Professional Documents
Culture Documents
Kandivali(E)
Project Work
Year(2011-2012)
PRINCIPAL GUIDE
College of Education
Kandivali(E)
Investigator
B.ED
Roll No.69
2011-2012
1
RESEARCH WORK
2011-2012
GUIDE INVESTIGATOR
2
TITLE OF THE PROJECT
2011-2012
GUIDE INVESTIGATOR
B.ED
Roll No. 69
2011-2012
3
CERTIFICATE
This is to certify that Mrs. Hetal A Shah Roll No.69 ;B.ED had completed her
project work titled “WHY STUDENTS DON’T SHOW INTEREST IN LEARNING
ECONOMICS THEORY ?.
PRINCIPAL GUIDE
College of Education
PLACE : KANDIVALI(E)
DATE : 12/03/12
4
DECLARATION
Investigator hereby declares that she has completed her project work bearing the
title,
This work was carried out under the guidance of Mrs. Usha Iyer.
INVESTIGATOR
Roll No.69
2011-2012
PLACE : KANDIVALI(E)
DATE : 12/03/12
5
ACKNOWLEDGEMENT
The investigator expresses gratitude to the guide Mrs. Usha Iyer for the timely
guidance and help rendered at every stage of the work.
She wishes to thank other staff member for their co-operation in providing with
the necessary references material .
She also expresses her thanks to all the faculty members ,pupil, teachers for the
help given in completion of the project work.
INVESTIGATOR
Roll No.69
2011-2012
PLACE : KANDIVALI(E)
DATE : 12/03/12
6
LIST OF THE TABLE
TABLE 1 :
Deals with the study “WHY STUDENTS DON’T SHOW INTEREST IN LEARNING
ECONOMICS THEORY ?”
7
List of Graphs :
Graph 1 - Subject economics is introduce at right age as per our education
system.
Graph 8- Sufficient number of pictures and graphs are used to make theories
interesting.
8
List of the Content
9
Sr.No Chapter3-Discussion
3.1 Statement of the problem 25
3.2 Methodology 26
3.3 Samples 27
3.4 Tools 28
3.5 Delimitation 29
3.6 Data collection procedure 30
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Chapter 1
The Problem
1.1 Introduction
1.2 Need
1.3 Objectives
1.4 Meaning of the different terms
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1.1 Introduction
Over two decades , lot of development has taken place in the global as well as
the national economy and the face of economic theory and policy has
changed a lot.
Although it is correct time to introduce the students with the economic at the
conceptual level.
Thus, the study of economics will acquaint the students with an economic use
of recourse, practically solve the various day to day economic problems and
be helpful for career.
12
1.2 Title of the project
13
1.3 Need of the Study
To find out “WHY STUDENT DON’T SHOW THE INTREST IN LEARNING ECONOMICS
THEORY ? It
Would surely help to take necessary steps in the required direction so as to create
interest among the students so std IX to learn Economics.
The practical purpose of the subject can be fulfilled with the help of the
conclusion of the problem of the research topic.
The research work will also prove the utility of Economics for each one and all,
hence students being receptors of such a utility thing needs to be encouraged to
learn Economics with full enthusiasm and interest.
14
1.4 Objectives of the Study
15
1.5 MEANING OF THE DIFFERENT TERM
16
Chapter 2
Design oh the Study
2.1 Review of related literature
17
2.1 Review of the Related Literature
Study of the related literature implies locating reading and evaluating reports of
research as well as reports casual observation and opinion that are related to the
individuals planned research project
The literature in any field form the foundation of knowledge upon which all
future work will be built . If we fail this foundation of knowledge provided by
the review of the literature our work is likely to be shallow and native will
often duplicate work that has already been done better by someone else .In
order to be truly creative and originated one must read extensively and
critically as a stimulus to thinking .
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2.2 Chapter Reference
This piece of project work is sectioned into two parts
1 Preliminary Body.
2 The Main Body
I Preliminary Body
1. Title of the project
2. Certificate
3. Declaration
4. Acknowledgement
5. List of the Tables
6. List of the Graphs
7. List of the Contents
Chapter1:
The first chapter is “The Problem” deal with.
1 Introduction
2 Title of the project
3 Need of the study
4 Meaning of the different terms
19
Chapter2
The second chapter is” Design of the study “ deals with
Chapter3
The third Chapter is “Discussion “deals with
Chapter4
The Chapter four is the” Tabulation And Analysis”. It Consists of the Tabulation
and Analysis it also includes Graphical representation of the project.
Chapter5
20
Chapter3
Discussion
3.1 Statement of the problem
3.2 Methodology
3.3 Samples
3.4 Delimitation
21
3.1 Statement Of the Problem
22
3.2 Methodology
Investigator adopted survey method for collecting the data for the smooth study
of the topic.
The Descriptive action research deals mainly with what exists at present
and it includes description of the events. The results are noted other in
verbal terms or in statistical symbols. This research covers textbook studies,
opinion surveys practice teaching .Descriptive action research like any
other education research includes steps like selection of the problem
collection of the data analysis and interpretation of data and research
reporting .
23
3.3 Samples
The sample of the study is compromised by 30 teachers from a school in Bandra.
In the technique of sample investigator certain units from the whole domain of
survey are selected as being representative. Now these are studied in detail and
the conclusion arrived from these are extended to the entire fields
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3.4 Tools of the investigation.
Tools are the scientific ways of finding out solution to the problem. The
investigator employed the questionnaire for collecting data from the teachers
required for the study.
Investigator under the guidance of Mrs. Usha Iyer prepared the questionnaire.
Questions framed were of objective type and open ended keeping in mind the
interest of the people so that they can express their opinions about required
study.
Necessary instructions regarding the choice of response was given based on the
above responses from the people the conclusion for the
The Questionnaire used for this survey help the investigator to adjust his activity
in a systematic and meticulous manner.
25
3.5. Delimitation
There is a wide scope in studying the topic of the problem faced by a teacher in
conducting co-curricular activities.
But due to time constraint the present study is limited only to 30 teachers.
Delimitation helps the teacher to conduct the study in systematic manner. This
implies speedy collection of data and required result.
26
3.6 Data Collection Procedure.
To find out the exact causes for the causes for the problem Questionnaire was
designed by the investigator under the guidance of Mrs. Usha Iyer.
The Questionnaire was prepared by keeping in the mind the purpose of the study
,proper language, range of the source acceptance of the responses sequence of
the questions, valuation and the length of the questionnaire. The Questionnaire
consisted of the 10questions for the teachers. The Questionnaire was handed
over to the teachers of the School.
27
Chapter 4
Tabulation And Analysis
4.1. Statement of the Problem
4.2. Related Tables And Analysis
4.3. Interpretation
28
4.1 Statement of the problem
To study “WHY STUDENTS DON’T SHOW INTEREST IN LEARNING ECONOMICS
THEORY ?”
29
4.2 Data Collection Procedure Table of the study WHY STUDENTS
DON’T SHOW INTEREST IN LEARNING ECONOMICS THEORY ?.
2 25 83.33 0 0 5 16.6 0 0
4 11 36.66 9 30 10 33.33 0 0
5 8 26.6 20 66 0 0 2 6.6
6 21 70 7 23 2 6.6 0 0
7 5 16.66 4 13 21 70 0 0
9 9 30 15 50 4 13 2 6.6
10 16 53 1 3.3 12 40 1 3.3
30
Graph 1
0%
33% 1
37%
2
3
4
5
30%
Analysis
From the above pie chart 83.33% responses to agree 6.66%responses to disagree
6.66%reponses to strongly agree and 3.33% responses to strongly disagree.
31
Graph2
0%
17%
0%
1
2
3
4
83%
Analysis
From the above pie chart 83.33%reponses to agree 0% responses to disagree
16.66% responses to strongly agree and 0% responses to strongly disagree.
32
Graph 3
Teacher lack knowledge and training of subject.
7%
6%
1
47% 2
3
4
40%
Analysis
From the above pie chart 46.6% response s to agree 40% responses to disagree
6.66% responses to strongly agree and 6.66% responses to strongly disagree.
33
Graph4
0%
33%
37% 1
2
3
4
30%
Analysis
From the above pie chart 37% responses to agree 30% responses to disagree 33%
responses to strongly agree and 0% responses to strongly disagree.
34
Graph 5
0%
7%
27%
1
2
3
4
66%
Analysis
From the above pie chart 27% response to agree 66% responses to disagree 0%
responses to strongly agree and 6.6%response to strongly disagree.
35
Graph 6
0%
7%
23% 1
2
3
4
70%
Analysis
From the above pie chart 70% responses to agree 23% responses to disagree 7%
responses to strongly agree and 0% responses to strongly disagree.
36
Graph 7
0%
17%
1
13% 2
3
4
70%
Analysis
From the above pie chart 17% responses tom agree 13% responses to disagree7
0% responses to strongly agree and o % responses to strongly disagree.
37
Graph 8
0%
1
46% 47%
2
3
4
7%
Analysis
From the above pie chart 47% responses to agree 7% responses to Disagree 46%
responses to strongly agree and 0% responses to strongly disagree.
38
Graph 9
7%
13%
30%
1
2
3
4
50%
Analysis
From the pie chart 30% responses to agree 50% responses to disagree 13%
responses to strongly agree and 7% responses to strongly disagree.
39
Graph 10
Teacher follows proper method of explaining economics theories.
3%
1
40% 2
3
53%
4
4%
Analysis .
From the above pie chart 53% responses to agree 4% responses to disagree 40%
responses to strongly agree and 4% responses to strongly disagree.
40
4.3 INTERPRETATION
83.33% of the teachers have agree whereas 6.66% of the teachers have
Strongly agreed Subject economics is introduce at right age as per our
education system just touched by teachers and 6.66%of the teachers have
disagree and 3.33%have strongly agreed.
83.33% of the teachers have agreed whereas 16.6% of the teachers have
strongly agreed Student likes economics.
46.6% of the teachers have agreed whereas 6.66% of the teachers have
strongly agreed that Teacher lack knowledge and training of subject and
40%of the teachers have disagree and 6.66% strongly disagree.
37%of the teachers have agreed whereas 33.33% of the teachers have
strongly agreed that Economic Theories are introduce at right time of
curriculum and 30%of the teachers disagreed.
27%of the teachers have agreed that Economic Theories are introduce at
right time of curriculum whereas 66% of the teachers have disagreed and
6.65 strongly disagreed.
70% of the teachers have agreed whereas 6.6% of the teachers have
strongly agreed that Sufficient time is provided in teaching economic
theories whereas 23%of teachers have disagreed.
17% of the teachers have agree whereas 70% of the teachers have strongly
agreed that Economic theories are found impractical & of no use by
students whereas 13%of the teachers have disagreed.
47% of the teachers have agreed whereas 46.66% of the teachers have
strongly agreed that Economic theories are found impractical & of no use
by students and 6.6%of teachers have disagreed .
30%of the teachers have agreed whereas 13%of the teachers have strongly
agreed that All economics terms are clear in mind of student and 50%of the
teachers have disagree and 6.66%have strongly disagreed.
41
53%of the teachers have agreed whereas 43% of the teachers have strongly
agreed that Teacher follows proper method of explaining economics
theories and 3.3% have Strongly disagreed.
42
CHAPTER 5
CONCLUSION AND SUGGESTIONS
43
5.1 Statement of problem .
44
5.2 Finding
After studying the topic of problem faced by teacher in acquiring interest of
students in economic theory are as follow.
45
CONCLUSION
Based on the finding the conclusion can be drawn that
46
Suggestions
Such research suggest the further need to carry on such research for
solving various other problems related to Economics.
47
BIBLOGRAPHY
http:// www.bhojvirtualuniversity.com /ss/online /
cou/b ed/secp 03 / cp3b4u2p8.asp
48
Appendix
To Study WHY STUDENTS DON’T SHOW INTEREST IN LEARNING
ECONOMICS THEORY ?
Sr OUESTIONS A D S.A S.D
no
1 Subject economics is introduce at right age as
per our education system.
2 Student find economics intresting.
3 Teacher lack knowledge and training of
subject.
4 Economic Theories are introduce at right time
of curriculum .
5 Unavailability of teacher guide book and
other such resources
6 Sufficient time is provided in teaching
economic theories.
7 Economic theories are found impractical & of
no use by students.
8 Sufficient number of pictures and graphs are
used to make theories interesting.
9 All economics terms are clear in mind of
student.
10 Teacher follows proper method of explaining
economics theories.
49