Pre Intervention Phase

1.1 Introduction

The background phase seeks to highlight what transpired during my teaching practice that

is the challenges that were faced by pupils that made me to conduct a research. It

contains the background of the problem, indicators of the problem and also the statement

of the problem. I will explain what took place during the lessons, the observations I

made in pupils behavior and performance that made me to conduct a research.

1.2 Background of Problem

During my teaching practice in Masvingo at Victoria Primary School, I realized that my

grade two pupils were facing several difficulties in naming, identifying and grouping

energy giving and body building foods. I conducted different lessons in June, July and

September 2011. Some of my aims were to help pupils appreciate food and nutrition and

to understand the importance of nutrients. My lessons were conducted in a class of 50

pupils and the first lesson was first conducted in June.

During the first lesson my objectives were that pupils should be able to name at least

five body building and energy giving foods. They were also to identify at least five

body building and energy giving foods. I induced the lesson by asking pupils what they

have eaten in the morning for breakfast. I use the lecture method to explain to pupils

1
what energy giving and body building foods are, in order to recap the previous lessons

on food.

The teacher and pupils had a discussion, in the discussion children were asked to name

food that makes us grow. I provided a chart with different types of food. From the

chart I asked the pupils to identify the food that gives us energy and food that makes

us grow. Pupils were very passive in the discussion heading it to be poorly done. Pupils

named things which were not on the chart and found stuff like kidneys, and vegetables

as food that gives us energy. Put differently it means that pupils were mixing energy

giving foods and body building foods. I explained to them distinguishing the two foe

example energy giving food are foods that the body gets most of its energy. Not

forgetting, that body building foods such as sadza makes us grow well. Pupils seemed as

they had understood well. I gave them individual written work. The exercise was pool

done because pupils were still exchanging the food types instead of grouping it.

I conducted another on grouping energy and body building foods. My objectives were

that pupils should be able to draw at least four energy and four body building foods. I

introduced the lesson with the song “sadza mbodza rabikwa……” I discussed with the

pupils other foods that can be eaten place sadza. The previous day I dad asked the

pupils to bring pictures of different food stuffs, but very few brought the pictures. I

gave my pupils pictures of food to sort according to body building and energy giving

food in groups of fours. Pupils showed that they had not understood a thing by mixing

up the pictures of energy giving and body building foods. I explained to the pupils

giving clear instructions that pupils put the food makes us grow on one side. After that

they showed a bit of understanding. I asked the pupils to write individual work. The

2
results I noticed were very bad because pupils showed that they had not understood for

example thee drew biscuits as body building foods. Noticing that my pupils were failing

to group separately both energy giving and body building foods, lack of participation

during class discussions, failing to pictures to use in the lessons, and poorly done

exercises. I concluded that the pupils had a problem. I asked some of my fellow student

teachers and mentors with the use of questioners on how they taught this topic and

whether they were facing some difficulties in attaining the objectives. They also

concluded that it was mainly casual by poor background and negative attitude towards

the subject foods and nutrition.

1.3 Indicators

1.Pupils failed to name and identify energy giving foods and body building foods

2.Pupils failed to draw and label energy giving foods and body building foods

3.Pupils failed to group energy giving foods and body building foods

1.4 Statement of the problem

How best can I help grade two pupils to improve on grouping energy giving

foods and body building foods?

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2.0 INTERVENTION PHASE

Introduction

The intervention phase seeks to highlight what action research is and the steps

which I took in trying to solve the problems which were faced by pupils during

my teaching practice. Basically, this phase aims to define the key terms used in

carrying out a research and also in particular action research that I undertook in

trying to the problems.

RESEARCH DESIGN

ACTION RESEARCH

According to Cohen and Manion (1994), action research is a process of arriving

at a dependable solution to a problem through planned and systematic collection,

analysis and interpretation of data. Eichelberger (1989) states that action research

is a type of research where there is use of methods and different tools in which

data supports decision making. Sherman (1992) propounds that action research is

often contrasted with experimentation research and consists of drawing upon

observations of pupils’ work. Therefore, action research calls for a practical design

or approach to problem solving. This is done through some cycles which are

planning, action, observation and reflection. In order to achieve the objectives of

this research, I used pupils’ collaboration as well as their written work.

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Research design model

PLANNING

REFLECTION ACTION

OBSERVATION

ADVANTAGES OF ACTION RESEARCH

Personal knowledge develops in and through practice and action. Action research creates

an opportunity for such developments. Cohen and Manion (1997) states that through

action research, various types of variables are studied in education settings which

influence the process of outcomes of the learning process. Lobosky (1993) asserts that

action research develops problem solving skills in classroom situations. In addition, it

helps student teachers to see the classroom situation as an instrument for practical work,

(Davies 1979). Thus, action research helped me to improve the teaching and learning

environment of my pupils.

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DISADVANTAGES OF ACTION RESEARCH

Action research rarely gives policy any understanding. Carver (1987) suggests that

through action research, the relations between participants and researchers affect the

outcomes of any research. Thus, new behavior may block possibilities. Culton (2012) is

of the idea that action research is time consuming as the researcher needs to personally

observe all the activities and records that are relevant to the study. Therefore, through

action research, the researcher may fail to get exact information through observing and

working with children. The researcher may be biased towards a certain hypothesis and

interpretation of the activities may be made in ways that suit the researcher’s

expectations.

PLANNING

Cohen and Manion (1996) say that lesson planning involves specifically preparing for the

desired outcomes of learning in advance. It can be defined as the preparations for the

lessons done in an orderly, logical and systematic manner to achieve the best results.

Mkandla (1996) is of the view that planning is the ability to devise meaningful ways of

achieving the set goals. Walter (1991) asserts that planning is essentially the decision-

making process in which the prepared things are done in an orderly way. Hence,

planning also involves making decisions on the activities to enhance learners’

performance as well as deciding on the content and teaching methods so that learners

get maximum benefit. Moreover, planning enables one to make specific preparations for

a particular subject and derive meaning from what she has planned for.

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ACTION

A process whereby one does something which was already planned for is called action.

According to Carver (1987), action is the actual teaching of the lesson. In other words,

action is the actual deliverance of ideas which have been planned to attain the desired

objectives and meet the needs of the pupils. Charles (1998) defines action as the

teacher’s ability to implement and execute his/her plan. Put differently, action is the

sequential implementation of the proposed plan. Mkandla (1996) postulates that action is

a way in which planned activities are implemented. Hence, action involves the sequential

planning and implementation of activities such as teaching and observation.

OBSERVATION

The watching and taking of note of different activities is called observing. Mutasa and

Willis (1995) view observation as a way of perceiving activities. Moyo (2002) stresses

that observation is an act of watching and reporting something noticed. Thus, observation

produces more accurate information by analyzing a situation. Mkandla (1996) points out

that observation is the teacher’s specialty in which he/she comments on what is

happening. The above definitions show that observation is the assessment of actions done

by the teacher in order to determine the children’s level of understanding.

REFLECTION

This refers to the action of reviewing what has been observed. Kemmin and Walker

(1998) point out that reflections are ideas or remarks which result from analytic thinking.

It is a critical observation of an event or something that has happened. Chikuni (2003)

views reflection as a mental revisit of transpired processes. Thus, reflection can also be

7
referred to as the critical evaluation of the lesson. In the same vein, Barker (1997)

stresses that reflection is the process whereby the effectiveness and efficiency of learning

and teaching is judged or assessed with the AIM OF IMPROVING TEACHING AND

LEARNING. Therefore, reflection means critical thinking and it encompasses mental

activity that is concerned with data analysis and interpretation.

2.1.3 Sample (targeted Sample)

Name sender case number letter tags

Data was presented in tables and graphs.

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2.1 INDICATOR 1

Pupils failed to name energy giving foods and body building foods.

2.1.1 CYCLE 1

2.1.2 INTRODUCTION

In this cycle I was aiming to help the pupils to improve on naming energy foods and

body building foods. Pupils failed to name the body building and energy giving foods.

I am going to explain what I planned, the action I took, what I observed and reflected.

2.1.3 PLANNING

On the 15th of June, 2011 at Victoria Primary School in Grade 2 Makoni, I planned a

lesson on the topic food on the content was energy giving foods and body building

foods. My objectives were that pupils should be able to name at least five body

building foods and at least five energy, giving foods. According to Kaltura (2012)

energy giving foods are the foods which provide the energy nutrients, make us grow and

protect us for example beans and meat. Body building foods are as introduction the

teacher and pupils were to name what they had eaten for breakfast. Olaiton and

Augunsibo (1984) say that introduction is aimed at motivating and arousing the pupils’

interest of learning and pupils will be helped to grasp concepts easily. To conduct the

9
lesson I used the lecture method and the discussion method. Ogunniyi (1986) asserts

that the discussion method is a simple communication device which the teacher can use

to stimulate pupils’ interest as well as to evaluate their levels of conceptions in a given

subject. Jacobs and Vakalisa (2000) state that class discussion involves participation of

all learners to exchange ideas freely. For body building food I also planned to bring

beans, tins of tinned fish, dried meat, locust, madora, dried birds and for energy giving

foods, bread, rice, potatoes, sadza, barley, sorghum as real media to motivate pupils to

learn. The use of media is very effective, Rwambiwa (1983) states that teaching without

method is handicap. This means that without media a lesson cannot progress effectively.

To conclude the lesson I planned to ask pupils questions on what we had covered in the

lesson.

2.1.4 ACTION

The teacher and the pupils sang a short rhyme naming different types of food they

know as lesson introduction. Kasambira (1994) advocates that a lesson introduction

should be interesting, motivating and should arouse the pupils interest to learn. I briefly

explained to the pupils what energy giving foods are and the functions. They do in the

body with the aid of sadza, maize, potatoes, barley, sorghum I had brought as media.

According to Sherman (2012) energy giving foods is food that gives energy to the body.

After explaining about energy giving foods w discussed as a class what energy giving

foods are identifying them using the media dried meat, beans, tinned fish, locust only to

mention a few. Pupils were free to ask questions for example why do we eat meat,

10
what is the importance of eating sadza in our body. I gave them group tasks to answer

the above question so as to share ideas as peers. I read out the written exercise on the

chalkboard to the pupils and then asked them to write individual exercise I was moving

around marking and correcting bad shaping of the exercise as I was moving around

pupils had not understood very well. I concluded the lesson with few questions for

example name one energy giving food and pupils named beans, dried meat, tinned fish

and body building foods as bread , sadza.

2.1.5 OBSERVATION

Table 1 below shows results of indicator 1 cycle 1 after the written exercise. The table

1 shows that pupils did not perform in their written exercise. They are the results after

making the exercise.

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TABLE

Marks obtained Total Percentage % Total

obtained

A 4 10 40 100%

B 3 10 30 100%

C 2 10 20 100%

D 4 10 40 100%

E 1 10 10 100%

HISTOGRAM 1

45

40

35

30

25

20

15

10

0
A B C D E

12
Key

0 – 100% - percentages

A – E – names of pupils

During the lesson introduction I noticed that the pupils were very excited and they

ended up causing commotion or chaos as everyone gave chorus answers. During the

lesson development pupils showed that they were enjoying the lesson and participated so

much that I thought objectives would be easily achieved when I showed them the food I

had brought as media they were very surprised and happy that everyone wanted the

chance to hold them that is meat, potatoes and many more. The curiosity and anxiety

to touch the food made them not to participate and concentrate of the food stuffs.

During the class discussion pupils were not concentrating very well and some were

biting the dried birds, locusts and meat instead of listening to the names of the foods.

I observed that pupils could no name properly the identified foods.

2.1.6 REFLECTION

During the lesson introduction the pupils reflected that they could name a many food as

they could. As the lesson progressed the pupils basically could not name and identify

energy giving foods and body building foods. The lecture method did not do well as it

was teacher centered and little room for children to participate was there. Moreover, the

discussion method caused commotion in the class because the teacher did not closely

monitor it. Although the media was available it was too much that it ended up causing

13
chaos and disturbing the progress of the lesson. Basically the lesson did not progress

well and pupils failed their written exercise therefore the lesson objectives were not

achieved to a greater extend.

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2.2 INDICATOR 2

Pupils failed to draw and label energy giving foods and body building foods.

2.2.1 CYCLE 2

INTRODUCTION

In this cycle I am going to explain the steps I took to try and help grade two pupils to

be able to draw and label energy giving foods and body building foods. Pupils failed

to draw and label energy giving foods and body building foods because they were not

able to identify the energy giving foods and body building foods. I am going to

highlight the plan I made, action I took in the lesson, observation I made in pupils

performance and the behavior pupils showed and what I reflected upon.

2.2.2 PLANNING

On the 13th of July 2011 at Victoria Primary School planned a lesson on body building

foods and energy giving foods. My lesson objectives were that by the end of the

lesson pupils should be able to draw at least five energy giving food and five body

building foods. After realizing that my pupils had difficulties in this area, I decided to

change the teaching methods and techniques to try and help the pupils to understand the

concepts. The day before that is the 12th of July I asked my pupils to bring pictures of

food. I realized that the pupils had to see the picture in order for them to draw them.

As my lesson introduction I was going to sing a short song called “sadza mbodza

15
rabikwa ……” Mkandla (1996) asserts that songs motivates children and gives children

the zeal to learn. To conduct the lesson I planned to use group work method with

limited number of children at least three pupils and observation method. According to

Transley (1980) group work helps pupils to learn from each other rather than the

teacher. Dubey (1985) asserts that the teacher is an observer who listens, notes and

evaluates each student’s participation. I planned to use some cards that children were to

fill answers from an oral instructor. Barker (1988) advocates that media facilitate

teacher’s explanation bringing reality into the classroom. I planned that pupils will

answer questions as individuals. To conclude the lesson I planned to ask pupils few

question about what they have learnt.

2.2.3 ACTION

I introduced the lesson by singing a song called “sadza mbodza rabikwa…..” along with

the pupils. This was aimed at giving pupils focus to what they were going to learn.

After introducing the lesson, I explained to the pupils how the nature of body building

foods such as meat, eggs and beans and how they make us grow. I also explained h

nature of energy giving foods such as sadza, potatoes, rice and many more. Thee

explanations were done in an effort to try and help the pupils.

I made use of a chart with pictures of foods such as meat, beans, potatoes, sadza and

eggs. I asked pupils to identify body building foods and energy giving foods. I put

pupils into groups of three and asked them to sort the pictures I had given them and

16
write the answers on the cards. I moved around monitoring as the pupils were discussing

in their groups and gave assistance where it was required. I asked the group

representatives to give report backs on what they had discussed. After the group

presentations, I explained the foods as we corrected mistakes that were made. I read the

chalkboard work and gave instructions on how to write the work. Pupils answered the

questions individually in their exercise books while I was moving around marking their

work. In conclusion, I asked the pupils some oral questions about what they had learnt

and gave emphasis on the main points. Apparently, all the actions that I did while

teaching did not show a big improvement in children’s learning.

2.2.4 OBSERVATION

The table below shows results of indicator 2 cycles 2 after their written exercise.

TABLE

Marks obtained Total Percentage % Total

obtained

A 4 10 40 100%

B 3 10 30 100%

C 5 10 50 100%

D 5 10 50 100%

E 2 10 20 100%

17
HISTOGRAM 2 OF INDICATOR 2

60

50

40

30

20

10

0
A B C D E

During the lesson introduction I observed that most of the pupils were listening

attentively and there was a sense or atmosphere of concentration. The lesson

introduction had a focus of what was going to be learnt. During the lesson introduction

I observed that pupils were very excited and had zeal to learn. I realized that pupils

had bad attitude towards foods and nutrition because they had not brought the pictures I

had asked them to bring during the lesson development I observed that group work

helps pupils to learn from each other if they have mastered the concepts properly. As I

moved around I observed that pupils were concentrating on the pictures of food and

some were even saying I ate this food. Moreover, pupils faced difficulties in naming

and drawing body building foods and energy giving foods. Some pupils were not

participating in group discussion but were rather drawing cans. All in all the above

18
pupils in the table 2 could not draw and name the energy giving foods and body

building foods correctly.

2.2.5 REFLECTION

Basically the pupils managed to name different foods orally. My lesson objectives were

not achieved because most of the pupils could not draw and identify body building

foods and energy giving foods. Pupils did not participate well because they were too

excited to see the pictures of food. The use of group discussion method was in vain in

that pupils did not benefit well from it. The use of media helped to motivate pupils to

learn although it did not bring a positive change at the end of the lesson. The written

exercises reflected that pupils could not draw energy giving foods and body building

foods. Overall the lesson was poorly done as shown in table 2 and there is need to

help the pupils because they faced difficulties.

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2.3 INDICATOR 3

Pupils failed to group energy giving foods and body building foods.

2.3.1 CYCLE 3

INTRODUCTION

In this cycle I was aiming at improving the pupils on grouping foods that gives us

energy and body building foods. I will highlight the procedure I took to address this

problem as I have noticed in the previous lessons. I will highlight what I planned,

action I took to tackle the problem, observation and how I evaluated the lesson as a

whole.

2.3.2 PLANNING

After I had noticed that the pupils were mixing energy giving foods and body building

foods I decided to plan a lesson to try and help the pupils to group the two. I planned

the lesson on the 10th of September 2011 and my objectives were for the pupils to be

able to group at least five energy giving foods and five body building foods. I planned

that I would ask questions on previous lessons on energy giving foods and body

building foods as my introduction. I prepared flash cards which I was going to use as

media to try and help pupils to understand the concept. To conduct the lesson I

decided to use the problem solving method. Gwarinda (1994) states that when using the

20
problem solving method, the teacher is more of a guide and director of learning than

teacher centered as they promote interaction between pupils. Farrant (1980) propounds

that a teacher should use teaching methods which are child centered rather than teacher

as a source of information. The problem solving method promotes the pupils to brain

storm. I planned to give the pupils a written exercise as a follow up activity of the

lesson. To conclude the lesson I planned that I would sing a song with the pupils

asking them the names of energy giving foods and body building foods.

2.3.3 ACTION

When introducing the lesson I asked the pupils about energy giving foods and body

building foods and to name them. The pupils named the foods randomly. After this I

then took the flash cards with pictures of food and asked the pupils whether they were

energy giving foods in pairs. In pairs I gave the pupils problems to work on and the

instructions on how to do their findings. For example I gave pupils flash cards with

pictures in order for them to find the energy giving foods and body building foods.

Pupils were working freely and I was only maintaining order, making sure that they all

participate I later asked the pupils to give a report back of their findings or answers.

As they were giving the presentations others were free to correct and also make some

addition to their answers. As they were giving their presentations other were free to

correct and also make some additions to their answers. I then read out the written

work on the chalkboard and explained. The instructions to the pupils which were to

be followed when writing the exercise as the pupils were writing the exercise I was

21
moving around marking their work. To sum up the lesson the pupils and I sing a song

whereby the pupils would name energy giving foods and body building foods.

2.3.4 OBSERVATION

TABLE

Marks obtained Total Percentage % obtained Total

A 10 10 100 100%

B 5 10 50 100%

C 10 10 100 100%

D 7 10 70 100%

E 6 10 60 100%

The above table shows results of indicator 3 cycle 3 after their written exercise.

22
HISTOGRAM 3 OF INDICATOR 3

120

100

80

60

40

20

0
A B C D E

During the lesson introduction when I asked the pupils to name energy giving foods and

body building foods. I observed that pupils were able to name the foods randomly

however, when I was flashing some cards to the pupils I discovered that some were

mixing up energy giving food. I also observed that some pupils were still not familiar

with some of the foods as pupils were working I observed that some of them were not

participating fully. Also as the pupils were giving their feedback, others were correctly

those who had made some mistakes from the results shown above in the table as

compared to other tables in previous cycles, it clearly shows that the pupils had

understood what they were doing and the concept well. The individual written exercise

was fairly done during the lesson conclusion I also observed that pupils could name

foods that gives us energy and body building foods.

23
2.3.5 REFLECTION

It is proved that most of the pupils managed to group energy giving foods and body

building foods. My lesson objectives were able to be achieved as the pupils were able

to group the food correctly. Most of the pupils participated although a few were

making noise. Pupils were also able to co – operate freely sharing ideas in their

groups. The use of child centered approach helped pupils to understand or group

concept as they were learning from each other. Generally the pupils reflected that they

had understood.

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3.0 POST INTERVENTION PHASE

3.1 INTRODUCTION

This phase focuses on summarizing the outcomes of the findings drawing up conclusion

and implication. It also seeks to outline other areas of research and recommendation

that can be given to the researcher that arouse from this research.

3.2 SUMMARY OF THE FINDINGS

After completing all the cycles trying to help pupils understand they managed to name,

draw and group energy giving foods and body building foods. The use of different

teaching methods such as the lecture method, discussion method, group work method and

problem solving were very useful in making the pupils understand the concept taught.

Not forgetting the use of media it helped pupils to understand the concepts which were

being hard for them to understand. However, some of the pupils were still facing

difficulties in identifying body building foods and were mixing up with energy giving

foods. Pupils showed much interest when they were working in groups as they were

solving problems without the interference of the teacher, although they needed little

supervision of the teacher.

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3.3 CONCLUSION AND IMPLICATION

This research has helped me in assisting the grade 2 pupils at Victoria Primary School

to group energy giving foods and body building foods. The pupils were not able to

group the foods, however after the research they were able to name, draw and group the

foods without mixing the foods. Although some pupils still have problems in grouping

the food they are able to draw the foods. From this research I found out that the

teaching methods used to conduct a lesson should suit the content and the level in

which the pupils are operating in order for the set goals to be achieved. Moreover, use

of media in a lesson is also very important as it motivates pupils to learn. However,

media should also suit the content being taught and it should be nontoxic. Pupil to

pupil interaction is very important in that it helps the pupils to exchange ideas and

helping each other freely. The teacher needs to monitor the pupils discussing for they

may end up losing what they are discussing monitoring pupils helps to maintain class

discipline.

3.4 RECOMMENDATIONS

From this research I recommend that the teachers should allow pupils to socialize in

groups sharing ideas as peers. Teachers should also make use of media especially at

infant level for pupils to easily understand the concept being taught I also recommend

the use of improvised materials such as animal meat from paper mache since many

schools do not have enough resource. I lost recommend that pupils should also be

26
given the chances to find information on their own rather than the teacher spun feeding

them at all times.

3.5 FURTHER RESEARCH AREAS

From this research I felt that there should be a further researcher on grouping energy

foods and body building foods because the pupils read to emphasized more. Moreover

there should be research on why many pupils lack knowledge of body building foods. I

also feel that other research can be conducted on the functions of different nutrients

needed by our bodies.

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3.6 REFERENCES

Barker, R.E (1988) Progressive Teaching In Primary School; Bulawayo: United College

Of Education.

Chanakira E.J (1998) Elements Of Teacher Science In Zimbabwe: Harare: Sebin Printers

Cohen, L And Manion, L (1994) A Guide For Teaching Practice: New York: Routledge

Davis .D.C (1979) New Calculations In Chemistry For Ordinary Level: London: Longman

Dubey, D., Dubey, O.E And Ndanga ,J.O (1988) Teaching In Primary School A Course

For Active Learning: Lagos Longman

Elichelberger .R.T (1989) Displine Inquiry Understanding And Doing Educational

Research: New York Longman

Farrant, J.S. (1980) Principles And Practices Of Education: London; Longman

Gwarinda, T.C. (1994) The Practice Of Teaching: Harare; College Press

Jacobs, J.S. (1986) Children’s Literature Briefly: New Jersey ; Prentice Hall

Kasambira,K.P.(1994) Teaching Methods: Harare; College Press.

Mkandla,V.A. (1996) Professional Studies; Getting The Job Done:Bu Bulawayo; Mtala

Publishers

Mutasa,N.G.And Willis,G.M (1994) Modern Practice In Education In Science: Gaborone;

Tassals Publishers

Ogunniyi,M.B(19186) Educational Measurement And Evaluation:Essex; Longman.

Olaiton,O And Agusiobo,S.(1984) Introduction Of Home Economics: New York; John

Wellingson

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Rwambiwa, P.T. (1985) Educational Technology For Teacher Developing Countries: Harare;

College Press

Walter, R (1989) Doing Research A Handbook For Teachers:London;Methicien And

Company.

Www.Kalturacoutersyofcommons.Wikimedia.Org

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