Action research

“A STRATEGY TO STRENGTHEN THE UNDERSTANDING OF HUMAN REPRODUCTIVE ORGANS FOR VIII STANDARD STUDENTS”

Action Research Report

School of science and education

Navrachana University

Vadodara

2014-2015

B.Ed

Guide: Investigator:

Dr. Archana Tomar Monica Sadhwani

ID No- 14162078

Certificate

This is to certify that Monica Sadhwani has completed action research as part of B.Ed program 2014-15 entitled “A strategy to strengthen the understanding of human reproductive organs for VIII standard students”. She has completed it to the best of her capacities and to the best of my knowledge; this is her original work.

Vadodara Guide: Name: Designation:

Acknowledgment Action Research is a golden opportunity for learning and self-development. I consider myself very lucky and honoured to have so many wonderful people lead me through in completion of this research. I would like to express my deepest appreciation to almighty and all those who provided me the possibility to complete this report. A special gratitude I give to our Science Method Master Dr Archana Tomar and our Practice teaching Mentor Ms Valli B , whose contribution in stimulating suggestions and encouragement, helped me to coordinate my research specially in writing this report. Furthermore I would also like to acknowledge with much appreciation the crucial role of the staff of Tejas School, who gave the permission to use all required equipment and the necessary materials to complete the task “Smart Class”. A special thanks goes to my team mate, Sakshi shaw and Sugandha Singh, who help me to manage the class and gave suggestion about the task “Reproduction Song”. Last but not least, many thanks go to the head of the Department, Xaveir sir whose have invested his full effort in guiding the team in achieving the goal. I have to appreciate the guidance given by other Faculty of Science and Education ,Ms Vandana Talegaonkar, Ms Pratibha Gupta, Ms Shilpa Popat and Mr Rishi Raj especially in our presentation that has improved our presentation skills thanks to their comment and advices

Monica Sadhwani B.Ed

Navrachana University Vadodara

Abstract

Adolescents generally face troubles due to lack of right kind of information regarding their own physical and

or sexual developments. The need to address this problem through health education by health professionals

needs to be ascertained. Reproduction chapter in VIII standard was not clearly understood by students.

Students had difficulty in remembering name of parts of male and female reproductive organ, drawing them

on paper and labelling it and it was difficult for them to remember function of each organ. So I thought to

integrate technology, drawing, music and storytelling approach to make them remember Reproduction in

humans. I conducted Pre-test with help of Questionnaire and found out that only 31% students were able to

label the diagrams. Only 62 % of students scored more than 50% marks. None of them could draw the

gonads neatly few could draw. Then I conducted a drawing class wherein I told them imaginary story to

make them draw both male and female gonads on graph paper. I made them remember song which contained

all parts its functions and fertilization process. I also showed them video Nexus science education available

on you tube. Then I conducted a post-test and found that more than 90% students scored more than 50%

marks. I was happy to see that my strategy worked and few students had drawn beautiful and neat diagram

and all of them attempted to draw. I came to conclusion that by just showing video to students doesn’t help

much as it was already done in regular classes. In biology once the students starts drawing any diagram then

recognising parts and then learning functions helps to remember in long term.

Index

Chapter No Topics Page No.

1. Introduction 1- 4

2. Research Settings 4 – 6

3. Review of Literature 7 – 8

4. Research Methodology 9 - 10

5. Data Interpretation 11 – 14

6. Research Findings 15

7. Conclusion 16

8. Bibliography 17

9. Annexure 18

List of Tables

Sr. No Table Page No

1 Frequency of Marks obtained 11

2 Above Average Result Comparison 12

3 Labelling and Drawing Proficiency 13

List of Graphs

Sr. No Table Page No

1 Frequency of Marks obtained 12

2 Above Average Result Comparison 12

3 Labelling and Drawing Proficiency 13

4. Percentage of all students 14

A STRATEGY TO STRENGTHEN THE UNDERSTANDING OF HUMAN REPRODUCTIVE ORGANS FOR VIII STD STUDENTS

1. INTRODUCTION

I observed that sensitive science topics such as adolescent issues, sexually transmitted diseases, reproductive

system of male and female are not openly taught to students. Such topics are easy to remember but difficult

to understand. Students face problems when there is no clear communication and in depth explanation and

without blackboard drawing, smart class video it is very difficult to communicate. The other problem lies in

the new terminology which class VIII students come across for the first time. This chapter is not just limited

to textbook this implies basis for further understanding of issues happening around such as AIDS, sexual

Assault, child marriage, Girl child issues. Once the child understands reproductive system properly, myths

related to it such as menstruation myths not going out at night, Blaming women for girl child all such myths

will be removed. This topic is being introduced for the first time in curriculum in VIII standard which is very

right age to strengthen the basics for this chapter. When students addressed me this chapter to be problematic

for them, I became little nervous but later I decided to be very open to all the question and doubts they have

in mind. There were numerous problems related to arrangement of action research for this topic.

The problem from students end was as follows-:

They were not able to draw male and female reproductive system neatly.

They were not able to differentiate the parts of organs in reproductive system.

They had difficulty in labelling the diagrams also.

They had difficulty in summarising the entire process from fertilization to human.

They were not able to state the functions of each part of reproductive system.

They had confusion related to stages of development of embryo, zygote them embryo then foetus and

finally baby -:

Statement of the Problem -:

Topic was introduced for the first time.

Hesitation from students end to raise the doubts.

Explanation of Reproduction chapter without smart class. Students remember Biology concepts even

better when they see the videos but that was not possible

Students were instructed about such chapter through use of mere textbook which is teacher led

The word adolescence is derived from a Latin Word ‘adolescere” which means to grow into

maturity. Adolescence is a period of transition from childhood to adulthood, and a period of intense

change, which takes place within the personality of a young girl, who being neither an adult nor a

child finds herself to stay in a no man’s land, sandwitched between the carefree life of childhood and

Monica Sadhwani Page 1


the responsibilities of adulthood. This is the period where they develop behavioural problems in the

absence of proper guidance and counselling. As Sorenson comments on it,’ an adolescent is a

traveller who has left one place, has not reached the next”. For this I was confused whether to

explain each and everything in more depth to girls taking extra classes for girls, then again it would

sound that I’m in practice of gender inequality.

It was VIII standard class which was well known for being most undisciplined students

My own drawing which was the not so tidy , so I also learnt and practiced

Students went off the topic many times, they had question such as how come male can give birth to

child, transgender, some urges during pregnancy like ice cream ,chocolate . They wanted scientific

explanation on all such things.

Time management was also major problem

The problem also lies related to professional ethics, is it relevant to show videos? Is it sensible to

talk very openly with students, being very clear in communication won’t lead to any infringement

against teacher's activity.

Science teacher is not merely confined to science now there are multiple subjects she needs to deal

with drawing, English as technical words play a major role in science. So I was confused on part of

drawing, drawing diagrams excelling in it is personnel competency. How can I make them

remember diagrams, and make students draw very neatly as I am science teacher and getting into

shoes was drawing teacher seemed tough to me.



Introduction of Topic

Male Reproductive system

The male reproductive organs include a pair of testes (singular, testis), two sperm ducts and a penis (Fig.1).

The testes produce the male gametes called sperms. Millions of sperms are produced by the testes.

Though sperms are very small in size, each has a head, a middle piece and a tail. Each sperm is a sing le

cell with all the usual cell components.

Fig 2 Female Reproductive System

Fig 1 Male reproductive system

Female Reproductive system

The female reproductive organs are a pair of ovaries, oviducts (fallopian tubes) and the uterus (Fig.2). Ovary produces

female gametes called ova (eggs). In human beings, a single matured egg is released into the oviduct by one

of the ovaries every month. Uterus is the part where development of the baby takes place. Like the sperm, an egg

is also a single cell.

Fertilization The first step in the process of reproduction is the fusion of a sperm and an ovum. When sperms

come in contact with an egg, one of the sperms may fuse with the egg. Such fusion of the egg and the

sperm is called fertilization (Fig.3). During fertilization, the nuclei of the sperm and the egg fuse to

form a single nucleus. This results in the formation of a fertilized egg or zygote (Fig.4). The

process of fertilization is the meeting of an egg cell from the mother and a sperm cell from the

father. So, the new individual inherits some characteristics from the mother and some from the

father.



Fig 3 Fertilization Fig 4 Zygote

Development of embryo Fertilization results in the formation of zygote which begins to develop into an embryo [Fig. 5 (a)]. The

zygote divides repeatedly to give rise to a ball of cells [Fig 5 (b)]. The cells then begin to form groups that

develop into different tissues and organs of the body. This developing structure is termed an embryo. The

embryo gets embedded in the wall of the uterus for further development [Fig5 (c)]

The embryo continues to develop in the uterus. It gradually develops the body parts such as hands, legs,

head, eyes, ears, etc. The stage of the embryo in which all the body parts can be identified is called a foetus

(Fig. 6). When the development of the foetus is complete, the mother gives birth to the baby.

Figure 6

Fig. 5 (a) Zygote formation and development of an embryo from the zygote; (b) Ball of cells

(enlarged); (c) Embedding of the embryo in the uterus (enlarged)



2. RESEARCH SETTINGS

Method to find out problematic topics

I adopted voting method to identify the difficult topics which need action research to be done. I asked

students to tell me the chapters or topics in which they face difficulty in understanding. Students had

different opinion. I listed 3 majority topics on board and then asked students to write on piece of paper

which topic they find most difficult. Around 75% students mentioned the topic as Human Reproductive

System. So finally with help of consensus the topic was decided.

Then the question was in human reproductive system what the difficult part was. Each student one by one

was asked about the difficulty in chapter so majority of them had difficulty in even labelling the reproductive

system parts , remembering functions of each part and fertilization process.

I wanted to reconfirm the problem areas so I gave them a Pre Test of reproduction chapter which had

objective questions, labelling of diagrams and identification of external and internal fertilization through

images. It was 30 marks Pre-test. Students were given 40 minutes to complete the test.

I checked the papers and found that major mistakes were done in labelling the reproduction system and

mistakes were made in process of fertilization.

Preparation of plan

Finally the floor plan was prepared from my end as follows-:

I will first show them video explaining male and female reproductive system

I will conduct a drawing session & make them draw reproductive system on graph paper but

accompanied with imaginary story to make them remember the shapes and connections. Then

along with that there would be recapitulation of functions of specific organ.

To make them remember the function and fertilization process I decided to make them recite the

Rapp. I instructed the students to inform the students who were absent for the day to be present the

next day and bring water colours and graph paper.

As smart class was not available I arranged lecture in seminar room wherein I could use projector to

show them video.



Then I took viva of students and found that just merely showing video does not ensure

understanding and remembering. So the fundamental saying remains same “learning by doing is best

way to remember”

Next day students were asked to bring graph paper for drawing and students who were good singers

were selected to sing the Rapp.

Then finally Post test was conducted and then data was compared and analysed.



3. Review of Literature

Literature 1- Title: Effectiveness of structured teaching program in improving knowledge

and attitude of school going adolescents on reproductive health.

Author information- Department of Community Health Nursing, College of Nursing, BP Koirala Institute of

Health Sciences, Dharan, Sunsari, Nepal. [email protected]

OBJECTIVE:

To find out the effectiveness of structured teaching program in improving knowledge and attitude of school

going adolescents on reproductive health.

MATERIALS AND METHODS:

An experimental study with pretest - posttest control group design was carried out in four selected schools

with similar settings in Dharan town of Nepal. All the subjects were divided into two groups: experimental

and control, each comprising of two subgroups of 50 boys and 50 girls. Structured teaching program

consisting of information on human reproductive system was used as a tool of investigation for the

experimental group, whereas conventional teaching method was used for the control group.

RESULTS:

A total of 200 Adolescent school students were included in this study. The mean (+/-SD) pretest score of the

experimental group on knowledge of reproductive health was 39.83 (+/- 16.89) and of the control group was

39.47(+/- 0.08). The same of experimental group after administration of the structured teaching program

(84.60+/-10.60) and of the control group with conventional teaching method (43.93+/-10.08) was

statistically significant (p<0.001). Similarly, the post-test scores of knowledge of the groups on responsible

sexual behaviour and their attitude towards reproductive health were better in the experimental group than in

the control group (p<0.001).

CONCLUSION:

The knowledge of adolescent school students on reproductive health is inadequate. The use of structured

teaching program is effective in improving knowledge and attitude of the adolescents on reproductive health.


mailto:[email protected]


Literature 2-Knowledge, Perceptions and Acceptability to Strengthening Adolescents’

Sexual and Reproductive Health Education amongst Secondary Schools

Author Lule Herman, E. Ovuga, M. Mshilla, S. Ojara, G. Kimbugwe, A. P. Adrawa, and N. Mahuro

Adolescents in Northern Uganda are at risk of teenage pregnancies, unsafe abortions and sexually

transmitted infections (STIs). There is silence on sex both at home and school. This cross sectional

descriptive analytical study interviews a random sample of 827 students and 13 teachers on knowledge,

perception and acceptability to a comprehensive adolescent sexual and reproductive health education in “O”

and “A” level secondary schools in Gulu District. Quantitative data was analysed using SPSS 16.0. Directed

content analysis of themes of transcribed qualitative data was conducted manually for common codes, sub-

categories and categories. Of the 827 students; 54.3% (449) reported being in a sexual relationship especially

those aged 15–17 years. Majority 96.1% (807) supported the teaching of a comprehensive (Adolescents’

Sexuality and Reproductive Health Education) ASRHE, citing no negative impact 71.5% (601). Majority

81.6% (686) agreed that such education could help prevention of STIs, abortions and teenage pregnancies,

and that it should be taught by health workers 69.0% (580). Majority 76.6% (203) reported that ASRHE was

not currently being taught in their schools. Students had low knowledge levels and misconceptions about

ASRHE. ASRHE was highly acceptable though not being emphasized; its success in school settings requires

multidisciplinary culturally sensitive approaches amongst which health workers should be frontiers.



4. Research Methodology

Date Activities

29/01/2015 Discussion with students on problem areas

30/01/2015 Finalization of title for study

31/01/2015 Discussion with practice teaching Mentors on strategy

02/02/2015 Pre Test

03/02/2015 Strategy implementation

04/02/2015 Post test

05/02/2015-10/02/2015 Analysis of data collected and Report documentation

Objectives of Research

To use different approach to make the topic easy for students to understand

To find out whether new strategy to teach students works or not

To find out effectiveness of integrating science with poems and use of visual aid in gaining students

attention towards topic

To make class interesting and topic attractive with participation of all students

To access the difficulties that come across while conducting such studies

To find out the reasons if strategy fails and corrective actions to be taken in future

To enable students to have conceptual understanding on Adolescents’ Sexuality and Reproductive

Health Education (ASRHE)

Participants

Sample- Students of class VIII A of TEJAS School.

Instructors and – Teacher (Monica Sadhwani)

Facilitator and Class Management Team- Sugandha Singh and Sakshi Shaw

Evident by Ms Valli P



Data Collection Tool

Opinion Chits – To decide the topic

Questionnaire – A Pre Test and Post Test was conducted

Drawing Sheets collected

Process of Data Collection

A test environment was maintained students were given a questionnaire related to topic of 30 minutes. Then

finally based on the assessment the direction of research was decided. Later strategy was implemented

Strategy Used

First Day a video was shown , and then viva was conducted

Second day Drawing of Diagrams with help of Graph paper was done along with story Telling

Recitation of song was done to remember the functions

The sample of each is attached



5. DATA INTERPRETATION

Table No 1 Frequency of Marks obtained

Marks out of 20 No of Student Obtained in Pre Test No of Student obtained in Post Test

4 1 0

5 1 0

6 3 0

7 3 0

8 4 1

9 3 1

10 7 1

11 4 4

12 4 5

13 4 6

14 2 5

15 3 8

16 0 5

17 0 2

18 0 1

19 0 0

20 0 0



Graph No 1

It was observed that in post-test none of students scored below 8 marks out of 20

It is observed from graph that highest marks in pretest is 15 and in post-test is 18

Maximum no of students scored 15 marks out of 20 in post-test

Maximum no of students scored 10 marks out of 20 in pre test

Table No 2 Above Average Result Comparison

Condition No of Students Scored More

than 50 %

Percentage of Students Scored More

than 50 %

Pre Test 24 62%

Post Test 36 92%

Graph No 2



Table No 3 Labelling and Drawing Proficiency

Students Drawing and Labelling

Conditions Labelling Drawing Labelling Drawing

Pre Test 12 5 31% 13%

Post Test 35 33 90% 85%

Graph No 3

It is observed from graph that after the session of drawing was done in post-test 64% students could

draw neatly and 82 % students could label the diagrams of reproductive system



Graph No 4

Percentage of all students in pre-test and post test

This graph shows roll no wise percentage of students in pre-test and post test

From the graph it can be interpreted that all students had improvement in performance



6. Research Findings After action is taken 92% of students in class score more than 50% in the test, i.e. maximum number

of students have concept clarity

Students score more in post-test as compared to pre test

Only 31% students were able to label the diagrams , but after action is taken i.e. when students are

made to sit and draw on graph paper in class and it is related with story then 90% students label each

and every part of diagram correctly

Hardly few students (5) were able to draw diagram , out of all only 13% were able to draw diagram

but after they were told story to recognize shapes and connections in diagram,85% students were able

to draw diagrams

So collectively it is found that majority had improvement in performance after action plan was

implemented



7. Conclusion Children remember stories for long time, this technique helped me to make them remember diagram

Sensitive topics such as reproduction can just be explained by reading textbook visual aid and

discussion plays a key role in it

Music is wonderful way to remember terminologies which are not so easy to remember at initial

level

Painting session makes science diagram interesting , i.e. integrating subjects internally ,combination

learning was fruitful

Showing video to children helped a lot to make them understand the chapter

Using graph and drawing diagram helped in keeping proper weightage

Labelling was made easy as students learnt the fertilization process and location of each process

It was right time to explain such topics as students just reach the adolescent age at this point of time



8. Bibliography Benson M.D, Perlman C, Sciarra JJ. Sex education in the inner setting learning and retention. J Amer

Med as-sociation 1986;225:43-47. Parwej S, kumar R, Walia I, Aggarwal AK. Reproduc-tive health education intervention trial. Indian

J Pediatr 2005;72:287-91 Alka C, Divya C, Garima S, Himani R, Kuldeep P,Laxmi k ,Piyalee B (feb 2014)” Effectiveness of a

“Planned Teaching Programme”(PTP) on Knowledge Related to Reproductive Tract Infections

Among Rural Women” Retrieved Feb 2015 from http://iosrjournals.org/iosr-jnhs/papers/vol3-

issue1/Version-5/E03151721.pdf

Valley Research Group. Reproductive health awareness, attitudes and behaviour of adolescents in

Nepal.Kathmandu: UNFPA; 1999. p. 110.

World Population Foundation, WPF. Computer-based sexuality and life skills education in secondary

schools in Indonesia, Thailand, Kenya and Uganda. 2003 http://schoolnetuganda.sc.ug/projects/on-

goingprojects/theworldstartwithme


http://iosrjournals.org/iosr-jnhs/papers/vol3-issue1/Version-5/E03151721.pdf

http://iosrjournals.org/iosr-jnhs/papers/vol3-issue1/Version-5/E03151721.pdf

http://schoolnetuganda.sc.ug/projects/on-goingprojects/theworldstartwithme

http://schoolnetuganda.sc.ug/projects/on-goingprojects/theworldstartwithme


9. Annexure 1. Reproductive System Song

You’ve heard of the birds, and also the bees

Compared to how they reproduce, our way’s a breeze

So here’s a little introduction, some mighty good instruction

About human reproduction.

We’ll start with the female—in ovulation

The ovary releases an egg, awaitin’ fertilization

In the Fallopian tube, a sperm can pierce the egg’s coat

The two nuclei fuse, and you’ve got a zygote

The zygote divides many times, forms a hollow ball (the blastocyst)

Which implants itself in the uterine wall

‘Til it’s eight weeks old, it’s an embryo

Grows through the fetal stage, and then it’s got to go

Through the cervix, vagina, then out into the air

And if your mother’s lucky, you’re not too hard to bear!

Now let’s back up a minute, and bring in the male

That provided that sperm, with a flagellum like a tail

In the seminiferous tubules of the testes millions of sperm cells are formed

They mature in the epididymus, but they can’t get too warm (the scrotum keeps the testes ~2oC below body

temperature)

In ejaculation the epididymus contracts,

Sperm move through the vas deferens and urethra, then out—that’s a fact



But the volume from the testes isn’t that great

Semen’s mostly from the seminal vesicles (~60%) and the prostate (with a small contribution from the

bulbourethral [also called Cowper’s] gland)

‘Course the urethra’s in the penis—used for semen injection

In intercourse it’s filled with blood, it’s called an erection

Releasing semen in the vagina is just the beginning

For sperm to reach the egg, sperm has got to get swimming!

Through the cervix and the uterus to the Fallopian tube

Where the egg is fertilized—that’s how Mom and Dad made you.

2. Drawing on Graph paper with story to remember shapes



Story for drawing female reproductive system

Once upon a time there were two oval shaped island5 to that island only a T shaped route3 was available which was again surrounded by mountains as the road proceeds downwards road gets wider at a point3 and rest room is provided on sides2 and road continues1 and connects to main road.



PRE-TEST

Total Marks: 20 Name

Time: 30 minutes Roll No Class

Instruction:

All questions are compulsory

Marks of each question are stated

Question 1 and Question 2 are objective carries 1/2 mark each

Question 3 is of 2 marks

Question 4 is of 4 marks and question 5 is of 6 marks each

Question 1 MCQ each carries 1 mark 12 X 1/2= 6 marks

1. The male or female sex organ (testicles or ovaries).

A. Gamete

B. Gonad

C. zygote

2.A male sperm or female ova or egg sex cell.

A. Gamete

B. Gonad

C. zygote

3. The fertilized female egg or ova that will grows into a baby.

A. Gamete

B. Gonad

C. zygote

4. The type of reproduction that humans have in which a male and female come together to form new life.

A. Sexual

B. Budding

C. fission



5. This occurs around the preteen and teen years in which males' and females' bodies mature so they are

capable of creating new life.

A. menopause

B. gestation

C. puberty

6.Sperm production begins in the

A. seminiferous tubules.

B. epididymis.

C. vas deferens.

D. ejaculatory duct.

7. The cell produced by fertilization is called

A. gamete.

B. Embryo.

C. Foetus

D. zygote.

8. Sperm maturation occurs in the

A. Seminiferous tubules.

B. Epididymis.

C. Vas deferens.

D. Urethra.

9. The layer of the uterine wall that is shed during menstruation is the

A. Endometrium.

B. Myometrium.

C. Epimetrium.

D. None of the above.

10. The external genitalia of the female are collectively called

A. labia.

B. vulva.



C. clitoris.

D. mons pubis.

11. The average menstrual cycle is

A. 14 days.

B. 20 days.

C. 24 days.

D. 28 days.

12. The structure between the uterus and the vagina is the

A. Uterine tube.

B. cervix.

C. vulva.

D. hymen.

Question 2. State whether following is External fertilization or Internal Fertilization (4 x ½= 2 marks)

A. B.

C D.



Q3. Label (2marks)

Q4. State the Function of Parts numbered (4 marks)

Q5. Label and state the functions of parts labelled (6 marks)



POST- TEST

Test Reproduction

Name – Time- 30 min

Roll No- Total Marks- 20

1. Indicate whether the following statements are True (T) or False (F): [5marks]

(a) Oviparous animals give birth to young ones.

(b) Each sperm is a single cell.

(c) External fertilization takes place in frog.

(d) A new human individual develops from a cell called gamete.

(e) Egg laid after fertilization is made up of a single cell.

(f) Amoeba reproduces by budding.

(g) Fertilization is necessary even in asexual reproduction.

(h) Binary fission is a method of asexual reproduction.

(i) The number of nuclei present in a zygote is two.

(j) An embryo is made up of a single cell.

Q2.Give two differences between a zygote and a foetus. [2marks]

Q3.Give two difference between internal fertilization and external fertilization. [2marks]

Q4: Complete the cross-word puzzle using the hints given below [4marks]

Across

1. The process of the fusion of the gametes.

6. The type of fertilization in hen.

7. The term used for bulges observed on the sides of the body of Hydra.

8. Eggs are produced here.



Down

2. Sperms are produced in these male reproductive organs.

3. Another term for the fertilized egg.

4. These animals lay eggs.

5. A type of fission in amoeba.

Q5. Draw female Reproductive System also show embryo development process [4marks]

Label Both.

Q6. Draw and Label Male reproductive System. [3marks]


Action research

Science

Transcript of Action research