HIGHER COLLEGES OF TECHNOLOGY RAS AL KHAIMAH WOMENS COLLEGE

LSC 2533 - Research Methods

Primary Research
Student Name: Afra Mohammed AlKhateri

Student ID: H00271782

Class: H06

Prepared for: Grant Hartley

Table of Content
 Content Page Number
Methodology 3
Result Report 3-5
Appendix 1: Questionnaire 7-8
Appendix 2: Result Tabulations 9-12
Appendix 3: Permission Form 13
Appendix 4: interview questions and 14

answers
Appendix 5: Observation Notes 15

Using stories in science seems to be new strategy. I want to help

developing the strategy in UAE schools. I started my primary research to

answer research my questions.

- What do students think about the stories in the science classes?

- What are the perceived problems of using stories in teaching

science?

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 - What are the perceived advantages of using stories in teaching

science?

Methodology

Figure 1: The pecentage of students favorite task in science class.

30.00%
25.00%
20.00%
15.00%
The pecentage of students favorite task in science
10.00%
class.
5.00%
0.00%

My research is mixed
method research. It used different method, interviews and structured
questionnaire, to collect information (appendix 1). The questionnaire can extract
more students' opinions quickly while the interview gave more specific and detailed
questions because of that I chose to do both. I made my research in private
school for primary students. I two science lessons using stories. After the
lessons, I started my data collection . I chose 20 boys and girls with
different nationalities and learning level . I interviewed only 5 students while
they are answering the questionnaire and explained the questions because they are
young and may misunderstand the questions.

Result report
Form data collections, I can understand primary students' perception. When
asked the students about what the kind of task they like in science class, far higher
percentage of students, 28%, said that they like stories (figure 1). One reason for this
could be the fact of most of the students like stories as the favorite task because they
believe that they can learn science from it and it make the class more interesting
(appendix4), 85%, while only 15% don't like the stories (appendix 2). Another
reason for this could be that all the students enjoying when the teacher tell story in
science class, 100% (appendix 2).

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Figure 2: Students opinions of how using the stories in science class.
70%
60% Figure 2:
Students
50%
opinions of
40%
how using the
30% stories in
20% science class.
10%
0%
Reading Listening
I can understand students
opinions of in which way, reading or listening, they likes to use stories in science
class. When asked them about what do they prefer reading or listening, 60% of the
students preferred listening to the teacher, while a significant, 40%, preferred reading
it by their own (figure 2). One reason of preferring listening is that believe that the
teacher know more as well they enjoyed when she tell the story (appendix 2). While
the reasons of some students who preferred reading that they thought that they can
learn more by reading. One student stated that, "I can learn more and my mind can be
so strict with the reading story".

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Figure 3: When the teacher tell me story in science class
120%

100%

80%
Agree
Not sure
60%
Disagree

40%

20%

0%
I engaged with the teacher.
From the closed
questions result I can estimate percentages of what students think that is advantage of
using stories in science classes. Figure 3 shows the advantages. All the students
engaged to the lesson, 100% and most of the students didn't get bored, 95%, and can
learn the concept through the story. I get surprised when I say that there some students
who felt bored while I think that all of them were interesting in the lesson and the
story and they were participating.
Part of my research looks into the problems. I can tell from my experience that
using stories in science take long time especially that the teacher need to create the
story because there is little collection of story that may fit exactly to the lesson.
I think that my research could be both qualitative and quantitative. It is
qualitative because it collects and using structured questionnaire. It can be
quantitative because it uses reflecting.

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6
Appendixes

Appendix 1: Questionnaire

7
8
 Appendix 2: Result Tabulations
1) Do you like science subject?
Yes (100%)
No (0%)
2) Why?
- To learn more.
- To learn about our self and body.
- To become smart.
- To learn about my skeleton system.
- To become smart and excellent student.

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 - To learn and go to grade 3.
- To learn and become smart.
- To learn about the world.
- Because we did a lot of drawing in science class.
- It is fun.
- Because I learn things that I like.
- Because there are a lot of activities we can do in science.
- It makes me smart.
- It makes my brain good.
- To be smart.
- Because I want to be find everything and search about
shadow and light and animal.
- Because it is nice and teacher tells me story.
- To become smart.
- To learn.
- Because I am smart in science.
3) Circle the tasks that you like to learn science through:
Worksheet (12.5%) Stories (28%)
Posters (9.4%) Discussions (0%)
Songs (18.8%) Experiment (3%)
Outside trips (15.6%) Drawing (12.5%)

4) Do you like stories?

Yes (85%)
No (15%)
5) Do you enjoy when the teacher tell story in science class?
Yes (100%)
No (0%)
6) Do you prefer to listen or read science story in the class?
Read (40%)
Listen (60%)
7) Why?
Read:
- I can read. I don't like listen.
- Because I like reading.
- I don't know.
- Because I can learn more and my mind can be so strict with
the reading story.
- Because I learn much by listen to myself read.
- Because when I read story be myself I learn more.
- I can read story and learn science from reading.
- I like reading stories.
Listen:
- The teacher tells as very good story.
- Because when the teacher is speaking we have to listen
and learn more.

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 - Because the teacher knows more and I can ask question.
- I like when teacher say story.
- Because when we listen we learn science more and
understand.
- Because I don't know how to read.
- When teacher tell me the story I learn science more
because she is science teacher.
- To learn more.
- Because teacher voice is good and I learn more from the
teacher.
- Because the teacher know more.
- Because when I listen to the story I become smart.
- To learn science.
8) What do you feel when the teacher tell you that today we will
read story in science class?
Happy (100%)
Sad (0%)
I don't feel anything (0%)
9) Do you feel that stories can help us to understand science
concept?
Yes (100%)
No
10) Can you learn science throw the stories?
Yes (85%)
No (15%)
11) What do you think about when the teacher tells you the story?
- It is good story.
- If I were in the story.
- I love Mr.Max.
- The light and dark.
- The story talks to me
- Love science.
- I learn skeleton system from Mr.Max
- I learn more
- I listen well and when it is my turn I can tell about it.
- Ready to learn science.
- I think I like science.
- I learn shadow and torch.
- I don't like story.
- I help Ahmed to give light.
- Good thing.
- I can't listen because they talking.
- I learn more without story.
- I can remember when teacher tell us Mr.Max story.
- Skeleton system.
- It is nice story.

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 Read the following statements and answer using the

following samples:
( agree, not sure and disagree)

When the teacher tell me story in science

class
1 I engaged with the teacher. 100% 0% 0%

2
1 I get bored. 5% 0% 95%

3
1 Improve my listening skills. 100% 0% 0%

4
1 Help me to connect science concept with real 90% 10% 0%

5 life.

Personal information

15) Your gender:

Male (60%)

Female (4%)

16) You are from:

UAE (55%)

India (5%)

Pakistan (20%)

Syria (5%)

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 Egypt (15%)

Jordon (0%)

Thank you for participation in this survey

Appendix 3: Permission Form

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Appendix 4: Interview questions and answers
1) Why do you like the stories in science class?
- Because I like stories a lot.
- Mr.Max story was good and I like the story. It helps me to learn
bones.
- Because when you tell me story I like science and learn science.
- Before the teacher doesn't tell me story in science but you tells
me I like science.

2) What did you learnt from Mr.Max story and Nattale story?
- Skeleton system and shadow.
- Bones name and shadow.
- Light and shadow.
- Skulls, Humerus, Femur. Shadow is made by blocked the light.

3) How did you learn science through the story?

- I listen to the story.
- You tell me the story and ask me and I answer and learn.
- I see the story and picture and listen to the story.
- When I listen I learn.

4) What did you felt when I tell you the story?

- I am happy.
- I like the story.
- Happy
- Happy

1) Why you didn't like the stories in science class?

- Because the boys and girls taking and they bit me on the carpet
and I don't like stories.

2) Did you learnt from the stories? What? How?

- Yes. I learnt science. I listen to the story and the teacher.
-
3) What did you felt when I tell you the story?
- Good but I didn't like.

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 Appendix 5: Observation notes
- Mr. Max story:
The story teaches skeleton system parts and bones names.
The students were totally engage with the story. They liked the
idea of the patterns in the story. They started to connect each
part with the bones such us head is skulls. It made an easy
connection of the bones name and the action that happened in
the story. I can saw how they were interesting in the story and
trying to guess what will happened next.
However, before the lesson, I was searching of online skeleton
system story and book story at Borden bookshop but, I didn't
find the story that can match my lesson objectives and the exact
things that I want my students to learn. I created a digital story
and new characters. I started to create the pages of the story
and the layout using laptop. It attracts student's attention and
makes them all allow seeing the story in a big digital board.

- Ahmed story:
The story teaches the importance of the light and solving
problem. It tells the story of Ahmed and his family problem. The
students were engage in the story and the story's discussions.
They were participation to solve Ahmed's problem as they were
in the same situation. Some of them were telling me what they
did when there was no light at their homes. As well, they were
able to tell the importance of the light in their life and connect it
with the story and what the family members doing in it.
As the first story, it took long time to be prepared.

- Natalie Story:
The story teaches the shadow and how it made. The story
was an engagement for the lesson. It worked very well. The
students had realized how it made through the story so I didn't
explain more about it. It made it easy for the students to
understand the shadow so they didn't took long time in exploring

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 and explaining. As well, they were enjoying it. However, it took
long time to be prepared

HIGHER COLLEGES OF TECHNOLOGY RAS AL KHAIMAH WOMENS COLLEGE

LSC 2533 - Research Methods

Research Finding
Report
Student Name: Afra Mohammed AlKhateri

Student ID: H00271782

Class: H06

16
 Prepared for: Grant Hartley

Table of Content

Content Page Number

Section 1: Research questions 3-4
Section 2: Background report summary 5-6
Section 3: Questionnaire results 7-10
Section 4: Discussion of results 11-14
References 15

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Section 1:
Research
Questions

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 Main Primary Research Question:
- What do students think about the stories in the science

classes?

Sub Primary research questions:

- What are the perceived advantages of using stories in

teaching science?
- What is the impact of using digital stories in teaching

science?

19
 Section 2:
Background
Report Summary

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 Storytelling can be an effective method to teach science for young

learners. It has three beneficial sectors; effectively, it relates the students

to the real world enhance their memories and expand the classroom

world, socially, it improves students' interaction and communication with

teachers and peers, and cognitively, it can improve searching, guessing,

observing skill and connect the content with the prior knowledge.

It is important to know students' perceptions of using a strategy in

the class because it affects their learning. It found that when using stories

in science classes, students feel enjoyable, confortable and interesting to

learn science. As well, it improves their learning (Frisch, 2010).

In addition to positive students' perceptions, there are many

advantages of using stories in science classes. Frisch (2010) states that,

stories relate science to the real life, it helps students to assimilate new

information by making a connection between the information and help

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them to make sense of concept. In addition, it extends students' thinking

about the science included cognitive and positive effect dimensions

(Sharkway, 2012).

There are many kinds of stories; written story, picture stories and

digital stories. Condy, Chigona, Ghchago and Ivala (2012) support the

learning using the digital stories for the new generations because they

interact with the new digital literacies and helps them to master the

academic content.

Using story in teaching science in UAE can be useful for young

learner and this research can be helpful for integrating it in their textbook.

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 Section 3:
Questionnaire
Results

Questionnaire Result Tabulations

12) Circle the tasks that you like to learn science through:
Worksheet (12.5%) Stories (28%)
Posters (9.4%) Discussions (0%)
Songs (18.8%) Experiment (3%)
Outside trips (15.6%) Drawing (12.5%)

13) Do you like stories?

Yes (85%)

23
 No (15%)
14) Do you enjoy when the teacher tell story in science class?
Yes (100%)
No (0%)
15) What do you feel when the teacher tell you that today we will
read story in science class?
Happy (100%)
Sad (0%)
I don't feel anything (0%)
16) Do you feel that stories can help us to understand science
concept?
Yes (100%)
No
17) Can you learn science throw the stories?
Yes (85%)
No (15%)

Read the following statements and answer using the

following samples:
( agree, not sure and disagree)

When the teacher tell me story in science

class
9 I engaged with the teacher. 100% 0% 0%
1 I get bored. 5% 0% 95%

0
1 Improve my listening skills. 100% 0% 0%

1
1 Help me to connect science concept with real 90% 10% 0%

2 life.

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 Interview questions and result
1) Why do you like the stories in science class?
- Because I like stories a lot.
- Mr.Max story was good and I like the story. It helps me to learn
bones.
- Because when you tell me story I like science and learn science.
- Before the teacher doesn't tell me story in science but you tells
me I like science.

2) How did you learn science through the story?

- I listen to the story.
- You tell me the story and ask me and I answer and learn.
- I see the story and picture and listen to the story.
- When I listen I learn.

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 Observation notes result
- Mr. Max story:
1) The students were totally engage with the story.
2) They liked the idea of the patterns in the story.
3) They started to connect each part with the bones such us
head is skulls.
4) It made an easy connection of the bones name and the
action that happened in the story.
5) I can saw how they were interesting in the story and
trying to guess what will happened next.
6) I started to create the pages of the story and the layout
using laptop. It attracts student's attention and makes
them all allow seeing the story in a big digital board.

- Ahmed story:
1) The students were engage in the story and the story's
discussions.
2) They were participation to solve Ahmed's problem as they
were in the same situation.

26
 3) Some of them were telling me what they did when there
was no light at their homes.
4) They were able to tell the importance of the light in their
life and connect it with the story and what the family
members doing in it.

- Natalie Story:
1) The story was an engagement for the lesson. It worked
very well.
2) The students had realized how it made through the story
so I didn't explain more about it.
3) It made it easy for the students to understand the shadow
so they didn't took long time in exploring and explaining.
As well, they were enjoying it.

27
 Section 4:
Discussion of
Results

Teaching science through the stories can be a strategy to gap

students' interest and improve their learning. I did a research that aims to

investigate students' perceptions about using the story, the advantage of

the story in science and the effect of the digital story in science class.

After long journey of searching and investigating, my action research

came up with three findings:

Finding 1

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 In terms of students' perceptions of using stories in science classes

the survey data showed that the students enjoy and like learning science

through the stories. Frisch (2010) found when using stories in the science

class students more enjoyable and more interesting. The survey revealed

that the story is the most likable task to learn science through, 28%, and

all students enjoyed listening to the story in the science class and feel

happy to listen to it. While Frisch (2010) citied that studies shows that

more than half of students in primary school science courses are not good

or don't like science subject and they prefer reading and writing. This

suggests that the students in this study generally like learning science

through the story compared with the love of the reading and writing. This

means that integrating stories can increase the interest of students in

learning and love science subject.

Finding 2

In terms of the advantage of using stories in science classes the

collection data presented that stories can help to understand science

concept, learn science and connect science concept with real life. Frisch

(2010) states that, stories relate science to the real life, it helps students

to assimilate new information by making a connection between the

information and help them to make sense of concept. The data collection

detected that all students agree that stories can help to understand

science concept and most of them agree that it helps connect science

concept with real life, 90%, and learn science, 85%. . This suggests the

advantage of the story in science classes.

Finding 3

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 In terms of the impact of using digital stories in teaching science

the collection data showed that it helps to engage primary students in

science class. Condy, Chigona, Ghchago and Ivala (2012) support the

learning using the digital stories for the new generations because they

interact with the new digital literacies and helps them to master the

academic content. The survey revealed that all the students believe that

stories helps them to engage in learning science, all the stories that I

presents where digitals stories. This means that digital stories can improve

elementary students' science learning. It sounds really interesting to me. It

gave the intense interest to create a punch of digital stories to improve

students' science learning. Even if we as a teacher didn't present and tell

it to the story it can be presented on their I-pad or and digital aids they

have so the primary students can learn and enjoy science at the same

time.

As a following up of my research, I recommend the government to

integrated using stories in elementary students science subject and

textbook, give the teachers courses in creating science stories as it is very

beneficial for students' learning and develop digital stories book as the

same as the usual text book. In addition, it is important to apply more

researches on this strategy especially in UAE and on UAE primary learners

because there are more information that I would like to find an answer

about such us:

- Are the students in government school have the same

perceptions of those who in private school?

- How it is different to say the science story in Arabic for the

Emirati students that say it in English in the private school?

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 - What is the result if we apply the stories on whole science

curriculum for primary?

In the end of my research I think that I extent all my research

questions because I answered them all using my data collection and

approve all these facts with an academic researches, however that the

researches in the topic where very limited and I tried to extended it to find

much more information through my research.

Finally, If I got the chance to do the research again I would like to

compare between using science digital story and science book story

benefit on students learning and compare the science classes with story

and without story and examine students' performance in both classes.

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 References

Candy, J., Chigona, A., Gachage, D., & Ivala, E. (2012). Pre-service
Students' Perception and Experience of Digital Storyriling in Diverse
Classroom. The Turkish Online Journal of Educational Technology.

Frisch, J. K. (2010). The Stories They'd Tell: Pre-service Elemntry Teachers

Writing Stories to Demonstrate Physical Science Concepts. Journal
of Science Teacher Education .

Sharkway, A. (2012). Exploring the Potential of Using Stories about Diverse

Scientists and Reflective Activities to Enrich Primary Students'
Images of Scintists and Scientific Work. Cultural Studies of Science
Education Journal.

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