Action Research Project for B.Ed Students in English

Action Research Project for B.Ed Students in English

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Action Research Project for B.Ed Students in English

Topic:  “A Study on Problem of Grammatical Mistake by the Students with Special Reference to Class vii of XYZ Govt. Higher Secondary School”

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I hereby declare that the action research report entitled “A Study on Problem of Grammatical Mistake by the Students with Special Reference to Class vii of XYZ Govt. Higher Secondary School” is being submitted by me to XYZ University in partial fulfillment of the requirement for the award of B.Ed. degree.

The matter embodies in this report is genuine work done by the investigator and has not been submitted either to this university or any other university/institute for the fulfillment of the requirement of any course of study.







This is to certify that the action research report entitled “A Study on Problem of Grammatical Mistake by the Students with Special Reference to Class vii of XYZ Govt. Higher Secondary School” submitted by XYZ bearing  Exam. Roll No: 0000 is an original work done by him for the award of the degree of B.Ed.

I wish him every success in his life.




I am sincerely thankful to all my teachers of CTE, XYZ, and also the teachers of XYZ Govt. Higher Secondary school where I worked as a student-teacher for their kind cooperation and guidance at every step throughout the preparation of this action report.

My special thanks go to principal Mrs. XYZ ma’am, my supervisor Mrs. XYZ ma’am, and Mr. XYZ sir for their immense support and guidance. It was due to their excellent academic guidance which made my action report a fruitful reality.




1.1 Introduction to Action research

1.2 Theoretical background of the study

1.3 Significance of the study

1.4 Objective of the study

1.5 Action hypothesis

1.6 Method of the study

1.7 Population and sample

1.8 Tools of data collection

1.9 Procedure of data collection


  1. Feedback/Operational

2.1 Pre-test

2.2 Remedial measures

2.3 Post-test


3. Analysis and interpretation

3.1 Finding of the study


4. Suggestion and recommendation…

4.1 Utility of the study


5. Conclusion

5.1 Reference

5.2 Appendix

List of Tables                                                                                  

Table No – 1

Table No – 2

Table No – 3

Table No – 4

Table No – 5

Table No – 6

Table No – 7

Table No – 8

Table No – 9

Table No – 10

Table No – 11

Table No – 12

List of Figures

Figure No – 1

Figure No – 2



Research is a careful and detailed study into a specific problem, concern, or issue using the scientific method. According to the American sociologist Earl Robert Babbie, “Research is a systematic inquiry to describe, explain, predict, and control the observed phenomenon.

Research is a process of systematic inquiry that entails the collection of data; documentation of critical information; and analysis and interpretation of that data/information, in accordance with suitable methodologies set by specific professional fields and academic disciplines.

Research is conducted to evaluate the validity of a hypothesis or an interpretive framework; to assemble a body of substantive knowledge and findings for sharing them in appropriate manners, and to generate questions for further inquiries.

Characteristics of research

  • Research is based on logical reasoning and involves both inductive and deductive methods.
  • Research creates a path for generating new questions. Existing data helps create more opportunities for research.
  • Research is analytical in nature. It makes use of all the available data so that there is no ambiguity in inference.
  • Accuracy is one of the most important aspects of research. The information that is obtained should be accurate and true to its nature.

Research can be classified under three broad categories

  1. Basic or Fundamental Research
  2. Applied Research
  3. Action Research

1.1 Introduction to Action Research: 

The term “Action Research” was coined by Kurt Lewin in the year of 1946. Kurt Lewin is regarded as the founder of action research. But the term action research was introduced to the educational community by Stephen Corey and his associates at Teacher’s College of Columbia University in 1949.

Action Research, according to Corey, the originator of the term, is the research undertaken by practitioners so that they may improve their practices. It helps practitioners to perceive understand and assess the situation, and it further facilitates a systematic analysis and working out plausible reasons, for the unsatisfactory condition.

With action research, practitioners can try out alternative strategies till the problem is solved satisfactorily. Action Research is a type of applied research. Action research means a scientific search that is conducted for the solution of various problems which come across the day-to-day activities of the pupils, teachers, schools and educational officers.

A practitioner in the Indian educational setup could be a classroom teacher, a principal or a headmaster of a school, a block education officers, an inspector of schools or a teacher-educator. By using action research, teachers can analyze their teaching and take responsibility for their own professional development.

Action research is undertaken by educational practitioners because they believed that by doing so they can make better decisions and engaged in better action. In teaching a teacher should know different knowledge.

Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. Action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future.

This research is carried out within the context of the teacher’s environment- that is , the students and at the school in which the teacher works – on questions that deal with educational matters at hand. Action research is a process of changing student behavior in the classroom.

The process helps teachers to understand the classroom dynamics and identity changes that may improve instruction and learning. Teachers learn to observe and reflect and determine a course of action or actions that will resolve the problem.

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organizational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently.

Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.

Hence, the university with the inculcation of action research in the B.Ed syllabus has made the course more effective and efficient with the knowledge of this discipline of research. The student-teachers would be able to solve the problem arising in their practice field in the near future very easily and make their practice field more conductive.

1.2 Theoretical background of the study: 

“Grammar is the logic of speech, even as logic is the grammar of reason.”

According to Richard C. Trench, the use of grammar is very important in depicting the value of the language and the judgment towards the ideas. The use of grammar also reflects the author’s writing skill and it will give the reader an indication of the content in the written production will be like.

On whole, the logic of language depends completely on its grammar usage. In addition, grammatical errors can give a reader a bad impression of the author’s abilities.

This is where a grammar checker tool can be very helpful for authors to catch mistakes before sharing their writing.

A higher degree of grammar usage in English produces more quality of works. Though nobody’s grammar is perfect, grammar teaches an author to control the language they are using.

If the grammar is strictly controlled with firm and strong basic knowledge, a good work of essay will be produced.

I conduct action research on the issue of grammatical errors of the students of the XYZ govt. Higher Secondary School. I choose the topic because during my teaching I noticed that the students are continuously making grammatical mistakes in their writing. Moreover, there were complaints from teachers about the students’ lower performance in English. Thus I decided to do action research on it to improve it.


1.3) Significance of the study: 

In linguistics, grammar is the set of structural rules which influences the composition of clauses, phrases, and words in any given language.

It is the systematic study and description of a language and it helps us to understand how words and their component parts combine to form sentences.

To a school student, it means an analytical and terminological study of sentences. Knowledge of grammar helps the student in the improvement of learning.

So, a teacher should provide appropriate grammar knowledge to the students regularly and should check the grammar notebooks in time by time.

But to make don’t the grammatical mistakes by the students in time appears a great challenge for the teachers.

That is why it is the great significance to study the problem relating to the grammatical mistake and to find out the appropriate solution.

Some points regarding the significance of the present study are described below ————–

  1. Grammar regardless of the country or the language is the foundation for communication. In order to communicate, a learner should know the grammar of the language. It is important to be able to express by self.
  2. A person with poor grammar skills can form a negative impression on others. The first impressions can be lasting and may hide the true judgment of character.
  3. Grammar improves the development of fluency. When a person has learned grammar, it will be easier for that person to know how to organized and express the ideas in their mind without difficulty. As a result, they will be able to speak, read and write the language more fluently.
  4. Grammar rules can help learners develop the habit of thinking logically and clearly. After studying grammar, learners are able to become more accurate when using a language.
  5. Without good grammar, clear communication is impossible. Proper grammar keeps us from being misunderstood while expressing our thoughts and ideas.

1.4) Objectives : 

The study is focused on the students’ most common grammatical errors in their writing production.

The objectives of this study are:

(i) To investigate the most significant grammatical error produced by the students in the English essays.

(ii) To identify the reasons for the error occurrence.

(iii)  To find the solution to improve the error in writing among students.

(iv) To find out the problems of students in grammar.

(v) To study the attitude of students regarding grammar.

(vi) To provide appropriate suggestions for the problems in studying grammar.

(vii) To study the different methods and techniques used by the teachers while teaching grammar class.

1.5) Action Hypothesis

A hypothesis is nothing but an intelligent guess or a possible answer of the problem. It is a tentative solution to the problem.

A hypothesis is used in an experiment to define the relationship between two variables.

The first variable is called the independent variable. This is the part of the experiment that can be changed and tested. The independent variable happens first and can be considered the cause of any changes in the outcome. The outcome is called the dependent variable.

In short, the Action hypothesis describes the relationship between proposed actions and anticipated consequences. This step of hypothesis formulation is most important in research because it gives direction to the researcher.

It helps in collecting evidence to solve or choose an alternative way to solve the problem. A hypothesis is precisely defined as a tentative or working proposition suggested as a solution to a problem and the theory as final hypothesis which is defensibly supported by all the evidence.

It is a statement temporarily accepted as true in the light of what is at the time known about the phenomenon, and it is employed as a basis for action in the search for a new truth.

It can be put to test or determine its validity it may prove to be correct or incorrect. At the start of any investigation, the hypothesis is stimulation to critical thought and offers insight into the confusion of the phenomenon.

In the end, it has to be accepted or rejected in light of the findings. In between these stages, it furnishes the work with the signposts for the progress of the investigation.

When the hypothesis is fully established, it may take the form of facts principles of theories. Hypothesis reflected the research worker’s guess as to the probable outcomes of the experiments.

In the present study, the researcher makes the following hypothesis-

  1. Lack of interest in grammar results in grammatical mistakes in students
  2. A negative attitude towards grammar leads to a grammatical mistake in students
  3. There is a relation between insufficient class and grammatical mistakes in students

1.6) Method of the study: 

research method is a systematic plan for conducting research.

Research methods are a variety of techniques that people use when studying a given phenomenon.

They are planned, scientific, and value-neutral. What that means is that good research methods don’t “just happen.” Instead, they are deliberately employed in a way that is designed to maximize the accuracy of the results.

Research methods help us collect samples, data and find a solution to a problem.

The research method can either be qualitative or quantitative or mixed. Quantitative methods examine numerical data and often require the use of statistical tools to analyze the data collected.

This allows for the measurement of variables and relationships between them can then be established. This type of data can be represented using graphs and tables.

Qualitative data is non-numerical and focuses on establishing patterns. Mixed methods are composed of both qualitative and quantitative research methods. Mixed methods allow for the explanation of unexpected results.

There are several methods of conducting research. The selection of the research method is determined by the nature of the problem. The variables involved in this study are lack of interest, negative attitude etc which cannot be studied in any artificial setting.

Hence, the investigator considered and selected the quasi-experimental method of research as the most appropriate method for conducting the present study.

The prefix quasi means “resembling.” Thus quasi-experimental research is research that resembles experimental research but is not true experimental research.

However, like a true experiment, a quasi-experimental design aims to establish a cause-and-effect relationship between an independent and dependent variable. Here the independent variable is manipulated before the dependent variable is measured.

Quasi-experiments are most likely to be conducted in field settings in which random assignment is difficult or impossible. They are often conducted to evaluate the effectiveness of a treatment—perhaps a type of psychotherapy or an educational intervention.

Pre-test and post-test research is one of many forms of quasi-experimental design. Here data is collected by conducting pre-test and post-test using a question paper.

Pre-test and post-test design based on purposeful sampling allows for assessment of specific representatives of a population of interest, but not of the population as a whole.

1.7) Description of population and sample: 

In research terminology, the Population can be explained as a comprehensive group of individuals, institutions, objects, and so forth with have common characteristics that are the interest of a researcher.

The common characteristics of the groups distinguish them from other individuals, institutions, objects, and so forth. The term universe is also used as a synonym for the population.

Suppose a researcher proposed to conduct a study on awareness and use of ICT among the secondary school teachers in Assam, the entire secondary school teaching community in Assam constitutes as the population of the study.

In social science and educational research, practically it is not possible to a researcher to approach all the individuals/elements in a population for the purpose of data collection.

Instead, they select and approach a representative group of individuals/elements who falls under the particular population to collect needed information regarding the group.

Based on the results, the researcher generalizes the characteristics of the representative group as the characteristics of the population. This small group or representative group from a population is called a sample.

So sample can be defined as the small portion of a population selected for a particular study. The sample should clearly represent the characteristics of the intended group

Both population and sample have a special significance in the research process. Population in its praise explanation is the totality or whole quantity or the universe. Where else the sample is a smaller representative of the whole.

It is the population from where we get the sample and it is the sample where from conclusion i. e. generation is made.

The investigator has tried to ensure that the sample of the research study becomes a true representative of the population under study.

In this present study, all the students of class vii of XYZ Govt. Higher Secondary School will be constituted the population and 13 students of class (vii) comprising both boys and girls are taken as a sample for investigation. The sample description is as bellow –

Table A: Sample Description 

School      Class Students
XYZ Govt. Higher Secondary School   vii Male – 7



1.8) Tools of Data Collection

Data collection tools refer to the devices/instruments used to collect data, such as a paper questionnaire or computer-assisted interviewing system. Case Studies, Checklists, Interviews, Observation sometimes, and Surveys or Questionnaires are all tools used to collect data.

Tools are the most important thing in the research field. An investigator will require many data gathering tools or techniques which may vary in their complexity, design, administration and interpretation.

Each tool is appropriate for the collection of a certain type of evidence or information. The researcher has to select from the available tool, which will provide data.

There are various types of to collect data. In the present study, questionnaire and observation is used as a tool for data collection.

A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents. Questionnaires can be thought of as a kind of written interview. They can be carried out face to face, by telephone, computer or post.

Questionnaires provide a relatively cheap, quick and efficient way of obtaining large amounts of information from a large sample of people.

Data can be collected relatively quickly because the researcher would not need to be present when the questionnaires were completed. This is useful for large populations when interviews would be impractical.

However, a problem with questionnaires is that respondents may lie due to social desirability. Most people want to present a positive image of themselves and so may lie or bend the truth to look good.

1.9) Procedure of data collection: 

For the present study, the data was collected by using a questionnaire. After selecting and finalizing the tools for data collection, the researcher visited the schools under investigation personally for taking prior permission from the Principal of the schools for collecting the necessary data.

Subsequently, the investigator discussed in detail his investigation with the head of the respective schools and sought permission from him for collecting the necessary data. .

After that, the investigator arranged the classroom climate of the class (vii) and distributed the questionnaire among the students. They were explained about the nature and purpose of the study and were asked to fill up the questionnaire for collecting data.


2) Feedback/Operational 

In an action research report, feedback/operational has an important place. Feedback or operational part of a report of action research generally includes Pre- Test, Remedial Measurement and Post- Test.

Actually, Pre-Test and Post-Test is one of the popular kind of experimental design. In this design the same group is pre-tested and afterward treatment variable is introduced.

The differences of the Pre-Test and Post-Test indicate whether there is any problem in the teaching-learning process.

The teacher may carry out the action research to identify the problems as well as take Remedial Measures based on the dimensions of the problems. For this, a well-organized and definite plan of operation with feedback is essential. So through the Pre — Test and Post Test a sample can be made for the root cause of the problem.

2.1) Pre-Test:

Here the investigator has administered a test of 15 marks to find out the mistake of grammar by the students and to know the attitude of students towards grammar. For this purpose the investigator taught like- Tense, voice etc.

Students are taught according to the lesson plan and they are given the same lesson questions for the Pre-Test and are asked to submit their answer script on the spot. Students fill up their answer script and submit to the researcher.

Among the 51 students, only 13 students were chosen who were quite poor in Grammar.

Marks obtained by students in the Pre-test are as follows-

No of Students Marks % of Success
1 9 60
2 9 60
3 5 33.33
4 6 40
5 8 53.33
6 3 20
7 7 46.66
8 7 46.66
9 4 26.66
10 5 33.33
11 8 53.33
12 7 46.33
13 5 33.33

From the above results the investigator has found out following defects which may be responsible for the grammatical mistake by the students:

1) Grammar is not taught regularly by the teachers.

2) There is a lack of supervision from the part of teachers regarding

the grammar. Grammar notes book is not checked by the teacher.

3) There is a lack of motivation in completing grammar.

4) Lack of proper guidance is another cause of the grammatical mistakes.

2.2) Remedial Measures: 

From the results of Pre- Test the investigator has found out some proable causes of percentage of grammatical mistake among the students. Therefore the investigator has provided some remedial measures for overcoming the problems of grammatical mistake. These are-

  1. i) The students are given training regarding the grammar in classroom.
  2. ii) They are asked to prepare educational dairy regularly and one who maintains he/she is rewarded.

iii) The investigator takes a class on grammar. In this case he clearifies the objectives and importance of grammar to the students.

  1. iv) Students are given grammar class regularly and checked their notebooks in time. After completion of a lesson, the investigator gave grammar homework to the students.
  2. v) The students are also given the advice to use an extra copies for grammar.
  3. vi) The investigator adopt proper technique like- using various colors of cards and TLM for creating interest and motivation among the students

vii) Proper supervision is taken by the teacher on grammar.

2.3) Post-Test:  

After providing suggestation and remedial measures a post-test was conducted specially for those selected students who could not perform well in the pre-test.

The purpose of this test is to find out the improvement of students in grammar.

The result of the students in the post test are given below –

No of Students Marks % of Success
1 15 100
2 14 93.33
3 10 66.66
4 11 73.33
5 13 86.66
6 9 60
7 10 66.66
8 10 66.66
9 10 66.66
10 12 80
11 13 86.66
12 12 80
13 11 73.33

After post-test, intervention was done, such as-

First, Questionnaire which consists of 10 questions provided to the students assessing the students’ Opinion about their self.

Second, was the observation method. With the help of observation, the researcher tried to identify the problem of the students during classroom interaction.

The third, was an interview. The researcher takes interview of the students individually which helps the researcher to know their problems in social science.

Figure 1:

  1. i) Column graph showing % of success in the pre-test
action research project for b.ed students in english

Figure 2:

  1. ii) Column graph showing % of success in post test
action research project for b.ed students in english


3. Analysis of data:  

Data analysis is a process of inspecting, cleansing, transforming and modeling data with the goal of discovering useful information, suggestions, conclusions and supporting decision-making.

Analysis refers to breaking a whole into its separate components for individual examination. Data analysis is a process for obtaining raw data and converting it into information useful for decision making by users.

Data is collected and analyzed to answer questions, test hypotheses or disprove theories. After the data collection, data analysis and interpretation is the most important phases of the research process.

A research must proceed with the appropriate method of data analysis to find out the inherent meaning and significance of raw data. This is essential for a scientific study and for ensuring that we have all relevant data for making contemplated comparisons and analyses.

Technically speaking analysis of data implies editing, coding, classification, and tabulation of collected data so that they are amiable to interpret. In simple terms analysis of data means breaking down the complex factors of tabulated materials into simpler parts and putting the parts together in the new arrangement in order to determine the inherent facts or meaning.

Analysis of data involves a number of closely related operations which are performed with the purpose of summarizing the collected data and organizing these in such a manner that they answer the research questions.

In brief, analysis of data leads the investigator to arrive in a meaningful conclusion. Again the process of interpretation essentially starting what the results show, what they mean and what their significance is.

In the present project, the investigator has collected some reliable information regarding the problem of grammatical mistakes in the form of numerical data.

The data are tabulated by the simple percentage method and interpreted very systematically.

Table No.1

Interest in learnin• Assamese b students:


Table No-1 shows the interest in learning English by students. From this table, it is seen that students are interested in learning English. The students confirmed it by giving a positive answers.

Table 2

Regularity of grammar class taken by teachers


Table No-2 shows the regularity of grammar classes taken by the teachers. From this table, it is seen that grammar class is not regularly taken by the teachers. The students confirmed it by giving a negative answers.

Table 3

Proper explanation of grammar by the teacher

Action Research Project for B.Ed Students in English

Table 3 shows that most of the student said that grammar class is not properly explained by the teachers.

Table 4

Motivation to students by the teacher while doing grammar class

Action Research Project for B.Ed Students in English

Table No 4 shows that students are not motivated by the teacher while doing grammar class.

Table 5

Grammar class is useful for learning the English language

Action Research Project for B.Ed Students in English

From Table no 5 we found that 100% students think that Grammar class is useful for learning the English language

Table 6

Problems facing by students in doing Grammar class

Action Research Project for B.Ed Students in English

From Table no 6 we found that 76% students opined that they faced problems in doing Grammar class.

Table 7

Checking of grammar notebooks by the teacher

Action Research Project for B.Ed Students in English

From Table no 7 we found that 85% students remarked that the teacher don’t check grammar notebooks properly. The teacher neither gives homework regularly nor check it properly.

Table 8

Satisfaction of students in doing Grammar class

Action Research Project for B.Ed Students in English

Table no 8 represents the data regarding the satisfaction of students in doing Grammar class. The students were asked whether they were satisfied or not. 62% of students give the negative answers to this question. That means most of them are not satisfied.

Table 9

Suggestion or reference book by the teacher

Action Research Project for B.Ed Students in English

From table no 9 it is seen that 81% students opined that they are not suggested to read any reference book by the teacher.

Table 10

Extra class taken by teacher for reducing students’ problems in grammar

Action Research Project for B.Ed Students in English

From table no 10 it is seen that 74% students opined that extra classes are not taken by teacher for reducing their problems in grammar.

Table 11

Satisfaction of the students with teacher

Action Research Project for B.Ed Students in English

From table no 11 it is seen that 42% students are satisfied with the teacher whereas 58% are not.

Table 12

TLM used by the teacher while teaching grammar

Action Research Project for B.Ed Students in English

From table no 12 it is seen that 89% students opined that teacher don’t use TLM while teaching grammar

3.1) Findings of the study-

From the analysis of the data the investigator has arrived at the following outcomes; these are:

  • Grammar classes are not taken regularly by the teacher.
  • All students are interested to learn English Language and Grammar.
  • 66% of students gave negative answers regarding the motivation created by the teacher.
  • From this study, it is found that most of the students said that grammar class is not properly explained by the teachers.
  • 76% of the students remarked that they are facing problems while doing grammar class.
  • Some students also opined that teachers do not check their grammar copy properly.
  • Almost 58% of students are not satisfied with their teachers.
  • 81% of students remarked that they are not given suggestions to study other reference books.
  • Some students also opined that extra classes are not taken by the teachers for reducing students’ grammar problem.
  • Almost 89% of the students remarked T.L.M. is not use by the teachers while teaching grammar.
  • It has been observed that most of the time students become inattentive in class due to lack of proper TLM used by the teacher while teaching Grammar.
  • It has been observed that proper use of TLM can be helpful in motivating and improving student’s achievement in learning Grammar.
  • It has been observed that using innovative method, strategies, and techniques of teaching by the teacher while teaching that develops students’ attention as well as interest in learning.

 Chapter 4

4. Suggestion and Recommendation

In an action research report, the investigator can include some suggestions and recommendations on the results. It will help the teachers in solving the related problems and improving the existing practices.

From the above critical analysis of data the investigator forwards the following suggestions and recommendations:

i) Every teacher should come to the class with good lesson plan, which should necessarily include some preplanned grammar activities.

ii) All the teachers should give grammar homework regularly after presentation of the lesson plan and should check the given grammar homework on time

iii) Teachers should motivate and encourage the students towards grammar class. And he should praise those students who complete their grammar homework.

iv) Teacher should encourage the students to ask questions if any confusion arises in their mind regarding grammar.

v) Teachers should create such an environment in where each student can talk with him without hesitation if they face any problem at the time of doing grammar class.

vi) Teachers should give training to the students towards grammar on time. He should apply some techniques that can make the students understand grammar better.

vii) Teacher should advice the students to use extra copy for grammar. He should give advice to the students to maintain diary.

viii) Before giving any homework of grammar teachers should explain the students properly the lesson as well the homework that so that the students doesn’t face problems in the time of doing their homework.

ix) Teachers should give suggestation to his students for studying reference books. It will help them to collect some new knowledge and information regarding the subject matter.

x) Students should be rewarded by the teachers who complete their homework on time. It will be helpful in stopping of unfair means that practice by some students in the examination hall.

xi) The present problem would be helpful for removing the academic failure of the students.

xii) The teacher should also let the students tutor their peers because students learn better from peers.

xiii) The teacher must have student-centered class room, where the students can actively participate in class activities

4.1 Utility of the study

For better knowledge of a language, a teacher should have a better knowledge of grammar in that particular language. The teacher should take grammar class regularly and check the grammar notebooks of the students regularly. The learning process of grammar should be taught constantly. They should have strong knowledge in grammar rules.

The utility of the research as follows:

  1. It will help the teachers to identify students’ significant grammatical error in writing the English essay and helping them to overcome the flaws in writing English.
  2. It will help the students to produce quality English essays in the future.
  3. It will help the teachers to create a suitable framework for the students in the teaching methods.

Chapter 5

5) Conclusion

English is a universal language that helps people hailing from different ethnicities to connect and continue conversations.

The main aspects of spoken and written English are its grammar. Only when the grammar is proper, do the sentences make sense. Thus, it is important to realize the importance of grammar in language.

Grammar is the structural foundation of our abiity to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language.

It can help foster precision, detect ambiguity, and exploit the richness of expression available in English.

So, at last we can say that grammar is a base of a language. Teachers should always try to motivate students to learn grammar. If the students don’t have a natural interest in somethig, they need to see why learning about it is necessary.


  1. Kothari D.S.: Research Methodology New age International Publishers, New Delhi
  2. Koul Lokesh: Methodology of educational research Vikash Publishing House Pvt. Ltd, New Delhi
  3. Mahanty S.B: Contemporary Research in Education AIU, U. News Vol-46, No-05
  4. Devid Ben: Teaching and Research, 1977
  5. Sharma R.A: Fundamental of Educational Research. I.P. House, Meerut
  6. Dr. Saikia Mukul: An Introduction to Action Research

Appendix 1


The purpose of this letter is to inform that I Mr. XYZ give XYZ permission to conduct the research titled “A Study on Problem of Grammatical Mistake by the Students with Special Reference to Class vii of XYZ Govt. Higher Secondary School”

I understand that the school and all stakeholders to be involved in participation in this study is voluntary.

I am also aware that the information collected during the action research and analyses of data will be done in a manner that reflects confidentiality since the name of the institution and stakeholder‘s identity won’t be disclosed.

(   ) Yes, I consent to the use of this institution and stakeholder’s participation for this study.

(   ) No, I do not consent to the use of this institution or its stakeholder’s participation in this study.


XYZ Govt. Higher Secondary School

Appendix 2


Dear students, there are some questions in this paper. You have to answer each question giving a tick mark wherever necessary. Your answer will be kept strictly confidential.

This questionnaire is made for an action research project which is a part of B.Ed. syllabus and your kind cooperation are highly solicited.

  1. Are you interested in learning English? Yes/ No
  2. Are the grammar classes regularly taken by the teacher? Yes/ No
  3. Does the teacher explain grammar properly? Yes/ No
  4. Does the teacher motivate to learn grammar? Yes/ No
  5. Do you think that grammar is important for learning English? Yes/ No
  6. Do you face problems at the time of doing grammar class? Yes/ No
  7. Does your teacher check your grammar notebook properly? Yes/ No
  8. Are you satisfied with doing grammar class? Yes/ No
  9. Does your teacher give any suggestions in reading a particular grammar book? Yes/ No
  10. Does the teacher take any extra classes for reducing your grammar problems? Yes/ No
  11. Are you satisfied with your teacher? Yes/ No
  12. Does your teacher make use of TLM while teaching grammar? Yes/ No

So that sums up the action research project for b.ed students in English. Hope you like it.                         

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