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A STUDY OF EFFECTIVENESS OF

A PROGRAMME DEVELOPED TO
IMPROVE
SPELLING
IN ENGLISH LANGUAGE
OF STD V MARATHI
MEDIUM

DISSERTATION SUBMITTED TO D.I.E.T. PUNE FOR THE


DEGREE OF D.T.E.D.

BY

Shital Sarjerao Garade


S.Y.D.T.Ed. ROLL NO.37(A)

GUIDE
Aateka Khan

M.C.E.SOCIETYS
JUNIOR COLLEGE OF EDUCATION PUNE
2010

CERTIFICATE
This is certify that the work presented in this dissertation on the topic A
STUDY OF EFFECTIVENESS OF A PROGRAMME DEVELOPED TO
IMPROVE SPELLING IN ENGLISH LANGUAGE OF STD Vth
MARATHI MEDIUM is own work of

Miss Shital

Sarjerao Garade

worked under my supervision for the required period as per


dissertation is satisfactory from the point of view of

ordinance

and I am forwarding it

evolution to the D.I.E.T.

Sign -

Sign

Principal
Sabrina Khan

Guide
Shehnaj Khan
M.C.E. Society Jr. College of Education.
Azam Campus, Pune 1

Place -

the

Date

DECLARATION
I hereby declare that the research work on the topic A Study
Of Effectiveness Of A Programme Developed To Improve
Spelling In English Language Of Std Vth Marathi Medium is
original pieces of research work done by me. I have specified that
sources from the relevant information has been collected. To the best
my knowledge this dissertation is not substantially as the same as
those which were submitted or any other academic qualification do
this D.T.Ed. Or any Institutions.

DATE :PLACE : PUNE.


Garade

SIGN
Shital

ACKNOWLEDGEMENT

The researcher would like to thank Aateka Khan for her expert
guidance also thankful to the Principal Prof. Sabrina Khan.
The Researcher would like to admire the co-operation given by the
Principal of English Primary School. The researcher would also like
to deeply thank the teacher and students of standard IInd for their cooperation.
I am also thankful to all my friends who guided and helped me during
the Research work.

CHAPTER 1

INTRODUCTION OF TOPICS OF
RESEARCH
1.1

Introduction or Background of the Problem

1.2

The Problem

1.3

The review of related literature.

1.4

The importance and need of the problem

1.5

Objectives of research

1.6

Hypothesis

1.7

Definitions of the Concepts

1.8

Scope and Limitation

INTRODUCTION
There are innumerable words in every language and new words are constantly
being added. The vocabulary of any language is ever increasing, especially that
of English which is language used the world over by so many people for so
many different reasons.
A person must be able to master more words in order to build up a strong
vocabulary. Just knowing a word and understanding it, is not enough. It is only
a part of your Passive Vocabulary. You must know the meaning of words, and
how the words are actually used in different contexts. While considering usage
of a word, the context is very important. It is part of Active Vocabulary.
Mudliar Commision (1953) and Kothari Commission (1964-65) had suggested
Three Language Formula.

Table No.1

Three Language Formula

For English Medium


International
Language-

For Marathi Medium


Mother Tongue-Marathi

English
National Language - Hindi

National Language -

Mother Tongue - Marathi

Hindi
International Language English

English is the first language for English medium and it is the third language for
Marathi medium. Thats why students have to know the correctness of English
spelling writing. Vocabulary is connected with grammar so familiarity with
grammatical patterns helps the reader to guess the meaning of words.

STATEMENT OF PROBLEM

A STUDY OF EFFECTIVENESS OF A PROGRAMME


DEVELOPED

TO

IMPROVE

SPELLING

IN

ENGLISH

LANGUAGE OF STD Vth MARATHI MEDIUM

THE REVIEW OF RELATED LITERATURE


INTRODUCTION :Reference is needed for any study that is tube carried out to
gather related information.

Researcher has gone through the

reference material to get innovative ideas and to understand now


research was done what were the method, what all things were
included in the research. Researcher jointed an idea about the
success of programmer in achieving the objective.
Hence to gather all this information researcher has gone
through the below mentioned researcher.

OBJECTIVES :1.

Repetition of research can be avoided.

2.

Researcher gains more knowledge about method and skill of


research.

3.

Researcher can divided problems for further research.

4.

Helps to decided the limit of study.

Generally without a finite verb, for example, near the school, of great use, in
the garden etc.
Tochhawng, L.N.(2005) Delhi : Pentagon Press : Word Power Made Easy Page
No.2
We can increase our vocabulary by listening to other, to anchors, on the radio
and television, to friends, teachers and parents. We can increase
our vocabulary very effectively by reading and by frequently
consulting a dictionary. It is helpful to proper a list of pairs of
words with opposite meaning such as cold and hot fast and slow
or words of similar meaning such as love, like adore, lake warm
and tepid etc. How are, good vocabulary alone does not ensure
clarity of expression unless we are able to effectively use our stock
of words, correctly and properly and effective use of words is
based upon a clear understanding of the basic rules of English
grammar.

http://www.factmonster.com/cig/grammar-style/spelling.html

INTRODUCTION
The theoretical review is helpful to eliminate the duplication of what has
been done and provide useful hypothesis and helpful suggestion for
significance investigation. Due to this reason the researcher has done
review of related literature with respect to

Theoretical Aspect

REVIVE OF RELATED LITERATURE


Joseph, C.M.(1976). English Language Teaching. New Delhi :
Shreemati prakashan
Page No.118
The expression vocabulary would be so mastered as to be at diposal of
the child for active use in speech and writing, but the recognition
Vocabulary would be of help in listening and reciting which involve an
approximation of what the agent posses with that is spoken or written.
Pattanayak, D.P.(1978-1983). Language Education. New Delhi : Swati
Prakashan.
Page No.- 576.

Vocabulary items with similar shape and similar meaning


in the two languages under study.

Vocabulary items having dissimilar shape but same


meaning in the two language under study.

Vocabulary any items with similar shape but different


meaning in the two language under study.

Vocabulary items with similar shape but deleted or added


meaning in the two languages under study.

Suryawanshi, G.H. (1987). Content Cum Methodology English.


Mumbai : AG Publishing

Page No.- 147

Need of Vocabulary

The vocabulary is necessary to teach the form or expression of

words.

The vocabulary is necessary to let pupils understand the meaning

of

words.

It is necessary to teach the function of words.

Vocabulary is necessary to enrich the vocabulary of pupils.

It is necessary for proper communication.

Pupils should know the words of three kinds words for things and
person.

Suryawanshi, G.H.(1987). Content Cum Methodology English.


Mumbai : AG Publishing.
Page No.- 148.

Importance of Vocabulary

Vocabulary is necessary and important for proper development of

all

the linguistic objectives.

The vocabulary is necessary for contextual meaning of words and


phrases.

The vocabulary is important for elegant style in communication.

The vocabulary is important that the pupils should become good

users and communicators.

This requires appropriate use of proper words and phrases.

It helps in coining of words and in understanding their meaning.

Shankar P. (1992). Teaching of English. New Delhi : APH Publishing


Co-operation.
Page No.- 101.
Vocabulary is connected with grammar, so familiarity with grammatical
patterns helps the reader guess the meaning of words. For example, a
word can be classified as a grammatical items or as a vocabulary items.
Beautiful is a vocabulary items, and in functional grammar. It is also an
epithet in the nominal group the beautiful girls and reflects the speakers
opinion of the person described.

Grammatical and lexical cohesion

support each other.

Shankar, P.(1972). Teaching of English. New Delhi : APG Publishing


Co-operation Page No. -107.

Context based approach allows the learners to make intelligent


meaningful guesses. This will make the learning task much more active
and challenging than direct explanation of words. It helps readers not
only learns words but also know how to use them in context guessing the

meaning of a words from its. We in context requires an understanding of


semantic properties, register and collection. It makes readers a ware of
one important feature of vocabulary, namely, that context determines the
meaning of words.

Saraf, R.S. (1998). Teaching English in India. New Delhi : Shree Vidya
Prakashan, Page no. 110.

A word is a one unit of language. It is meaningful, for example, Book,


Water, Man, Go, etc. A phrase is a group of words forming part of a sentence. It
is Right or wrong good or bad you know that spelling Matters. A fly in your
soup doesnt do much for your appetite; likewise, a misspelled word can destroy
the effect of an entire document.
NOVELTY IN RESEARCH WORK AND ITS USES
The researcher is doing research on avoiding spelling mistakes
among the students of Vth Std. Marathi Medium School. Today English
gets importance of World Language and spelling is important aspect of
English. This research is different and its find out the reason for the
spelling mistakes.

NEED AND IMPORTANCE


The researcher have the experienced in practice lesson of the V th
Std. Students who were making so many mistakes while writing English

words. Hence the researcher decided to develops a programme for


avoiding spelling mistakes of English words of the students of Vth Std.

OBJECTIVES OF RESEARCH :1.

To identify mistakes in spelling of English words.

2.

To execute the programme for remedial teaching to avoid spelling


mistakes in English subject.

3.

To find out the effectiveness of programme of remedial teaching of


spelling mistakes in English subject.

ASSUMPTIONS :

Sometimes students making mistakes while writing of English


words.

All students of Vth Std. will participate in the programme.

HYPOTHESIS
The directional hypothesis was stated for study.
There will a significant difference in the achievement level of
students of Vth Std. from pre test & post test scores.

OPERATIONAL DEFINITION
1.

Programme
Programme means plans of procedure or list of events.

In this research
Programme means set of activities to remedial teaching about
spelling mistakes of English subject.
2.

Remedial Teaching
Remedial teaching considered a teaching to avoid spelling mistakes
of Vth Std. students of English Subject.

3.

Spelling Mistakes
The mistakes done by the student of Vth Std. while writing English
word.

Vth Std.
Those students passed in Fourth Std. and took admission in further
class is called Vth Std.

SCOPE AND LIMITATION SCOPE


1.

The research will be beneficial to the students to V th Std. Marathi


Medium.

2.

The research will be beneficial to avoid the spelling mistakes.

CHAPTER 2
IMPLEMENTATION OF RESEARCH

Research Methodology

Sample

Tools

Remedial Measures

CHAPTER 2
IMPLEMENTATION OF RESEARCH
INTRODUCTION :Research : The study of material and source in order to establish
facts and reach new conclusions.
2.1.1
Types of Research

Fundamental

Applied

Action

Research

Research

Research

Fundamental Research :Fundamental Research is to gain knowledge and not to solve


practical problems.
Applied Research :The research undertaken for practical use is called as applied
Research.

Action Research :Action research means scientific search which is concerned


with practical aspects of education.

2.2.1
Research Methodology

1.

Historical

Descriptive

Experimental

Research

Research

Research

Historical Research :Historical research method is past oriented. This method is used to

find out the exact meaning of the events occurred in past.

2.

Descriptive Research :In the descriptive research method the relative effect of Social and

Psychological variables is studied separately.

3.

Experiemental Research :The research is which effect of one factor on the other is studied is

called experimental research.


Researcher has selected Survey Method for the research work.

2.3 POPULATION AND SAMPLING :2.3.1 POPULATION :Population is any group of individuals who have one or more
characteristics. The population may be all individuals of particular type or
more restricted part of the group.
All the students of IInd standard of Rajegaon School.

2.3.2 SAMPLE :
Sample is small proportion of the population selected for the study.
It is a part of population. Every factor of sample is from the
population only.
Sample selected for the research work are 40 students of standard
IInd class of that particular school.

METHODS OF SELECTING SAMPLES :1.

RANDOM SAMPLING :Random Sampling is the process of selecting a sample in such a


way

that all individuals in the defined population have an equal and


independent
chance of being selected for the sample.

2.

STRATIFIED SAMPLING :Stratified sampling is the process of selecting sample in such a way

that identified sub groups in the same preparation that they exist in the
population.

3.

CLUSTER SAMPLING :When out of the total population group of the fundamental factors

from the population, having identical properties is called cluster


classroom,
school, family, village are the examples of the cluster.

2.4 TOOLS OF DATA COLLECTION:-

The researcher needs different information for action research. Tools are
required for defining the problems finalizing the reason, responsible for
creation of problems examining hypothesis, judging the achievements of
the objectives. Tools are the basic materials used for the Research.
To get information researcher used following tools.
1.

This research will be included the primary school of Ambegaon.

2.

It will be only for std. Vth One Marathi Medium School.

RESEARCH METHODOLOGY

Experimental Method was selected for action research study to


avoid spelling mistakes in English subject.

Single group pre-test design was selected for research study.

The effect of treatment was judged by the comparison between pretest and post test score.

SAMPLE

Incidental sampling was used for selection of sample.

One Marathi medium school was selected.

One class was selected for research study.

Vth Std. was selected for the research.

TOOLS OF DATA COLLECTION


Pre-Test:The purpose of pre-test was to find out the existing level of student
of Vth. Std. about the spelling mistakes of English word.
Programme :The purpose of programme was to avoid spelling mistakes of
English words of Vth Std. Students.

Post Test :The purpose of Post-Test was to find out the effectiveness of the
Programme.
Section B
The following flow chart depicts the procedure for the Action Research
Study.

Preparation and Finalization of Tools


Preparation and Finalization of Programme
Execution of Pre-Test
Execution of Programme
Execution of Post-Test
Analysis and Interpretation of Data
Conclusion
The researcher took guidance of his guide to finalize the tools of data
collection.

NATURE OF PRE-TEST
Four questions were formed with equal marks.

Each questions carried the five marks, total marks was twenty.

Each questions carried five objective questions.

30 minutes allowed solving the pre-test.

It is administer before the implementation of Programme.

The nature of questions was as follows.

Q [1] Find out the misspelled word and correct it.


Q.[2] Complete the words by appropriate letters.
Q.[3] Make many words by using square of alphabets.
Q.[4] Make proper word by ending appropriate suffixes -ly and -ful.

NATURE OF PROGRAMME
The programme was prepared for to avoid the spelling mistakes of English
words.

The programme conducted for within 8 days.

Different activitives organized to avoid spelling mistakes of


English Words.

One period took for per day to execute the programme.

Nature of Post-Test
Post test was formed in same pattern of Pre-test. There were no change in
the post test. It administered after the execution of the programme.

STATISTICAL TOOLS FOR ANALYSIS OF DATA


t-test
The purpose of t-test was to test the significant difference of the
achievement level of the student of Vth Std. regarding spelling mistake.
Graph
The purpose of graph was shown the effectiveness of data.

PROCEDURE

Experimental Method was used in the study.

The Population was all students of Vth. Std. in the academic year
2009-2010.

Pre-Test and Post-Test single group design was chosen.

Pre-Test was administered to find out the existing level of the


students.

Implementation of Programme for to avoid spelling mistakes of


English words.

Statistical tool were used to analysis the data.

REMEDIAL MEASURES
The researcher give a pre-test to the student then researcher collect
the response. Then gives the post-test and analyze the data. The
researcher takes the statistical evaluation of the data and researcher
made conclusion from the data.

CHAPTER 3
COLLECTION OF INFORMATION
AND DATA. ITS SYNTHESIS AND
INTERPRETATION

3.1

Presentation of Information & Data

3.2

Analysis and Interpretation

INTRODUCTION

The present chapter represents analysis of data collected during the


research
study. It is followed by the observation and interpretation. The chapter
ends with major findings. The data collected during the experiment was
analyzed by the following statistical tool.
A)
Mean = M = AM +

fd

x i

N
: .M

= Mean

.AM = Assumed mean

.fd = Addition of multiplication of frequency and deviation.

. N

= Total number of students

. I

= Distance between class-interval.

B)
Standard Deviation = 6 = i x fd2
N

fd

. 6

= Standard deviation

. I

= Length of distance between class interval.

.fd2 = Addition of multiplication of frequency and square of


deviation.

. N = Total number of students

.fd = Addition of multiplication of frequency and deviation.

C) Co-relation
r =

xy
x2 y2

:.

r = Co-relation multiplier.

: .xy = Total of multiplication of two variable factors.

: .x2 = Total of square of variable factor x


: .y2 = Total of square of variable factor y
D) Mean of standard deviation
4
6m = 6
n
: . 6 m = Mean of standard deviation
:. 6
:. n

= Standard deviation
= Square root of total number of students.

E) Difference of standard deviation.

6D =

(6m1)2 + (6m2)2 2 ( r x 6 m1 x 6 m2 )

: .6D = Difference of standard deviation


: .6m1 = Mean of standard deviation of Pre-test
: .6m2 = Mean of standard deviation of Post-test
: .r

= Co-relation of multiplier.

F) Difference between mean of Pre-test & Post-test.


D= M2 M1

: .D = Difference between mean of Pre-test & Post-test.


: .M2 = Mean of Post-test

: .M1 = Mean of Pre-test.

G) t Value
T = D
6D
: .D

= Difference between mean of Pre-test & Post-test.

: .6D = Difference of standard deviation


df

= N 1 N = Total number of students.

The data collected in this research is given below :


(A) Marks Sheet of Pre test and post test.
Sr.No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Marks of pre
Marks of
test
post test
Attar Tanjila Sardar
06
09
Bhosale Poonam Sarjerao
07
08
Chalake Swati Tanaji
05
09
Chougule Kajal Rajaram
03
07
Desai Arati Gajanan
03
08
Kolawankar Prajkta Mohan
05
07
Mane Megha Mahadev
06
09
Mohite Komal Shivaji
05
06
Mohite Poonam Sharad
05
09
Nangare Jayashri Chandrakant
04
09
Nangare Komal Shivaji
04
08
Patil Pratiksha Tanaji
05
08
Patil Sunita Bhanudas
06
08
Tamboli Karishma Najir
05
08
Unde Mayuri Pandurang
07
07
Wadar Alka Govind
07
08
Waghamare Bharati Bhaskar
06
09
Bankar Abhijit Ananda
04
06
Jambe Abhijit Tukaram
05
08
Khot Ajay Dinkar
05
09
Kolapate Sambhaji Pandurang
05
09
Mohite Sagar Baban
04
06
Mulani Iliyas Isak
05
07
Patil Prathamesh Sadashiv
04
09
Sawant Tushar Siddanath
04
09
Total
125
200
From the above table it is clear that the marks obtained by
Name of the students

the students in post test are more than the marks obtained by the
students pretest.

B) BAR GRAPH :
The data collected in this research can also explained with
the help of bar graph & it is given below & the graph is attached in
the appendix.

x axis 2 cm.=Test
Y- axis

1cm=10%

1009080706050403020100Per Test

Post - Test

From the above graph it is clear that the marks obtained by the student in posttest was more than the marks obtained by the students pre-test.
In the graph we observed clear difference between pre-test and post-test.
In the means of two different test clear that the marks of post-test was increases
because of effective remedial teaching.

SO WE CONCLUDE THAT
a) Our objective are achieved through this research.
b) Our Experiment is successfully done.
c) It is helpful for all the Vth std. students in Z. P. Primary School.
ANALYSIS OF DATA
The above collected data is analysed in the following ways.
A) MEAN OF THE PRE TEST
M1 = Marks of obtained in pre test
No. of Students
M1 = 125
25
M1 = 5
mean of marks of pre test =5

B) MEAN OF POST TEST


M1 = Marks of obtained in post test
No. of Students
M1 = 200
25
M1 = 8
mean of marks of post test =8
from the above two means it is clear that
mean of pre test < mean of post test
5<8
Hence Its clear that the marks of reading in Marathi language are increase

after remedial teaching.


t Value

MARKSHEET OF THE STUDENTS


Student No.

PreValuation
Ratio (Q1)

PostValuation
Ratio (Q2)

D (Q2-Q1)

D2

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
N=25

6
7
5
3
3
5
6
5
5
4
4
5
6
5
7
7
6
4
5
5
5
4
5
4
4
X1=125

9
8
9
7
8
7
9
6
9
9
8
8
8
8
7
8
9
6
8
9
9
6
7
9
9
X1=200

3
1
4
4
5
2
3
1
4
5
4
3
2
3
0
1
3
2
3
4
4
2
2
5
5
D=75

9
1
16
16
25
04
09
01
16
25
16
09
04
09
00
01
09
04
09
16
16
04
04
25
25
d2=273

D
t =

N D2 ( D ) 2
N-1

t value =

75
25 x 273 (75)2
25 1

75
6825 5625
24

75
1200
24

75
50

75
7.071

t Calculation value = 10.60


t Table value

= 2.718 As per 0.01 level.

Therefore obtained value t is 10.60 and value at 0.01 level is 2.718 (as per

table) value obtained (0.01) is more than the fruitful value hence zero concept is
to be abdendent. The above method is complicated and requires tedious
calculation.
So we concluded that this research successful and research hypothesis accepted
and null hypothesis rejected.

INTERPRETATION OF DATA :
Interpretation of data in this way. Researcher has completed this research and it
is successful student achieve more knowledge and understanding the writing
skill more effectively after remedial teaching.
THE MEASURE FINDINGS OF THIS RESEARCH ARE GIVEN
BELOW :Table
Sr.No.
M1
M2

Pre-test
3.866
-

Post test
8.6

From the above table it is clear that the mean of post test is greater
than pre test.
i.e. M2 > M1
The value of t from calculations is 10.60 i.e. 11 & the value of t
from table at 0.01 level 2.718.
Hence
The value of t by calculation greater than the value of t by table
i.e. t Calculation Value > t Table Value
OBSERVATION

From the above figure it is clear that there is shifting to the right in the
scores of the post-test curve when compared with pre-test scores.

INTERPRETATION
It means that there is an improvement in the achievement level of the
students of Vth standard. While writing the spelling of English words
during the post-test. The figure signifies the effectiveness of programme
to avoid spelling mistakes while writing in English subject.

MAJOR FINDINGS
1) The programme developed by the researcher was effective to avoid
spelling mistakes while writing in English subject.
2) The experimental group has shown positive improvement while
writing the spelling of English words.

CONCLUSION
The programme prepared by the researcher was an effective to avoid
spelling mistakes while writing in English subject.

CHAPTER 4

CONCUSIONS, RECOMMENDATIONS
EXTRACT :Firstly the researcher has selected the problem.
1.

The study of the spelling mistakes of the students of Vth Std.

Marathi Medium School.


2.

The researcher prepares the programme for pre-test.

3.

Then the researcher use remedial to avoid the spelling mistake.

4.

The programme for the post test is prepared.

5.

Then collect the information which is required for the report

writing

by analyzing the data obtained from the pre test and post

test.
6.

Researcher draw conclusion.

7.

Then researcher took a certificate.


In this way researcher completed the researcher.

CONCLUSION

The deep study of this research leads to the following conclusion.


i)

Student gets the knowledge about the sub-skills of writing.

ii)

Students read the story, paragraph, poem and easy with proper

speed,
iii)

pronunciation, stress and intonation.


Students write with sufficient durations, after commas and full-

stops.
iv)

Student develops their writing skill with the help of practice.

v)

Student acquires the micro-skills of the writing.

Researcher observed these change in the students in Experimental


method, while conducting pre-test and post test by using.
1) Statistics (Mean)
2) Graph

RECOMMENDATION

Above research is very helpful to the student to develop their


writing skill. Along with students it is beneficial to teachers also1)

It is very useful to give the information about the different

creativities which develop the students writing skill.


2)

Teacher can follow the activities in order to develop the reading

skill of the student.

Teacher can take new interesting and excellent

activity which brings creativeness in teaching learning process.


3)

This research is helpful to develop reading skill in other language

also such as Hindi, English.


4)

Provide the guidance to the other teachers.


This research will not be used only for 4 th std. but also used in

higher education and other schools.

SUGGESTION FOR FURTHER ACTION RESEARCH STUDY


1)

The same problem can be study the mistakes in different

languages.
2)

Different standard or level can be including for the same problem.

REFERENCES AND APPENDIX

References

List of Students

Pre Test Question Paper

Post Test Question Paper

REFERENCES :-

1.

2.

Kruti Sansodhan Navopakram


-

Suvichar Prakashan

Swati Gadgil

Research Book
-

3.

Iohn Best & Khan

Action Research & Innovations


-

Nirali Prakashan

Arvind Kapole & Bansi Pandit

APPENDIX

PROGRAMME FOR PRE TEST


WORD
1)

TABLE

2)

CHILDREN

3)

SCHOOL

4)

MARBEL

5)

TEACHER

6)

BOX

7)

BEAUTIFUL

8)

LOVELY

9)

CAREFUL

10)

USEFUL

11)

SADLY

12)

GOOD

13)

BETTER

14)

REST

15)

BEST

16)

BLACK-BOARD

17)

COLUMN

18)

READ

19)

COMB

20)

MOBILE

PROGRAMME FOR POST TEST


1)

GLASS

2)

CUP

3)

BUCKET

4)

JOR

5)

JOY

6)

FLY

7)

HARD

8)

SHOOT

9)

WORK

10)

SHOT

11)

COMPUTER

12)

NOTEBOOK

13)

GOLI

14)

STYLE

15)

MOUTH

16)

KEY

17)

NOSE

18)

NATIONAL

19)

PLEDGE

20)

NETWORK

The data collected in this research is given below :


Marks Sheet of Pre test and post test
Sr.No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

Name of the students


Attar Tanjila Sardar
Bhosale Poonam Sarjerao
Chalake Swati Tanaji
Chougule Kajal Rajaram
Desai Arati Gajanan
Kolawankar Prajkta Mohan
Mane Megha Mahadev
Mohite Komal Shivaji
Mohite Poonam Sharad
Nangare Jayashri Chandrakant
Nangare Komal Shivaji
Patil Pratiksha Tanaji
Patil Sunita Bhanudas
Tamboli Karishma Najir
Unde Mayuri Pandurang
Wadar Alka Govind
Waghamare Bharati Bhaskar
Bankar Abhijit Ananda
Jambe Abhijit Tukaram
Khot Ajay Dinkar
Kolapate Sambhaji Pandurang
Mohite Sagar Baban
Mulani Iliyas Isak
Patil Prathamesh Sadashiv
Sawant Tushar Siddanath
Total

Marks of
pre test
06
07
05
03
03
05
06
05
05
04
04
05
06
05
07
07
06
04
05
05
05
04
05
04
04
125

Marks of
post test
09
08
09
07
08
07
09
06
09
09
08
08
08
08
07
08
09
06
08
09
09
06
07
09
09
200

From the above table it is clear that the marks obtained by


the students in post test are more than the marks obtained by the
students pretest.

MARKSHEET OF THE STUDENTS


Student No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
N=25

PreValuation
Ratio (Q1)
6
7
5
3
3
5
6
5
5
4
4
5
6
5
7
7
6
4
5
5
5
4
5
4
4
X1=125

PostValuation
Ratio (Q2)
9
8
9
7
8
7
9
6
9
9
8
8
8
8
7
8
9
6
8
9
9
6
7
9
9
X1=200

D (Q2-Q1)

D2

3
1
4
4
5
2
3
1
4
5
4
3
2
3
0
1
3
2
3
4
4
2
2
5
5
D=75

9
1
16
16
25
04
09
01
16
25
16
09
04
09
00
01
09
04
09
16
16
04
04
25
25
d2=273

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