chapter vii qualitative analysis of the...
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CHAPTER VII
QUALITATIVE ANALYSIS OF THE DATA
7.1 PROLOGUE
The data collected by the researcher in the textual form has been analyzed in
qualitative way. This chapter has been divided into two parts. Part I deals with the
analysis of worksheets and reflection sheets. Part II deals with the analysis of
interviews of the students.
PART I
7.2 Analysis of Students’ Worksheets and Reflection Sheets
This Section deals with Analysis of twenty Worksheets and twenty Reflection
sheets given to students. The detailed analysis of the worksheets and reflection
sheets are as follows :-
Session I- Meaning of Waste
This session was planned to orient students about the concept of waste. Students
were given KWL Sheet and they were asked to write in column ‘K’ what they
know about ‘waste’. This activity was planned to activate the previous knowledge
of students about the concept of ‘waste’.
The students’ knowledge related to ‘waste’ involved the meaning, sources,
examples , types and their concern about waste management which can be seen in
the following table.
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Table 7.1
Knowledge about Waste
From table 7.1 it can be seen that students consider that things which are of no use
and thrown away is waste. At the same time they know some of the sources and types
of waste. They are also aware about the Environment pollution. They had shown their
Meaning
- Material which are of no use anymore.
- Material which are thrown away differ use.
- Left over food materials.
Sources /Types –
Sources – houses, industries, shops
Waste is of different types like biodegradable and non biodegradable, Solid , liquid
and gaseous
Examples of waste–
- Left over food material ;
- Sweat exerted from human body ;
- Human wastes
________________________________________________________________________
Concern for Environment
_______________________________________________________________________
- Burning of waste in open air is harmful to Human and
Environment
- Waste should be recycled instead of throwing
- One should put waste in dustbin only
- Some wastes are harmful for the Environment.
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concern about waste Management and they thinks that if waste is not managed
properly it will affect the Environment, one should take care while throwing the
Waste. They feels that waste should be thrown in dustbins only.
Students were also asked to write in Column ‘W’ what they want to know about the
‘Waste’. It was mentioned that various types of waste, management of waste, reuse,
reduce, recycle of waste are some of the area of interest They are also worried about
how can we manage such a huge amount of waste. How many years Plastic bags
takes to decompose and what happens when garbage is not decomposed.
Students were asked to write in Column ‘L’ what they learnt after the activity.
According to students they learnt about type of waste and their role in keeping
Environment clean by throwing garbage at proper place avoiding use of plastic bags
and reuse the things as far as possible..
Students analyzed the examples and non examples of waste. All students analyzed it
correctly that means they know the concept and various examples of waste.
Session II
Properties of waste
Role Play was conducted on process of decomposing of waste material followed by
discussion. In the process of decomposing, changes taken in waste material was
mentioned by students. The students also mentioned that these changes differ in case
of eatables and non eatables.
Following table shows the changes taken in waste material during the process of
decomposing.
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Table 7.2
Changes taken place in Waste Products
Changes taken in Eatables Changes taken in Non Eatables
- Colour changes
- Fungus grows on the product
- Black spots are observed.
- Taste changes.
-Some times colour changes
-If it is cloth then small holes appear on it
-Cloth gets faded
- Texture of the cloth also changes
- It becomes easily tear able.
From table 7.2, it can be seen that student can visualize if the product is eatable what
changes will take place and if the product is non eatable what changes will take place
in that.
Through this students identified the properties of waste, table 7.3 indicates properties
of waste.
TABLE 7.3
Properties of Waste
Properties of waste
- It has weight.
- It occupies space.
- It’s color , nature changes in the process of decomposing.
- It is in different forms like solid, liquid and gaseous.
- It has odour / bad stink.
- Some wastes are recyclable.
- Some wastes can be reusable.
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When students were asked about what problems, waste may create if it is kept as it is
for longer time, students gave the following answers. Table 7.4 indicates the problems
created by waste.
Table 7.4
Problems created by Waste
Problems created
- It will unnecessarily occupy space.
- Fungus will grow on it.
- It will start stinking
- Can create many Health problems like breathing problems.
From the above table it can be seen that students are aware about the problem caused
by waste on the basis of their experiences.
Session III
Waste generated by my family
This activity was planned to sensitize students about the amount of waste generated
by their family. This also intends to realize them about one’s role in maintaining
environment, thereby creating as much less amount of waste as possible and
everybody’s contribution is extremely important.
The following table shows the types and average amount of waste generated by the
families.
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Table 7.5
Type and amount of waste generated per family
From the above table it can be seen that generally (80 % ) of the waste generated by
families are of biodegradable type. Students not only listed the waste generated by
families everyday but some of the waste items students listed are not generated every
day like the last yrs. text book, note books, empty boxes, broken glass etc.
When students were asked about how much total waste is generated per day the
answer given were 1 or ½ big dustbin. They also mentioned that the waste generated
Type of Waste Amount in %
Vegetable and Fruit peels 50 %
Paper waste 05 %
Left over food 20 %
Plastic / Polythene Bags 05 %
Dust and dirt 05 %
Stationery waste 01 %
Broken glass 05 %
Empty boxes 02 %
Used tea powder 02 %
Coconut shell 01 %
Old Newspaper 05 %
Last yrs. text book, note books 02 %
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may differ according to the day like on Sunday the waste generated are more as all the
members of the family are at home so if the parents are working their vegetables are
bought in large quantity to fulfill the requirement of whole week, so large amount of
vegetable are bought and more waste is generated on Sundays.
When students were asked about what they feel about such a large amount of waste
generated, the feelings students mentioned are :-
Such a large amount of waste might also be generated by other families.
Some day the whole World will be full of waste.
It will make earth ugly and stinky.
How to manage such a large amount of waste?
There will be pollution in the Environment.
From the above feelings mentioned by students it can be depicted that students are
more aware about Environment than the elder ones who creates this large amount
of waste without thinking about what will happen tomorrow, if it continues like
this. Here students have not remained confined to address the issue to his/her
family, community or country but had related the issue to the World. This shows
that they are aware to play a role of global citizen rather then citizen of own
Country.
Students found to be worried about waste generated, which can be seen through
answers given by them.
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Session IV
Meaning of Biodegradability
Students conducted the experiment on biodegradation – students had chosen the
materials / products like chapatti, bread, vegetable / fruit peels and some non
biodegradable products like piece of glass, plastic and wood. The products were
buried in different mediums like soil, sand, wood dust, pebbles and water.
On the bases of observation done by students discussion was conducted on –
- In which medium the product biodegrades? Why?
- Why some products biodegrades & others not ?
- What happens in the process of biodegradability?
The answers came from students are as follows:-
The Products degrade only in soil because –
- Soil is moist which helps in the process of biodegradation.
- Micro organisms in the soil helps in the process of biodegradation.
Some products biodegrades because of the nature of the product. The biodegradable
products are moist which is favourable condition for biodegradation.
In the process of biodegradability the microorganisms work on the product and they
helps in biodegradation. They eat some product and make fine particles and the
products gets mixed in the soil after some time.
Students also had done some prediction about the products regarding it will
biodegrade or not. Following are the prediction done by students.
- Waste material will decay –
- Its size will change,
- it will stink.
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- It will turn black (its color will change ).
- It may be dried
- It will haven fungus on it
- It will mixed with soil
Students observation about what actually happened to the waste material is shown in
the following table :-
Table 7.6
Observation about waste material
Name of the
waste item
Changes observed in terms of
Appearance Colour Odour
Chapati Fungi/black spots
on it
Cream and Black Bad Smell
Bread Fungus / black
spot on it
Cream and black Bad smell
Fruit / veg. peel Wrinkled fungus Light brown black Bad smell
Plastic / Polythene No change No change No change
Piece of glass No Change No Change No change
Wood No change No change No change
From the above table it can be seen that students prediction about waste material was
matching to their observations done but some students got the differences in what
they predicted and what actually happened. So the discussion was conducted on it.
Some of the answers given by students are as follows:-
- They expected that waste material will be degrade in all the mediums but did
not. It only degrade in soil.
- Different waste materials took different time for degradation
- The degradation of the waste material depends on the nature of the product.
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Session V
House hold toxic chemicals
In this activity students were shown various toxic products and discussion was
conducted on how to identify toxic products. While analyzing the toxic products it
was observed that many of the students were not aware that the products which are
used in their family on day to day basis for cleaning purpose are also toxics.
Students mentioned following points during discussion.
- It can be harmful of it goes in eyes or mouth of animal or human being.
- It contains poison which is harmful.
Students suggested various ways of minimizing use of toxics by
- using eco friendly products
- reducing use of toxics as far as possible
- using alternatives or substitutes of toxics.
Students mentioned that they can now identify toxic products by –
- reading the ingredients written on the product –
- seeing cautions symbol
- reading ‘Warning ‘ written on it
- by its pungent smell
Students feels that use of toxic products should be minimize because –
- It is harmful to human and animal health.
- It is harmful for plant and soil.
- It is harmful for the Environment.
- Nature, atmosphere, earth gets polluted with the use of toxics..
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Session VI
Effect of toxics on Environment
For this activity students had drawn mind maps on effect of toxics on Environment.
Through mind maps students showed pictorial & verbal form of information.
Students mentioned effect of toxics on land, water, air, human being, animals, plants.
They not only mention effect of toxics on these factors but also mention how it affects
like land becomes infertile, health gets affected by toxics, Air & water gets polluted,
some of the students had shown pictorial form of information for showing effect of
toxics on Environment for e.g. one student had drawn a picture of crying tree asking
for help saying ‘Save me’, which indicates that toxics have ill effect on the
Environment. So, one should stop using toxics. Some of the mind maps are shown
below
Session VII
Types of waste
For this activity students had drawn graphic organizer on various types of waste.
Their Graphic Organizer were evaluated using Rubric (Rubric is attached in the
appendix ).
After analyzing their graphic organizer it was observed that students could classify
wastes on the basis of its nature, sources and states.
Some of the graphic organizers are shown below
Students mentioned that they like working in group because it gave scope for
discussion, it is interesting to work in group, it is more enjoyable to work in group
rather then work individually.
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Session VIII
Waste generation in the Community
For this activity students were provided KWL Sheet to activate the previous
knowledge they have about what types of waste are generated in the community?
What are the sources of waste in the community?
Discussion was conducted on information written in Column ‘K’.
Students have mention following points in column K
- Everyday lots of waste are generated in Community.
- Managing such a large amount of waste as a big problem to be tackle.
- Waste generated in the community creates health problems.
- There is a need to manage waste properly.
In column ‘W’ students mentioned following points about what they want to know
about waste generation in the community.
- How to manage toxics wastes generated in the Community?
- How to manage liquid waste generated in the Community?
- How the problem of sanitation can be taken care?
These questions indicate that students are very much concerned about the problem of
waste management.
Students also suggested the list of Do’s & Don’ts’s for talking the problem of waste
management.
The following table shows the Do’s and Don’ts’s for waste management.
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Table 7.7
Do’s and Don’ts for Waste Management
Do’s
Don’ts
-Always throw waste in dust bins only. - Don’t use Plastic / Polythene bag.
-Segregate waste before throwing. - Don’t throw waste on roads, streets.
-Use public toilets. - Don’t defecate on roads
-Create awareness about maintaining
hygiene in the community.
- Don’t burn the garbage in open air.
-Keep your surroundings clean -Don’t spit on roads.
The students indicated the don’t for keeping roads clean, avoid use of polythene bags,
not to burn garbage in open air, and not to spit on roads.
Session IX
Sources of waste generation in the Community
This activity was mainly focused on experiential learning where students visited
different types of shops and collected information about the types of waste generated
and it’s management. Students visited the places like tailoring shop, Dental Clinic,
Diagnostic centre, restaurant. Students observed that biomedical waste generated at
Dental Clinic .are sorted out by putting dry and wet blood related waste separately.
They mentioned that the ‘blue bag’ consist of dry waste, like syringes, broken
injections, dry cotton etc. where as blood related cotton are kept in Yellow bag.
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In restaurant the dominant type of waste generated is food left over, whereas in
tailoring shop the waste generated is piece of cloth, broken buttons threads etc.
Students mentioned that they were very happy and enthusiastic about this activity. It
was a very good experience for them as it gave first hand information about various
types of waste generated at various places.
Session X and XI
Hazards of waste Accumulation and Disposal of Waste
The Reciprocal teaching strategy was used for this activity. This activity was planned
to make students aware about problem of waste accumulation. The four skills
prediction, clarification, questioning and summarization were learnt by the students.
When students were asked to predict what this article is about they could not predict
as the word accumulation was unfamiliar to them. They did not know the meaning of
accumulation, so discussion was conducted on meaning of accumulation before
discussing hazards of waste accumulation.
The following points came out from the discussion
- Waste accumulation affects the Environments by polluting air, water & soil.
- Industrial wastes are harmful to living things.
- Nuclear waste has bad effect on land & human being.
Students suggested following strategies for proper disposal of waste.
- Use of 3 R system i.e. Reduce, Reuse & recycle.
- Compositing.
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- Land filling.
- Burning of waste with the help of machinery.
Session XII, XIII and XIV
Reduce, Reuse, Recycle and Recycling Process
These activities were planned to orient students about the concept of 3 R i.e. Reduce,
Rinse and Recycle. Students prepared the lift of items which should be reduce, reuse
and recycle. They could enlist few items that can be reuse but they could not enlist
many items, that can be reduce and recycle. This means that students are aware about
which waste material can be reuse but they have less idea about reduce and recycle.
So it was decided to plan the next activity on Recycling.
In the next activity, work sheet was given to students on identification of the
product’s recycling capacity. They were expected to rate the product on the scale of
+, -- , or 0 based on the recycling capacity of the product. Students could identity
the products recycling capacity, as the same time they came to know about which
waste items can be recycled.
To know their attitude towards recycling attitude scale was administered. After
analyzing the scale it was observed that all students have favorable attitude towards
recycling. This shows that they are concern about the Environment. Students were
shown the video clipping on recycling process of a waste material.
Discussion was conducted on
Recycling process
Which products can be recycle at home?
How it can be recycle ?.
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Students came up with the following answers:-
- News paper can be recycled at home.
- Glass Plastics and metal needs to send to recycling industries for recycling.
They feels recycling is important because recycling helps in reducing waste
generation. One can use the same product in different form. So it saves energy and
resources needed to make the product. It is their responsibility to segregate waste
materials and send it for recycling.
Session XV, XVI and XVII
Waste Management
In this activity students were confronted with the problem of waste management in
Dharavi. Students were given a handout on waste management in Dharavi. Students
enlisted following problems in Dharavi after reading the handout.
Large amount of waste is generated everyday;
Management of Waste ;
Issues related to dumping ;
Problem of Sanitation
Impact of waste generation on Environment.
Students showed their concern about the problem of waste management in Dharavi.
Students gave following suggestions to make India Garbage free.
- by putting strict laws.
- By changing attitude of the people
- By reducing use of Plastic / Polythene Bag
- By developing the habit of throwing Garbage in dustbins only.
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- By making everyone loves each other.
In the above solutions, it can be seen that students feels waste is generated out of
hatred for others. Many a times people throw Garbage in front of neighbor’s house
just to take revenge or to show their hatred. So, they have suggested unusual solution
for waste management.
Students have following feeling when they see Garbage around.
- irritation
- feel untidy and dirty
- uneasy and sick
- frustration.
For the next activity students had drawn concept maps on management of liquid and
gaseous waste. They could identify the major and sub concepts in the article. Their
concept maps were evaluated using Rubric (Rubric is attached in appendix).
Session XVII –
Role of Individuals, Community and Local Govt. in waste management
This activity was planned to make students aware about the roles of Individuals,
community and local govt. in waste management .Students enlisted following roles of
Individual, Community and local government in waste management.
Table 7.9 shows the role of Individual . Community and local Government in waste
management.
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Table 7.8
Role of Individual , Community and Local Govt. in Waste Management
Individual
Community
Local Government
Not to throw
Garbage on roads,
Segregation of
waste before
throwing .
Reusing more &
more things
Provision of Dust
bins in the Society,
Sending waste for
recycling
Creation of
awareness about
waste Mgt.
Provision of
Community
Dumping Sites.
Cleaning of dust
bins
Collection of
waste from houses
Sending waste for
recycling.
It can be seen from the above table that students are aware about roles of Individuals,
Community and Local Government in waste Management.
Students feels that the problem of waste management can not be solved without the
Co-operation of citizens, community and local Govt. The co-operation between these
three are important because –
Cities are big & it will be difficult to manage waste at Individual or
Community level.
Transportation of waste from houses to dumping sites or recycling
industries can not be done at Individual or Community level.
Each type of waste can not be recycled at home.
If Individual and Community throws waste in dust bins then job of local
authorities becomes easier.
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Session XIX
Waste Management in Villages
Discussion on waste Management in Villages was conducted on following points :
- Constituents of waste ;
- Disposal method used ;
- Role of villagers in waste Management.
The following points came out from the discussion:-
- Waste in village is mostly biodegradable in nature ;
- Waste is free from radioactive, toxic & industrial waste ;
- Most of the Biodegradable waste is used as manure in the farms & fields.
- Waste is collected at some place for from home.
- Management of waste is not a problem in village as it is seen in cities.
Session XX
Community health and sanitation
A case was given to students and discussion was conducted on following points :-
- Meaning of Sanitation ;
- Relationship between sanitation and disease ;
- Role of citizen in maintaining hygiene in the society ;
- Role of local government in maintaining hygiene, so as it improve the health
of community.
- Community health and sanitation.
Students came up with following solutions to maintain hygiene in the community.
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- Taking serious actions on industries which dispose industrial waste in the
cities.
- Creating awareness among people about community health and sanitation.
- Taking help of media in publishing the news related to community health.
- Maintaining hygiene at construction sites.
- Cleaning of sewage tanks on regular basis.
The activities are planned to give exposure to student & opportunities for discussion
with classmates and community members. Students enjoyed activities and express
there views in different ways.
PART II
7.3 Analysis of student’s interviews
The interviews were conducted to study the reasons of the effectiveness of BBL. The
quantitative analysis showed the effectiveness statistically but the interviews helped
researcher to further explain the phenomena. It helped to get to know about the
students views on various aspects of programme and also to interpret the
effectiveness.
Researcher selected 13 students. The criteria used for selecting the student was their
overall performance. Five students were from high achiever group, four. From
moderate achiever and four were from low achiever group. The students interviewed
are from both genders. The reason for selecting such sample was to know views of
different students. The interview schedule is given in Appendix-F
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As the students were of the age group 10 – 11 years, some times researcher had to ask
probing questions. The interview data was analyzed qualitatively after preparing
transcript.
After carefully analyzing transcribed data, the researcher highlighted the relevant
material and form m descriptive codes. This is followed by clustering descriptive
codes and interpreting meaning of cluster and form interpretive codes.
Finally key themes are derived for data set as a whole. The following figure indicates
the relationship between levels of coding in analysis.
Fig. 7 .1
Interview data Analysis
The transcribed date has been analyzed by identifying descriptive codes,
interpretive codes which leads to overarching themes given in Fig. 7.2 .
The following themes emerged from data.
Overarching theme
Interpretive Codes
Interpretive Codes
Descriptive
Codes
Descriptive
Codes
Descriptive
Codes
Descriptive
Codes
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Fig. 7.2
Themes Emerged From Data
The answers given by the students were analyzed to understand the reasons behind
making BBL effective. Though the result were statistically significant, the
researcher was interested in explaining the effectiveness and students’ feelings
about the activities conducted.
Table 7 .10 indicates the emerged themes.
Table 7 .9
Themes Emerged
Theme 1 Overall Impact of BBL.
Theme 2 Classroom environment
Theme 3 Utilitarian value of Activity
Theme 4 Changes in individual
Themes
Emerged
Overall impact of BBL
Programme
Change in an Individual
Utilitarian value of
activities
Classroom Environment
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There were nine questions which were analyzed and themes given above are emerged.
The researcher tried to understand the students’ opinion on overall BBL, classroom
environment, utilitarian value of activities conducted, their feelings and its influence
on learning and if these activities help in bringing desirable changes in individual.
7.4 Analysis of Theme 1- Overall Impact of BBL Programme
Students were asked about the views on BBL Programme which includes the
interpretive and descriptive codes.
The following figure indicates the interpretive and descriptive codes.
Fig. 7.3
Analysis of theme 1
Interpretive
Codes
Descriptive
Codes
Interpretation
The data has been analyzed, reanalyzed and descriptive codes were identified.
Students mentioned that the BBL. Programme was good, nice, wonderful. Few
Overall Impact of BBL
Programme
Programme
Description
Difference from
Regular Class
Good, Nice
Wonderful
Superb
Enjoyable
Informative
Teachinhg
Learning
Process
Descriptive
Codes
Freedom
Given to
Students
Descriptive
Codes
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students describe it as informative and enjoyable. These codes are clustered in the
description of programme.
The second interpretative code identified is difference in BBL and regular classroom.
Teaching learning and freedom given to learner are the descriptive codes. These
Descriptive codes are depicted through the following sentences given in table ……
Table 7 .10
Descriptive Code Analysis
(Teaching Learning process)
Teaching – Learning in Regular class
Teaching learning in BBL
- Teacher teaches through text
book.
- No activities.
- Teacher after reading ask us to
write question answer.
- By hearting content is boring .
- Various activities are conducted.
- Lot of material was given and was
interesting.
- We could add information and
discussion with others.
- No home work and mugging up.
- Reflection sheets used after activity.
The students also openly spoke about the freedom they get while learning in the BBL
classroom.
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Table 7.11
Descriptive code Analysis
Freedom to student
Regular class room
BBL Classroom
-We are punished in the Class Room.
-There was no punishment.
- We can not talk. - We were allowed to make noise but no
mess. .
- We are not allowed to stick any
information on the board/wall
- Sharing of information with others was
not allowed.
- We could move from our places.
- We could discuss with each other
- We did not get bored.
-No group activities
-Many activities given.
Interpretation
Students talked about their regular classroom and compared with BBL. It is seen that
mostly teacher use text book, read and ask students to write question and answers.
Students are pressurized to mug up content hence find studies boring.
On the other hand in BB students were occupying central position in learning.
therefore, lot of activities were planned and material was provided. No home work
was given.
It is also seen that students are punished by teacher and not allowed to talk or move
but in BBL the learning environment is created with the trust in student’s ability in
learning, so the activities are given and freedom was given to students to discuss and
move inside class.
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Conclusion
It can be concluded that students describe the BBL. Programme as wonderful,
enjoyable and informative. It means student like participation in various activities.
Besides text book, information in systematic and varied form can make learning
enjoyable. Few students also mentioned that reflection sheet was helping in
summarizing learnt content. The students are punished in a regular class and very less
freedom of expression is given to them.BBL. Emphasizes on natural movements and
therefore, students get freedom to express and move. The group activities help in
discussing with others and no punishment in the classroom motivated learning.
Discussion
BBL had included various activities where each student participated. Each one was
given attention and could express, therefore various forms. The activities like
community survey enhance communication skill of students. Graphic organizer, mind
map preparation, reciprocal teaching in group help in consolidating enormous amount
of information in a systematic way, video clips, case studies, problem solving help in
widening thought process.
The freedom given by the researcher for expression and movement help in making
students free and the freedom leads to responsibility which is depicted by the sentence
that we were allowed to make noise but no mess. This implies that varied multi
sensory inputs and freedom plays important role in learning.
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7.5 Analysis of Theme 2- Classroom Environment
BBL expected a stress free environment therefore the researcher put in efforts to
create conducive learning Environment. The questions were asked related to class
room Environment. The following figure indicate the analysis of theme 2.
Fig. 7.4
Analysis of theme 2
Interpretive
Codes
Descriptive
Codes
Interpretation
BBL certainly demands a enthusiastic learning atmosphere. The students noticed it,
felt it and found excitement for learning. Their answers to questions related are in the
context of classroom arrangement and the interactions in the class room. The
descriptive code analysis given in the table 7.13 help to explain the influence of
learning Environment on the process of learning.
Classroom
Environment
Classroom
Arrangement
Interaction in the
Classroom
Seating
Arrangement
Display of
Learning
Material
Among
Students
Between
Teacher and
Students
Codes
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Table 7 .12
Descriptive code analysis
Seating Arrangement and display of learning material
The Analysis of other descriptive code related to class room Environment is given in
the following table.
Seating Arrangement
Display of Learning material
- It was different from regular classroom
seating arrangement.
- We were allowed to sit with anybody
-We used to sit in group for group
activities
-We were given freedom to move in
class.
- We could change our place.
-We could go to our friend and discuss.
- The class room was decorated with
pictures, posters and charts.
-It was decorated class room and I feel
happy.
- It was excited atmosphere.
-I was eager to know what will be the next
after reading puzzle.
-There were all pictures, charts around on
the walls.
-We could read information needed any
time.
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Table 7 .13
Analysis of Descriptive Code
Interactions among students and between student and teacher
Interactions
Interaction between students
and teacher
-We could talk to our friends.
-My friends told me many new things
which I did not know.
- I got new ideas from other.
- We also could put our views / pictures
charts on walls.
- Sometimes group members were not
listening.
-There was no scolding from teacher.
- We could ask our doubts / questions to
teacher any time.
-There was no punishment from teacher
for changing place
Interpretation
The description students put forth while interviews, indicates their feelings. These
students are of the age group 10 – 11 years, who have lot of curiosity and want to
share what they know. They worked with different classmates but at the same time
they were given freedom to form their group. The freedom of mobility and
expression of thought help in developing their social and communication skills. Thus,
along with sharing their view they realize that others can know more than me. But
some times they complain about group members which is again a natural process and
probably help in learning.
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The assurance of being with them and not keeping eye on them given by researcher
help in motivating learning and therefore almost all students said that they were
feeling free to ask question or put question on bulletin board.
Conclusion
The views of students indicate that learning is a social activity and stress free
environment provide motivation to learn. The creation of learning Environment is the
key component. The varied seating arrangement removes the boredom and the
democratic values can be inculcated by understanding others and being understood
by others.
The display of learning material in different forms like story, puzzle, quiz question
help in creating excitement for learning. The freedom given to express their thoughts,
views, queries, questions, feelings in varied form help in developing confidence and
sharing and sense of belongingness.
All most all students mentioned that they like to discuss with friends and teacher and
no fear of scolding from teacher help in asking queries. They learn new ideas, views
from others. It also realizes one that every body can be a resource for my learning.
Discussion
Rich learning environment is very important. The pre-exposure stage was with full of
excited things like articles, pictures, charts, puzzles, stories, poetry related to topic.
The care was taken to put information on the walls of class room. This made a
valuable the resource to students anytime. The material provided by researcher was
carefully prepared which conveyed the meaning precisely.
The group activities help in developing inter actions among students. The group
activities involved different types of individual group. This help students to interact
with every one in the class which probably may not be happening in regular class.
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The freedom for expression & movement help in asking doubts, queries and creating
stress free environment. This probably could motivated the students for learning.
7.6 Analysis of Theme 3- Utilitarian Value of Activities
The various activities were implemented in the class, but it is interesting to know
which activities the students liked and why? This in turn helps to get explanation for
effectiveness of BBL. The Fig7.5 indicates codes emerged in theme 3.
Fig. 7.5
Analysis of theme 3
Interpretive
Codes
Descriptive
Codes
Interpretation
The activities developed with the intention of providing inputs to various senses. The
multisensory approach helps in permanent learning. It is interesting to know which
activities were more interested for students and why. This also help researcher to
reflect back on the process. The students responses about the likings / disliking of
Utilitarian Value of
Activities
Perception about
Activities
Activities of
Interest
Benefits of
Activity
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activities and its benefits are given in table 7.15 which depicts the descriptive code
related to theme.
Table 7.14
Descriptive code Analysis
Activities of Interest and its Benefits
Activities of interest
__________________________________
-Survey on waste generated in the
community
-Project on Biodegradability.
- Graphic organizer
-Concept map.
- Activities related to 3 R’s
-Reciprocal Teaching are most liked one.
Mind maps, role play Public survey.
debate are like by 80’ – 85% of students.
Benefits of activity
_________________________________
- Community survey help them talk to
people. They like to go out and
experience fun.
- They feel good when shop keeper gave
them information.
- Activities in group help them to gather
more information,
-other’s views and could clear their
doubts with group members.
The activities disliked is mentioned by 2
students project on biodegradability. The
reason given by them was nothing was
happening to material, they have chosen.
Most of the students did not like writing
.reflection .
They also get an idea that one thing can
have different facet or there can be
various opinion.
Interpretation
It is found that students’ like the activities in which they had to interact with
community members, perform experiment, shown something through video clips
followed by discussions. Thus, it can be said that experiential learning helps in a
natural way of comprehension. The activities help to collect more information of
content, reduces fear of failure and understand different views on a problem.
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Conclusion
Students like group activities which provides inputs to multisensory organs. The
activities which involved the participation as well as visual inputs are effective.
Experiential learning provides them an opportunity for a natural informal way of
learning in which their psychological feeling like belongingness, safety are fulfilled.
The sense of achievement helps in a natural way of comprehension. It helps to collect
more information of content, reduces fear of failure and understand different views on
a problem.
Discussion
The activities conducted are of various types. The researcher tried to provide inputs
to multisensory organs. The activities which involved the participation as well as
visual inputs were found to be effective. The reason could be that the information is
collected through various sense organs and also to share with other member, sought
feed back on presentation help in clarifying doubts and make learning effective. The
students who did not like biodegradability because they have chosen a specific type of
material could share their views which lead to discuss the topic further. Thus it is
important to take every situation as a learning experience.
7.7 Analysis of theme 4- Changes in an Individual
The various methodologies used in the class room were focusing on not only
cognitive development but also affective, psychomotor as well as social development.
The students could evaluate self and tell confidently about changes in them. The fig.
7.6 shows the Analysis of theme 4.
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fig. 7.6
Analysis of theme 4
Interpretive
Codes
Descriptive
Codes
Interpretation
The students enjoyed the various activities and they can also see changes in
themselves. The estimation of garbage by family sensitize them about the huge
amount of garbage produced and also worries them with the thought of what will
happened if waste is not managed properly the interpretive codes. Therefore one
attitudential change and behavioural change. The Analysis of descriptive code is
given on Table 7 .15
Changes in
An Individual
Attitudinal
Change
Behavioural
Change
Aware about
Self Role
Aware about
Others Role
Changes
related to
Environment
Changes
related to Self
Development
Codes
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Table 7 .15
Descriptive code Analysis
Awareness of roles and changes
Awareness of roles Changes taken place in me
- I know what can I do is protect
Environment.
- Everybody can do some thing to save
Environment.
- I tell others not to throw garbage on
road when I see.
- I put garbage in dustbin.
- I keep my waste separately (paper,
pencil etc.)
- I started using my last years note books.
- I take cotton or jute bags while going
for shopping.
- I say no to plastic bags.
-I make my friend aware about
Environment.
- I tell my friends to put garbage in the
dustbin.
- I can do presentations.
- I can do many things.
- I can make people listen to me.
- I can share my views.
-I gain confidence.
- I learn co-operation.
Interpretation
The students listed out their role in maintaining environment also few students are
putting in efforts to tell their friends about putting garbage in dust bin. They also try
to put the garbage separately. Their sensitivity to protect the environment has
increased which is seen through the statements like everyone can do something to
save Environment. This positive attitudinal change play very important role in
directing the behaviour.
They already started using their old note books for writing which is very positive
considering all the efforts taken by students it was expected that there will be some
changes, which are needed and have to go long way in life. The few changes which
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most of the students mentioned are gain of confidence, feeling of success (I can do
many things) confidence in presentation, sharing view which are very important to be
noted. Besides, certain observed changes are noted down by the researcher which is
discussed later in the next chapter.
Conclusion
The activities developed by the researched did not restrict only to the content but it
reach out to create positive attitude for one self as change agent in protecting
Environment. Students also took initiative to rectify their behaviour by writing on
both sides of paper, using old note books and keeping dry garbage separately.
Discussion
The activities conducted on waste and its management were found effective not only
in terms of achievement in the topic but also creating awareness about environment
and one’s role in maintaining the environment.
The various case studies, debates, discussions could help in developing awareness
about environment. The student’s experience of collecting data from the community
for project, conducting experiment on biodegradability might have helped in realizing
them about seriousness of environmental problems. This realization might lead to
their positive attitudinal change.
The opportunity given to the students for presentation, sharing views might have
boosted self concept which leads to development of confidence. Thus, the group
activities help in developing various skills and not only the achievement in terms of
marks.