Professional Documents
Culture Documents
1.0 Introduction
This chapter highlighted the problem under study. The indicators of the
of data collection and analysis adopted are also going to be looked at. Lastly
School.
1.2.1 Pupils failed to write full stops at the end of each sentence for example. we
1.2.2 Pupils began new sentences with a small letter for instance: she catches the
bus everyday.
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1.2.3 Pupils wrote names of people starting with small letters for instance: in
1.2.4 Pupils wrote capital letters in the middle of a sentence for example: she is
vEry clever.
1.2.5 Pupils were not able to recognize full stops when reading.
1.2.6 Pupils wrote names of cities, rivers with small letter for example mutare,
save, chitungwiza.
challenges in punctuation?
The researcher discovered that most of the sentences written by pupils were
poorly punctuated in terms of capital letters. Pupils would write for example
names of places or people starting with the small letters. The researcher went
on to assess previous schemes of lower grades and identified that the content
of punctuation marks was not oftenly taught. It showed that it was being
taught once in the lower grades. Therefore there was little mastery of the
content. Also the researcher went on to assess her work and identified that
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she only taught the content on punctuation marks only once hence pupils
lacked adequate practice in the use of punctuation marks. The books of the
lower grades and the teachers were mainly concerned with answers not the
1.5.3 Do pupils perform well if they are taught and work individually?
1.5.4 Can pupils master the concept of punctuation if taught more than once?
1.5.5 Do teachers use the correct methods of teaching when delivering the
research procedures.
In a bid to try to solve problems that the Grade 4 pupils at Budirirai School
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This research employed a number of tools. The researcher tried to justify the
different academic disciplines. The main aim of this study was to gather as
much information and find out solutions to the problems identified. In this
research the researcher had to bring these methods in trying to bring out
solutions to problems.
this case the researcher had to go through the learners’ books with written
work, schemes and lesson plans. By doing this the researcher wanted
learners to express their ideas freely. The learners were given several
exercises on punctuation marks and it was marked and recorded. This helped
the researcher to find out whether the pupils had understood the concept or
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not. Record books also provided information on whether the pupils recorded
were above average or not, thus by so doing this the class performance was
assessed. Gwarinda (1995) supported that by saying, the best way of finding
whether the learners had understood the concept well. This method helped
previous results with current, but on the same concept (Chikuni 2003). It
was so much useful for the researcher to use document analysis as it helped
The tools such as written exercises allowed the researcher to identify some
mistakes that learners might have made and tried to correct them.
The document analysis did not give clear explanation why some pupils
failed to score above average and when it did. It did not address the problem
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but only pin point it. The researcher noticed that some of the learners were
not properly seated and as a result they ended up copying each other and
false results were obtained. In support Gay (1987) said, ‘it is not suitable to
learners from copying each other, the researcher had to create gaps between
the learners whenever they were to write an exercise so that they may not
one through which the teacher can know his or her pupils better. Observation
how to punctuate some sentences whilst the pupils observed. The researcher
then let the pupils to demonstrate on the chalkboard and recorded what she
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which the pupils were given to do individually so that their performance was
pupils doing their work without helping them whilst recording their
problems in order to help their problems later. The researcher noticed that
question mark. At first the pupils found more hardships in punctuating but it
was getting better with more practice. Thus pupils gradually grasped the
concepts.
This method of observation helped the researcher a lot to know her pupils
better and recognised their strengths and weaknesses. The researcher may
gather valid and reliable data by observing over a long period of time
(MacMillan 1993). The mistakes made by each and every individual were
chalkboard and hence this boosted their moral. The researcher noticed that a
highly motivated pupil was easy to correct since he or she was already eager
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to learn. Teacher to pupil participation become vital in the learning process
as this helped the researcher to know her pupils more. Therefore found less
understanding of why those involved act as they do, the researcher decided
The lesson observation method had the disadvantages of not showing the
problems on the board and this made pupils who participated to have a lot of
work. It was difficult for the observer to be fully objective since she could
not realize her faults during the process. The method was not easy for the
researcher with large number of pupils to observe and many records to look
into. The observer would easily forget what she wuld easily forget what she
would have observed if the records are not kept. The researcher noticed that
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Action research is a practical approach to professional inquiry in any social
with others in teams to improve the way they address issues and solve
problems.
1.7.2 Problem
A problem is a kind of difficult that people face and needs ways of solving
printing to make meaning clear. In other words punctuation marks are signs
used to divide written matter into sentences phrases for example, full stop or
a question mark.
1.7.4 Method
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A method is a procedure, technique or way of doing something. Gwarinda
1.7.5 Groupwork
1.8 Summary
In this chapter, the researcher had outlined the background of the problem of
poor use of the punctuation marks, which are capital letters and fullstops.
The methods to be used in the study have been revealed stating their merits
and demerits. The researcher also highlighted the research questions raised.
The indicators of the problem were outlined with given clear examples. The
researcher also reflected on how she identified the problem of poor use of
punctuation marks in her class. In the next chapter the investigation process
is going to be outlined.
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CHAPTER TWO: THE INVESTIGATION PROCESS
2.0 Introduction
This chapter reveals research design adopted during the process. The
methods of data collection which were used to gather information on the use
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2.1 Research design
The term research design refers to the plan which the researcher sets in order
t solve his or her problems. In support, Schulte (2004) contents that the
purpose for this design is for practitioners to investigate and improve the
quality and effectiveness of the teaching and learning process. In this study
the researcher used the action research design to collect data on how Grade 4
students. Borg, Gall and Gall (2007:500) define action research as a type of
agrees that the purpose of the design is for practitioners to research and
carried out. Action research an lead to positive change in your classroom and
school (Mill 2011). Applied t education, the action research design seeks to
improve the quality and effectiveness of the teaching and learning process.
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Thus, this study focuses on how to improve the teaching of punctuation
2.4.1 A sample
method in which research elements are selected. This means that a sample is
are two types of sampling namely the probability sampling and non
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probability sampling. This implies that purposive sampling target a
particular group of subject. For this study, the researcher opted for purposive
sampling. This sampling does not deal with the random sampling. The
marks.
Ethical considerations are there to guide and protect the rights of the
Driscoll (2012) there are three considerations which are avoiding harming
authority to carry out the research with pupils. The researcher considered
forms of learning starting from simple to complex so that pupils grasp the
concepts gradually. Other factors which enhance the pupils performance are
clear explanations and demonstrations of the concept by the teacher, with the
aid of concrete media and use of group-work. This is done to ensure pupil to
pupil interaction as well as xhat she gave both sides a fair consideration.
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2.6 The research cycles
The research was conducted during the researcher’s teaching practice period.
The research took a period of about five months and five lesson plans were
planned.
The researcher identified that there were problems on the use of punctuation
marks. So she had to plan a lesson mainly focused on the use of capita letters
The researcher discovered that pupils were writing names of people and
places using the small letters. For example Bulawayo, Nyadzai and Harare.
They also wrote sentences with no fullstops at the end. After the
used. During the lesson the researcher presented a chart showing different
punctuation marks relevant for the grade level. The teacher explained to
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pupils on how capital letters and fullstops are used in the sentences. A
fullstops. After this they were assigned individual work on which they were
However an analysis made after marking the pupils did not master the
concept at all. This was because the teacher’s assumed knwoeldge was
incorrect and the pupils were not encouraged to work together in their
decided to carry out the research cycle 2 because none of the learners got
In cycle 1, the researcher noted that pupils did not master, the idea of using
especially the capital letters. Therefore another lesson was planned where
the researcher taught about the use of capital letters and question marks.
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In this cycle the researcher gave learners examples of proper nouns for
instance Save River, peter and many others were given. The researcher also
discussed with the learners on the use of question marks before assigning
group activities. Pupils were assigned to identify many proper nouns and
group work assigned. Media of work cards and a chart with punctuation
marks were used. After the group activities pupils were assigned to do
individual work to punctuate sentences using the question mark and capital
letters correctly. The researcher after marking the pupil’s books concluded
that pupil’s did not perform well in given sentences. The researcher realized
that the method used in imparting the content was somehow confusing and
also the content of the lesson was overloaded. The researcher then decided to
carry out another research cycle to help pupils understand the use of some
punctuation marks.
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During the lesson pupils were to:
The researcher made use of the chart with the use of the exclamation mark
in their groups. However pupils could not perform so well on the individual
written work as expected by the teacher. The researcher found out that most
the researcher decided to carry out another research cycle in using the
punctuation marks.
After research cycle 3, the researcher identified that pupils still had some
better number can now use full stops and capital letters better. The results
reflected that pupils may grasp a concept after a long time and that a concept
must be dealt with on its own. The researcher planned another lesson on
punctuation mainly focusing on the use of apostrophe and capital letters. The
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During the lesson pupils were supposed to:-
1. Identify and draw the comma and the question mark signs.
apostrophe mainly. The work was marked out of ten and nine got marks
above average. This showed that pupils had managed to grasp the
In this cycle the researcher concentrated much on the use of all punctuation
marks dealt with in the previous cycles that are commas, full stops, capital
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1. Name and identify different punctuation marks on the chart.
The researcher made use of a chart with different punctuation marks and
Pupils could work together in their groups which enhanced learning a lot.
During group work the researcher noticed that the pupils easily identified the
questions well. After group activity the pupils were given an exercise which
was quickly finished and it was done so well. After observing the results of
the cycle five, the researcher noticed that pupils did very well in the use of
different punctuation marks. They mastered the concept so well. For the
exercise marked out of ten individually, the learners managed to score marks
above average.
2.6.6 Summary
and instrument used in the research. The researcher also revealed the number
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CHAPTER THREE: RESEARCH FINDINGS
3.0 Introduction
charts, line graphs and bar graphs. The data presented is on five different
exercises written by pupils. The data on the tables and graphs was clarified
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The first cycle was an exercise on punctuation marks namely the capital
letter and full stops. The researcher observed that pupils did not manage to
punctuate sentences correctly putting capital letters and full stops where
Number of 1 2 3 4 5 6 7 8 9 10
pupils
Marks 1 2 4 1 2 1 4 2 4 3
obtained
The graph below shows the marks obtained and number of pupils.
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10
6
Marks
5
obtained
4
0
1 2 3 4 5 6 7 8 9 10
Number of pupils
lThe study consisted of ten pupils drawn Grade 4 class. From the work that was
given, the researcher observed that pupils faced problems on the use of capital letters
and full stops. The pupils got marks that were below average. The pupils got 2 out of
10 (30%), one pupil got 3 out of 10 and three other pupils got 4 out of 10 (30%). This
reflected that pupils had serious problems concerning the use of punctuation marks.
Maybe the strategies and teaching methods used by the teacher were not effective.
The teacher used explanation as a teaching method and the researcher thought this
was the other major cause of the problem. The media which was prepared and used
during the lesson was not adequate for the class. The lesson for 30 minutes was not
adequate to cover all the concepts. Most of the pupils showed that need more
practice. Having realized that the content was too much for pupils, the researcher
decided to teach only two punctuation marks that are question mark and capital
letters in the next lesson.
3.2 Cycle 2 Findings
The graph and table below shows the results of the lesson on punctuation
Number of 1 2 3 4 5 6 7 8 9 10
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pupils
Marks 3 0 3 2 2 2 3 3 4 3
obtained
10
9
8
7
6
Marks
5
obtained
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10
Number of pupils
The identical sample of the ten pupils was involved. There was still no
scored marks above the average. The percentage in general stood as (10%)
to those who got zero 30% to those who got 2 marks, 50% to those who got
3 marks and 10% to the one who got 1 out of ten. This reflects that the
pupils were still facing challenges on the use of punctuation marks. Even
though the teacher had tried to explain in detail, pupils still had some
problems. The researcher realized that the method used was still not
effective as it was confusing to the learners and also the content was
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overloaded. So the researcher decided to teach two concepts in one lesson
and also try to change the method of teaching. The concepts taught in the
The graph and table below shows the number of pupils and marks obtained
Number of 1 2 3 4 5 6 7 8 9 10
pupils
Marks 5 5 4 2 4 3 6 6 5 4
obtained
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10
9
8
7
6
Marks
5
obtained
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10
Number of pupils
The results showed that learners are still facing challenges on the use of
punctuation marks. This was because of not adequate media due to lack of
The results were as follows 10% of the pupils got 2 marks, 10% got 3 marks,
30% got 4 marks out of 10, 30% got 5 marks and finally 20% got 5 out of
10.
Cycle 4 Findings
Table and pie chart below shows the results of the findings when pupils were
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Number of 1 2 3 4 5 6 7 8 9 10
pupils
Marks 5 4 5 6 6 5 5 7 6 6
obtained
Key
1 2
39.3 32.7
26.2
39.3 3 4
32.7
5 6
45.8
39.3
7 8
32.7
39.3
32.7 9 10
following results were obtained. One pupil got 4 marks out of ten (144 o),
four pupils got six marks (216o), and only one pupil got 7 marks (252o) and
four pupils got 5 marks (180o). The results showed that (324o) of the learners
scored marks above average and only (36o) scored marks below average.
These results showed that pupils understood much well than what they did in
the previous cycles. In this cycle the teacher used both the discussion and
explanation method to teach the concepts. The pupils’ participation was very
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high as they were involved in group discussions. The method used were
effective. The media of a chart and work cards were used. The teacher tried
by all means to assist, monitor and correct the pupil’s mistakes during the
lesson. The next cycle was prepared for so as to polish up all the mistakes
The table below shows number of pupils and marks obtained by the pupils
Number of 1 2 3 4 5 6 7 8 9 10
pupils
Marks 7 7 8 9 9 7 8 7 9 10
obtained
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10
9
8
7
6
Marks
5
obtained
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10
Number of pupils
Out of ten pupils who went through the lesson, the percentage was 100%
and 40% got 7 marks, 30% got 8 marks, 20% got 9 marks and one pupil got
10 marks (100%). The results after chapter five revealed that pupils
constantly needed help and close monitoring for teachers to achieve set
objectives. The pupils were directly involved during the lesson. The methods
of teaching used motivated the pupils. The media used was effective in
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3.5 Summary
by the researcher. From the findings shown the researcher observed that
when teaching punctuation marks you should know the previous knowledge
of the pupils on the concept rather than assuming that pupils are aware of the
concept. Pupils should also be allowed to discuss the problems they might be
to use active methods where pupils will fully participate such as group work.
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CHAPTER FOUR: OVERALL REFLECTIONS AND FINDINGS
4.0 Introduction
The proposal on the way forward was made as well as the learning points
summary of the main points that have been encountered in the research of
objectives were to encourage teachers to have and insight into the challenges
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variety of instruments so as to find out challenges faced by learners. The
Document analysis focused on pupil’s work and the progress record as well
level, there is need to focus on one type of punctuation mark at a time. The
researcher observed that the problem of using punctuation marks was caused
by poor methods and strategies used by the teacher when conducting the
clearly the use of punctuation marks when reading. Pupils learn effectively if
they are also involved in the lesson. Practice is also a crucial aspect when
teaching the use of punctuation marks. The teacher made use of group work
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The researcher concluded that several strategies should be used when
lesson. They should make sure that accurate and adequate media is in place
the teacher must see each and every pupil when teaching. It is also important
for the teacher to use language that is suitable for the grade level of the
activities as this helps the shy pupils to pupil interactions. The teacher’s
voice should be well projected so that all learners will be able to understand
better.
4.4 Recommendations
to complex.
2. The teachers should regularly give pupils written work to assess pupil’s
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3. The use of group work is also essential as it promotes pupils participation
during lessons.
4. Teachers should make use of the syllabus when attacking topics so as not
media.
centered.
punctuation marks.
punctuation marks.
4.5 Conclusion
achieved through giving more work for practice. Teachers should also make
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sure that adequate examples are given especially when teaching marks like
observed that pupils learn more effectively when fully involved in the
References
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Education.
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Dewalt, BR (2002) Participant Observation, A Guide for Field
Workers.
www.qualitative-research.net/
researcher
Boston, Pearson.
and
London.
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Schutt, T. (2009) Investigating the Social World: The Process
and
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