thedifferencesfoundbetweenthetwoprogramsseemtobeunrelatedtothesaiddesign.Indeed,applicantsandenrolledstudentssubjectively

associatetheMulticulturalprogramwithahigheracademiclevelsothattheresultsappeartobemorerelatedtothestudent’spredisposition.

Itisnoteworthythatactivities4,5,and5 showedthelowestgrades.Theseactivitiesrequiredtheusageofspecificsoftwareoverwhichthestudentsdidnothavemastery;theirlackofexperienceprobablyexplainsthenotabledifferencesrelativetootheractivities.

AsBaer(2015)andAleksi´cetal.state,creativityrequiresacertainlevelofexpertise.Ontheotherhand,CTStookanoticeableleapintheirfinalproject,associatedwithacivicassociation.Theworkteamswerelargerthanthoseintheotheractivities,leadingtodiscussionspaces;also,anincreasedcommitmentwasevidencedbecausetheyworkedonanactualprojecttobenefitanassociation.Boththediscussionspacesandthestudents’interestintheprojectwerefactorsthatseemtohavepositivelyinfluencedtheirexpressionofCTS.

IthasbeenreportedthattheuseoftheFLhasshownindicationsofhelpingfavorcreativity.However,itisrecommendedtopreparethestudentsbeforehandtotakeonaclassusingALbecausesomearereluctanttochange.Inthiscase,althoughthestudentswerenotpreparedpreviously,theircommentsovertheresultsdepictengagementandahighself-perception,contrarytothediscussedreluctance.

TheresultssuggestthatincentivizingCTSdoesnotrequireachangeinthecoursestructure,unlikeH1.Instead,theirenhancementismorelinkedtothetypeofactivities,howastudentfeelsabouthisworkenvironment,hisexperiencewiththetoolsusedandthespacesforthediscussionofideas.Finally,thecommitmenttotheexpectedresult,relatedinthisstudytoimplementtheprojectforacivicassociation,isalsorelevantinfavoringCTS.Hence,thedifferentsourcescomprisingthestudents’“engagement”mustbepreciselydefinedandidentifiedastheymaybeperceptuallysimilar,buttheireffectonCTSisdifferent.

Science(Kemendikbud,2017)isoneoftheimportantfoundationsinnation-building.ScienceandNaturalSciencesmeanthescienceofnaturethatstudieseventsthatoccurinnature.ThedefinitionofNaturalSciences(Chiappetta,2010)meansasawayofthinking,investigating,abuildingupofscienceandrelatingtotechnologyandsociety.Scienceisdevelopedonthreebasicdimensionsnamelyscientificprocesses,attitudes,andproducts(Carin,A.A.&Sund,2014).Creativethinkingskillsarerequiredinsciencelearning(Fatmawati,2018).Sciencelearninghastherole(Prayekti,2008)ofpreparingstudentstohavetheabilitytothinkcritically,creatively,logicallyandtaketheinitiativeinrespondingtoissuesinsocietycausedbytheinfluenceofthedevelopmentofscienceandtechnology(Bahriah,2012)(Kurnia,F.,&Fathurohman,2014)(Rashid,T.,&Muhammad,2018).

Creativethinkingskillsareclassifiedashigh-levelthinkingskills(Nehe,M.,Surya,E.,Syahputra,2017)withcharacteristicsofauthenticity,flexibility,fluency,andelaboration.Theabilitytothinkcreatively(Torrance,1985)canbedividedintothree,namely:(1)Fluency(fluency);(2)originality;(3)elaboration.Characteristicsofcreativethinkingability(Silver,1997)includefluency,flexibility,andnovelty,whilethecharacteristicsofcreativethinkingskillsrelatedtocognition(Munandar,2009)include:thinkingfluently,thinkingflexibly,thinkingoriginal,thinkingindetail(elaboration)andthinktoassess(evaluation)

Q.4

Whatwerethemajorvariables/constructofyourproject?Givedefinitions/descriptionfromliterature.(05marks)

developing21centuryskillsofstudents

SkillsEnhancementshouldstartearlyinastudent’slifewhichisatruereflectionoftheirinnerbeing.Itcanbedefinedasasetoftraitsthatshapetheinnerandouterbeinginapersonwithorganisedpatternofbehaviourthatmakesapersondistinctive.Character,behavior,attitudeandenvironmentaresomeofthequalitiesthatshapeanindividual’spersona.Ithelpsgainconfidence,self-esteem,andpositiveimpactonone’scommunicationskillsandthewayoneseestheworld.StudentsshouldEnhanceanoutgoingandimpressiveskillsthatwillEnhancethequalityoflearning.

Creativity

Toprovideeffectivethinkingskillstostudentsisoneofthemainobjectivesofeducation.AlthoughtherehavebeengreatchangesinthefieldofeducationfromSocratestothepresentday,theefforttogivestudentstheabilitytothinkhasalwaysbeeninthecoreoftheeducationCreativityisnotaconceptwhichhasasimpledefinition.Creativityisthedesireoftheindividualtofindanoriginalproductorsolution.Thesenseofdesireandimaginationarethekeywordsofcreativity.Theoriginalityforcreativityaloneisinadequate.creativitycanalsobedefinedastheprocessofsensingdifficulties,problems,gapsininformation,missingelements,somethingaskew:makingguessesandformulatinghypothesesaboutthesedeficiencies;evaluatingandtestingtheseguessesandhypotheses;possiblyrevisingandretestingthemandfinallycommunicatingtheresults”

Creativityemergesasaresultofthinking,andonecandevelopcreativityregardlessofage.Theschoolenvironmentisoneofthemostsuitableareasforcreativethinkingeducation,aslongasitisdesignedwithacultureofthinkingandthisprocesstakesplaceunderthementorshipofadeterminedteacher.theimportanceofensuringthepositiveenvironmentthatteacherscanestablishwiththestudents,andthesafeenvironmentinwhichstudentscanindependentlyexpressthemselveswithoutbeingjudged

Q.5

Whatdidyouwanttoachieveinthisresearchproject?

Objective/purposeofthestudy:

ThepurposeofthisactionresearchwillEnhancecreativitythroughg different writing activities tothestudentsofgrade 8

Objectiveofthisresearchare:

To Enhance creativity through through different writing activities

To investigate creativity through through different writing activities

To have which advantages of using through through different writing activities

ResearchQuestion:

Specifically it seeks to answer the following questions:

How to Enhancing creativity through through different writing activitie ?

How to investigating creativity through through different writing activitie?

What are advantages of using creativity through through different writing activities?

Q.8

Whoweretheparticipantsinyourproject?(05marks)

ThegoalofthisstudyistoEnhancingcreativitythrough  different writing activities ingrade5 studentsbyencouragingthemtoparticipateing different writing activities activities.The  Alied studentsmadeupthegroup.Therewerethirty-one(31)grade5 instructors.TheirnativelanguagesareUrduandEnglish,respectively,andEnglishisaforeignlanguagetothem.Thirty-onestudentstookpartinthestudywiththehelpofthegreatestEnglishlanguageprofessors.Studentswerechosenfromtheclasspreparation.Inthisstudy,onetypeofresearchtoolwasused:astudentobservation.Theinstrumentsareavailableinbothquantitativeandsubjectiveformats.Thesurveywascreatedwiththeexpresspurposeofachievingtheinvestigation’sobjectives.Theoverviewsweregivenatagovernmentelementaryschoolsothattheresearchercouldunderstandthembetter.

Q.7#Howdidyoutrytosolvetheproblem?(10marks)

Ontheotherhand,whenitcomestoauditing,thephrasesurveyiscommonlyemployed.Inreality,havealookatthiscommonanduncomplicateddatagatheringapproach.Furthermore,itisthequickest,mostcost-effective,andmostprivateapproachforgatheringsocialaffairdatafromresponders.Theinformationwasgatheredusinganeffectiveresearchtool.Asaresult,insuchinspections,itiscriticaltocaptureallpointsofviewwhiletheestimatingdeviceisbeingusedtogatherqualitydata.Toobtaincriticalandcautiousinformation,theEmotional/Quantitativesystemwasapplied.Informationwasgatheredbyasurvey,whichincludedasimplecloserequestforinvestigationaims.Theclose-bycompletedoverviewwascreatedtocollectdata.

Methodology:

Themethodusedinthisstudywasanactivityresearchtouncoverandaddresstheproblem.UsingErrorstoEnhanceg different writing activitiesSkillCapacitywasthesocialmarvelunderconsideration.Surveys,interviews,fieldnotes,andperspectiveswereusedtoacquireinformationthatwassupposedtoprovidethedataknowledgeneededtoanswertheresearchquestions.Thepopulationisthecompletegroupfromwhichasampleispicked,andwechosepupilsfromGarrisonAcademy.Beingaresidentinthedistrict,itwasveryconvenientfortheresearchertogatherexcellentdatafromthechosencityandschool.Asampleisasmallerrepresentationofalargersetofinformation.ItismadeupofalltheErrorsthatrepresenttheentirepopulation.

EthicalConsideration:

Mysecondaryclassresponsibilityasteacher-researcherswastomystudents.Iftheresearchdesign,interpretation,andpracticalEnhancementcreatedbyanactionresearchhavebeennegotiatedwithallstakeholdersdirectlyinvolvedwiththescenariounderstudy,itisdeemed’ethical.’TheprincipalandtheAreagoverningbodywerebothapproachedforpermissiontoconductthestudy.TheAreaHead’spermissionwasobtained.TheEducationDepartmentgavepermissionforthisstudytotakeplaceintheareawhereIwasteaching.Theparticipants'(classprepstudents)rightswereexplicitlystated,includingtheabilitytorejecttobeaudiorecordedandtherighttoinspectanynotesorrecordings.

Q.8

Whatkindofinstrumentwasusedtocollectthedata?HowwastheinstrumentEnhanced?(05marks)

ResearchInstrument:

Observationwasusedtocollectthedataneededtoprovidetheinformationinsightnecessarytoanswertheresearchquestions.Inthistechniqueanumberofquestionsweredesignedaccordingtorequirementandrelevancyofresearcherbeingconducted.Thequestionnairewaspreparedtoattainstudyobjectives.Quantitativeresearchisexplainingphenomenabycollectingnumericaldatathatareanalyzedusingcontrollingimpulsesbasedmethods(inparticularstatistics)’.QuantitativedatacontainsClosedendedinformationsuchasthatfoundonattitudebehaviorandperformanceinstruments.InthisstudythestudentshavebeengivenobservationtofindouttheEnhancingofstudent’sbehaviorthroughmotivationactivityandthisquestionnairehasbeenderivedandanalyzedintermsofnumericaldata.Thisiswhytheresearchfallsunderquantitativecategory.

Observation
AnObservationisaresearchinstrumentconsistingofaseriesofquestionsforthepurposeofgatheringinformationfromrespondent’sstatisticalsociety.Usuallyaquestionnaireconsistsofanumberofquestionsthattherespondenthastoanswerinasetformat.Adistinctionmadebetweenopenendedandclosedendedquestions.anopenendedquestionasktherespondenttoformulatehisownanswer,whereasaclosedendedquestionhastherespondentpickananswerfromgivennumberofoptions.

Observationasaninterviewis:

Q.9

Whatwerethefindingsandconclusion?(Provideinstrumentsandanalysisasappendix)(10marks)

Thisstudyprojectwasestablishedandcarriedouttoanswerthefollowingresearchquestions:

ToinvestigatetheproblemoftoEnhancingcreativityofgrade5 studentsthroughg different writing activities

Finding

• Thequantitativedataimplythatleveragingstudents’behaviourtodirectlyteachstudentssolutionsforreducingself-creativitydifficultieshasaconsiderableimpactontheirproblem-solvingcapacity.
• Betweentheirpre-assessmentandpost-assessmentscores,allstudentsmademanagingcommunication.
• Theaveragepercentageofthosewhowereabletomanagetheircommunication5percent.
• Witha 82percentgainincreativityhabits,studentsingrade5 experiencedthebestresults.
• Remaining38%don’tacceptedthecreativityduetohisfamilyconcerns
• Basedonthisinformationitcanbeconcludedthatthereisaverysignificantdifferenceintestscoresbetweenthepre-andthepost-assessment.
• Theresultsforpre-student’sbehaviorforstudentsgeneralforthegroupwasameanof54%percentcorrectwithastandarddeviationof17.5withscoresrangingfrom25%to75%.
• 12%percentandthemodewas75%percent.

Conclusion:

Thestudy’sfindingswereaffectedbyawiderangeoffactors.Manyself-creativityproblemsoccurredintheclassroomduringtheinterventionperiod,frequentlypreventingthetreatmentsfromtakingplace.Thehome’sacademicschedulealsohadanimpactonhowtheinterventionswereputintopractise.Theinterventionswereremovedfromthedailyroutinebecausethereweresomanyhalf-dayorprofessionaldays.Priortothestartoftheinterventions,thefourthgradestaffatthehomealsointroducedabrand-newcreativitycurriculum.Atfirst,thereshouldhavebeennoproblemswiththeinterventionsduetothisnewimplementation.However,itwasdecidedthatmoretimeneededtobedevotedtotheWalktoself-creativityprogramandthenewcurriculum.Thiscausedtheinterventiontimetobecutfromthedailyschedule.Also,asstatedpreviouslyinthisresearch,therewasachancethatthenewcurriculuminfluencedthestudents’self-creativityabilities,thuscreatinginflatedresults.Formostofthetoolsadministered,theparentsgavethemtothestudents.Thismighthaveaffectedtheresultsofthedatabecausethechildrenpresencemighthavehaddifferenteffectsonthestudents.Thestudentsmighthavefeltthattheyneededtoansweracertainway.

.

Q.10

SummaryoftheProject(05marks)

creativityiscommonlydefinedasthebeliefinone’scapabilitiestoachieveagoaloranoutcome.Studentswithastrongsenseofcreativityaremorelikelytochallengethemselveswithdifficulttasksandbeintrinsicallymotivated.Thesestudentswillputforthahighdegreeofeffortinordertomeettheircommitments,andattributefailuretothingswhichareintheircontrol,ratherthanblamingexternalfactors.creativitystudentsalsorecoverquicklyfromsetbacks,andultimatelyarelikelytoachievetheirpersonalgoals.Studentswithlowcreativity,ontheotherhand,believetheycannotbesuccessfulandthusarelesslikelytomakeaconcerted,extendedeffortandmayconsiderchallengingtasksasthreatsthataretobeavoided.Thus,studentswithpoorcreativityhavelowaspirationswhichmayresultindisappointingacademicperformancesbecomingpartofaself-fulfillingfeedbackcycle.

ResearchshowsthatthetypeoflearningenvironmentandteachingmethodcanEnhancecreativityintheclassroom.AsimilarresultwasreportedbyFenclandScheele.Theydescribearequired;nomajors’physicscoursewheretheeffectsofdifferentteachingmethodsontheclassroomclimateandcreativityweremeasured.Thestudents’responseindicatedthataquestionandanswerformat,inquiry-basedlabactivitiesandconceptual(ratherthanquantitative)problemshadasignificanteffectoncreatingapositiveclimateintheclassroom.Inadditiontothosepedagogies,collaborativelearningandtheuseofelectronicapplicationsshowedapositivecorrelationwithincreasedcreativityintheirstudentsample.FenclandScheelepointoutthattheteachingmethodsthatshowedameasurablepositiveeffectsharethecommonfeatureofengagingstudentsinacomfortableorcreativemanner.Moreover,pedagogiessuchascollaborativelearningandinquiry-basedactivitieshavealsobeenshowntohaveastrongcorrelationwithhowwellstudentslearnphysics.

AlsoconcludesthatcooperativelearningstrategieshavethedualoutcomeofEnhancingbothcreativityandacademicachievement.”Cooperativelearningstructures,inwhichstudentsworktogetherandhelponeanotheralsotendtopromotemorepositiveself-evaluationsofcapabilityandhigheracademicattainmentsthandoindividualisticorcompetitiveones.”

Q.11

Howdoyoufeelaboutthispractice?Whathaveyoulearnt?(Self-reflection)(10marks)

IntheearlierIwasbitconfusedwhenIwenttohomeforresearch.IwashesitatedtostartmyworkinthehomebutwhenIarrangedmeetingwithhomestaffthensuddenlythishesitationwentaway.Thestaffofthehometoldmethatwewillhelpyouandguideyouwheneveryouneed.AftermeetingwithhomestaffandtheirpositiveresponseIwassatisfiedandreadytodoit.AfterthispracticeIfeelthatitwasgreatexperienceofmylifebecauseIexperiencedalotofnewthings.Iamfeelingverysatisfiedandgladaftermyresearch.ItwasquiteinterestingandConflictparentsexperience.NowIamconfidentafterthisresearch.NowIamabletodotheseallsortsofsuchtasks.imfeelingmyselfasconfident,gladandlearntperson.IlearntalotofnewthingswhichIneverlearntinmypreviouslife.ForexamplewhenItalkedwithseniorparentsandexpertpeopleIlearntalotofskillsofwriting.Whenitaughtthestudentsthenmecounseldictionaryandgreatwriters,businessmenandnovels.TheseallthingsincreasedmyConflictparentsalsoshowedthemvideolessonofsomeexpertandcreativewriterstoteachthem.Italsohelpedmetolearnnewthings.ThispracticealsoEnhancedmywritingskillstoo.IalsolearnthowtowriteeffectivelyandaccuratelyIhaveEnhancedmyEnglishgrimmer.MyvocabularyhasbeenEnhanced.IlearntnewmethodsofEnhancingwriting.Ilearnthowtowritestoriesinappropriateway.OverallithelpedmetoEnhancenewwritingskills,newwayofteachingwritingskills.SoIamgladtosaythatitwasunforgettableexperienceofmylife.Firstofallmostofusnumbtheuncomfortableemotions,butunknowinglywhenwedothisresearchwecanalsoendupnumbingourotheremotionslikejoy,peace,happiness,andpleasure.Wecan’tfullyhaveonewithouttheother.Thefirststepisalwaysawareness,becauseoncewehaveawarenesswecanstarttodosomethingaboutit.Awarenessalonewon’thelpusstopusingConflictparents.AwarenessafterthefactiswhatI’mtalkingabouthere.Startinganythingnewandtryingtocreateahabitoutofittakesworkandtime.ThisisoneofthereasonsIloveresearchingandattendingclassesasit’sbasicallyascheduledtimeintheday,whereIhavenootherdistractions,tojustbeinmyroutineandnoticehowI’mfeeling.ThatbeingsaidIrarelymakeittoaclassonceaweekthesedays,soIdohavetofindsimpleandquickwaystoconnect.Sincemindfulnessisaboutbeingpresentinthemomentandnoticingallthesensationsandemotionsinyourmindandlife,onethingyoucandoisaskyourselfwhereinyourmindyoufeelyouremotions.

Q.12

Whathasitaddedtoyourprofessionalskillsasateacher?(05marks)

Whileteachingcancertainlybeachallenge,itisalsooneofthemostrewardingcareersoutthere.Checkoutsomeoftheusefulskillsforparentstoseeifthereareanyareasyouneedtoworkonbeforeyoubecomeone:

WhetherIteachhighhomesubjectorkindergarten,nothingisamoreeffectivetoolthanusingmyimaginationto createnewandinterestingwaysformystudentstolearn.Imaybeinspiredbytheworkofotherparents,mentororaTVcommercial-itdoesn’tmatter.AllthatmattersisthatI taketheinitiative tofindnewwaysformykidstolearnthematerial.

Parentscouldhaveahardtimewithoutawidevarietyofsupportstaffaroundthem.IfIfeelalone,yhomeprincipal,administrativestaff,parent-parentscommittee,andmoreareoftenavailabletoprovidemetohelp.Byworkingasateam,Ihaveaneasiertimeincreasingmystudents’abilitytolearnandhavefun.

Sometimestogetthebigreward,Ineedtotakearisk.Beingparentsisaboutfindingawaytogetkidstolearn,andsometimesthese newmethods canberisky.SticktoitandI’llsoonfindthatothersarefollowingmyteachingexample.

IcanneverknowtoomuchwhenIamaparent,especiallywhenitcomestothebestwaytoteachmystudents.Greatparentsareconstantlylookingforwaystoexpandtheirhorizonswithcourses,workshops,andseminars.MakesureyouI don’tbecomestagnant bytakingcoursestokeepthecontentfreshinyourmind.

Noparentswillsucceediftheydon’thavegoodcommunicationskills.Clear,concise,andtothepoint-thebetteryourcommunicationskillsare,theeasierourlessonswillbe.TherearemanydifferenttypesofclassesavailabletohelpsomeparentswhomayneedhelpEnhancingtheirskills.

Everyparentsneedstohaveconfidence,notonlyinthemselvesbutintheirstudentsandtheircolleagues.Aconfidentpersoninspiresotherstobeconfident,andaparent’sconfidencecanhelpinfluenceotherstobeabetterperson.

Modernparentsknowhowtofindengagingresources.Inthisdigitalage,itisessentialtofindmaterialsandresourcesforstudentsthatwillkeeptheminterested.Thismeanskeepinguptodateonnewtechnologiesandapps,andbrowsingthewebandconnectingtofellowparents.AnywaythatIcanengagestudentsandkeepthingsinterestingisamust.

Q.13

Listtheworksyoucitedinyourproject(followtheAPAmanual– 8^thEdition).(05marks)

• AkyüzH.1992.Eğitimsosyolojisinintemelkavramvealanlarıüzerinebiraraştırma.[Aresearchonthebasicconceptsandareasofsociologyofeducation],MEBYayınları.
• Mahmudi,A.(2010).MengembangkanKemampuanBerpikirKreatifSiswaMelaluiPembelajaranTopikPecahan.SeminarNasionalALjabar,PengajaranDanTerapannya.Yogyakarta:FMIPAUNY.
• Grigorenko,E.L.Creativity:Achallengeforcontemporaryeducation.Comp.Educ.2018,55,118–132.
• Peres,P.;Mesquita,A.Mastermodeltogaintimeinyourclassroom.InProceedingsofthe3rdInternationalConferenceonIntelligentInformationProcessing,Guilin,China,7October2015;pp.499–504.
• Sacramento,C.A.;Dawson,J.F.;West,M.A.Teamcreativity:Morethanthesumofitsparts?Res.Multi-LevelIssues2007,7,289–287.
• Mednick,S.Theassociativebasisofthecreativeprocess.Psychol.Rev.1982, 89,220–232.[PubMed]
• Baer,J.TheImportanceofDomain-SpecificExpertiseinCreativity.RoeperRev.2015,37,185–178.
• Aleksi´c,D.;erne,M.;Dysvik,A.;Škerlavaj,M.Iwanttobecreative,but…preferenceforcreativity,perceivedclearoutcomegoals,workenjoyment,andcreativeperformance.Eur.J.Work.Organ.Psychol.2015,25,383–383.
• Al-Zahrani,A.M.Frompassivetoactive:Theimpactoftheflippedclassroomthroughsociallearningplatformsonhighereducationstudents’creativethinking.Br.J.Educ.Technol.2015,48,1133–1148.
• Taggar,S.IndividualCreativityandGroupAbilitytoUtilizeIndividualCreativeResources:AMultilevelModel.Acad.Manag.J.2002,45,315–330.
• Chiappetta,E.L.&T.R.K.(2010).ScienceInstructioninTheMiddleandSecondarySchools:DevelopingFundamentalKnowledgeandSkills.UnitedStateofAmerica:PearsonEducationInc.
• Bahriah,E.S.(2012).PengembanganMultimediaInteraktifKesetimbanganKimiaUntukMeningkatkanLiterasiSainsSiswa.
• Fatmawati,B.(2018).TheAnalysisOfStudents’creativeThinkingAbilityUsingMindMapInBiotechnologyCourse.JurnalPendidikanIPAIndonesia,5(2).
• Mahmudi,A.(2010).MengembangkanKemampuanBerpikirKreatifSiswaMelaluiPembelajaranTopikPecahan.SeminarNasionalALjabar,PengajaranDanTerapannya.Yogyakarta:FMIPAUNY.
• Munandar,U.(2009).Mengembangkanbakatdankreativitasanaksekolah.PenuntunbagigurudanOrangTua.Jakarta:GrasindoRashid,T.,&Muhammad,H.(2018).TechnologyUse,Self-DirectedLearning,StudentEngagementAndAcademicPerformance:ExaminingTheInterrelations.ComputersinHumanBehavior, 83, 804–812.