thesis: Role Of Interactive Notes On The Learning Of Students At Elementary Level

Title:
Role of interactive notes on the learning of students at
elementary level
Submitted By:
Quart-ul-ain shafique
Coordinated To:
MS. NADIA THALHO
And
Supervised
MS. NADIA THALHO
Lecturers
GECE (W) Hyderabad
Academic Year 2019
GOVERNMENT ELEMENTARY COLLEGE OF EDUCATION (W) HYDERABA

OF FIGURE
CERTIFICATE
This is to certify that Ms. Quart-ul-ain has conducted this Action
Research Project entitled “Role of interactive notes on the learning
of students at elementary level” during the academic year 2019,
under the supervision of Ms. Nadia in partial fulfillment for the
degree of B.Ed. (Hons).
RESEARCH SUPERVISOR
Ms. Nadia Parveen
Lecturer
GECE (W) Hyderabad
PRINCIPAL
Ms. Nayyar Rafique
GECE (W) Hyderabad

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Table of Contents
CERTIFICATE...................................................................................................................................... i
Acknowledgement........................................................................................................................... v
Dedication....................................................................................................................................... vi
Abstract.......................................................................................................................................... vii
Chapter One.....................................................................................................................................1
Introduction.....................................................................................................................................1
1.1 Overview:...............................................................................................................................1
1.2 Introduction:..........................................................................................................................1
1.3 Background of the Study:.......................................................................................................2
1.4 Objective of the study:...........................................................................................................3
1.5 Research Question:................................................................................................................4
1.6 Statement of the Problem: ....................................................................................................4
1.7 Scope of the Study:................................................................................................................4
1.8 Purpose of the Study:.............................................................................................................5
1.9 Limitation of the Study: .........................................................................................................5
1.10 Ethical Considerations: ........................................................................................................5
1.11 Definition of Key Terms .......................................................................................................6
1.11.1 Interactive Learning:.....................................................................................................6
1.11.2 Interactive Notebook:....................................................................................................6
1.11.4 OUTPUT.........................................................................................................................6
1.11.5 Intelligence:...................................................................................................................7
1.11.6 Learning:.......................................................................................................................7
1.11.7 Multiple intelligences:...................................................................................................7
1.12 Conclusion:...........................................................................................................................7
Chapter Two.....................................................................................................................................8
Literature Review.............................................................................................................................8
2.1 Overview:...............................................................................................................................8
2.2. Theoretical frame work of Research:....................................................................................8
Multiple intelligence theory: .......................................................................................................9

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2.3 Historical background of the study:.....................................................................................11
2.4 Concept of interactive notes book:......................................................................................11
2.5 Importance of interactive notes: .........................................................................................12
2.6 Use of interactive notes:......................................................................................................13
2.7 Pros and cons of interactive notebook:...............................................................................14
2.8 Conclusion:...........................................................................................................................15
Chapter three.................................................................................................................................16
Research Methodology..................................................................................................................16
3.1 Overview of chapter three:.................................................................................................16
3.2 Research philosophy:...........................................................................................................16
3.3 Research methodology:.......................................................................................................17
3.4 Research design: ..................................................................................................................17
3.3.1 Research framework:....................................................................................................19
3.3.2 Research approach: ......................................................................................................19
3.3.3 Time horizon (span): .....................................................................................................20
3.3.4 Variables: ......................................................................................................................21
3.4 Sampling design:..................................................................................................................21
3.4.1 Target population: ........................................................................................................21
3.4.2 Method of sampling:.....................................................................................................22
Types of non-probability sampling:....................................................................................22
3.4.3 Sampling size:................................................................................................................22
3.4.4 Data collection: .............................................................................................................23
3.4.5 Instrument/ tool used in research:...............................................................................23
3.4.6 Data interpretation and Analysis:.................................................................................23
3.5 Conclusion:...........................................................................................................................24
Chapter four...................................................................................................................................25
Data analysis..................................................................................................................................25
4. Overview................................................................................................................................25
4.1 Definition of data analysis ...................................................................................................25
4.2 Report on Action Research: Reconnaissance......................................................................26
4.3 Cycle one : phase I interview of students : .........................................................................27
4.3.1Thematic Analysis on Frequency and Percentage.............................................................34

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4.3.2 Discussion on Themes.......................................................................................................34
4.4 Report on Action Research: Cycle one (continuation) .....................................................35
Cycle one phase II interview of teachers...................................................................................37
4.4.1 Thematic Analysis of interviews: Initial coding of interviews...........................................37
4.4.2 Focused coding and theme on interview..........................................................................38
4.4.3 Thematic Analysis on Frequency and Percentage ............................................................39
4.4.4 Data analysis of cycle one: teachers interviews ...............................................................40
4.4.5 Discussion on Themes.......................................................................................................40
4.5 Report on Action Research: Cycle one (Continuation)..................................................41
4.6 Report on action research: cycle two ................................................................................42
4.7. Report on cycle 3; indirect observation.......................................................................44
Chapter five....................................................................................................................................46
Summary, Conclusion, Recommendations....................................................................................46
5. Overview of chapter five........................................................................................................46
5.1 Findings and discussion........................................................................................................46
5.3 Conclusion............................................................................................................................49
5.4 Futuristic research ...............................................................................................................49
5.5 Recommendations...............................................................................................................50
Reference.......................................................................................................................................51
Appendix A.....................................................................................................................................56
Consent Letter ...............................................................................................................................56
Appendix B.....................................................................................................................................57
Transcription of Student Interview................................................................................................57
Appendix C.....................................................................................................................................61
Transcription of Teachers Interview..............................................................................................61
Appendix D.....................................................................................................................................67
Agenda of workshop......................................................................................................................67
Appendix E .....................................................................................................................................68
. ..................................................................................................................................................69
...................................................................................................................................................69

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Acknowledgement
First, I am grateful to Allah Almighty and His Prophet Muhammad (Peace Be upon Him)
who provided me strength and health to complete my Action Research. I also must
acknowledge those people who encouraged and supported me during my research study
For the ancestors who paved the path before me upon whose shoulder I stand. This is also
dedicated to my family and the many friends who supported me on this journey Thank
you I would like to express my deepest gratitude to my co-coordinator and my Supervisor
Ms. Nadia for her unwavering support, collegiality, and mentorship Assistance and
supervision show me the way which is highly appreciated. And, also sharing the precious
views, experience during data collection in research project. Finally, I wish to thanks to
my family for their patience and support.

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Dedication
This modest exertion is dedicated to
My parents
Who brought me up to?
The point of fineness
Where we are footing today, looking for
Most prominent, and gleaming
Future at the forefront, for which they
Sacrificed most of their past,
And to
My respected teachers who guided
Me throughout
Academic life

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Abstract
This study focused on role of interactive notes on the learning of students at
elementary level. The main objective of this research to examine interactive notes
promote student learning and increase achievement, explore the instructional
strategies that help students to improve their achievement and analyze the effect of
interactive notes on student’s achievement. The specific problem students were facing
problems making their notes, students were not able to describe their ideas and
develop information skills and present in the class. The research setting of this action
research is elementary Government girls high school attached with government
elementary college of education for women Hyderabad Where the populations were
13 students and 8 teachers, and selected 4 students and 4 teachers as a participant to
collected data. This research focused on qualitative method and purposive sampling
used in this study. This study is limited at grade 6th in Government Girls’ high
school. Interactive notebooks can be a very useful tool. It can help students record
and organize all the information they are being presented with and productively
interact with it for better understanding. Instructional strategies teacher used to
promote learning of students. The recommendation of this study is that teachers
should use a direct approach sometimes, asking students to write down definitions or
copy a specific diagram. These entries serve as references for students. Teachers
should use guided approach and model how to record data and experiences, but leave
it up to students to create their own entry. Notebooks are a powerful way for students
to demonstrate understanding.
Keywords: Interactive, Learning, Role, Notes students

Role of interactive notes on the learning of students at elementary level
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Chapter One
Introduction
1.1 Overview:
In This chapter is overview of whole content, The Chapter starts by presenting the
context of introduction where all chapter will reflect to; background of the study,
objectives of the study, statement of the problem, scope of the study, purpose of the
study, research question/ hypothesis, limitation of the study, ethical considerations,
this is followed of key terms that are commonly used in the study and conclusion.
1.2 Introduction:
The study is concerned with research with the role of interactive notes on the learning
of students at elementary level in which researcher recognized and diagnosed main
statement about Role of interactive notes on the learning of students at elementary
level. Learning plays an important role and receives special attentions in our life.
Interactive notebooks show that they are most beneficial when used as a
learning tool developed by students Teaching students with traditional method
where there is only one way of communication is no longer effective the word
interactive is the key to have an effective and efficient teaching and learning process
where the teacher can grab students’ attention and students can learn more in
comparison to that of the traditional method. (Satrio Pradono, 2013). The function of
IN is to develop the skills of students with the world as, it connected with their prior
knowledge and revised the cognitive skills, it show the result of students whole year
output and input, put another way, an interactive notes gives a space where students
may take what is inside the cerebrum spread it out, course importance to apply it, and
offer it with their companions guardians an instructors (RoyalL.B, 2007) I utilize the
term interactive to portray how these journals can be utilized. In other words, the note
book bolster interactive and an exchange of thoughts from educators to students,
students to students, students to parents and parents to instructor this is what one
student expounded in her intelligence scratch note. (RoyalL.B, 2007; C.Wist, 2006).
When students are using the ISN, they will record information from a lab activity,
teacher notes, research notes, or even textbook notes. This is recorded on the right-
side page of the notebook. Sometimes this is done as a homework assignment. They
are then given time to discuss the key points and to try to examine how the key points

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fit with one another and how the material is related to the unit focus question. They
shift around sticky note papers to develop organizers; they create foldable organizers;
they analyze data collected; they create graphs to help them see relationships between
data; they ask questions; they argue over the meaning of the data or information. This
work is student directed and designed. (Johnson, 2013). In the classroom, interactive
notebooks are commonly used, some school systems have made them compulsory for
specific topics while students use them separately in other system, the aim behind on
interactive notebook is to assist learner in organizing and synthesizing data they
receive in school (C.Wist, 2006). Their reasoning behind interactive notebooks
stemmed from educational methods such as note- taking, concept mapping, and data
organization as well as brain research on how best to teach learners. To encourage
student learning, interactive notebooks merge all this study in to on educational
technique. Interactive Notebooks and journals are an amazing tool to help students
engage with your history content and make better connections with the material.
There's also lots of different ways they can be used based on your teaching style and
your students' needs/ability levels. (crippen, 2009)
1.3 Background of the Study:
Howard Gardner stated that Students held an interactive notebook for their history
class in a linguistically and culturally diverse high school. The notebook integrated
the various theory of intelligence by Students sketched, recorded responses and views
in their notebooks, and highlighted key terms. The notebook included class notes,
homework, newspaper entries, and all class job tasks. Teachers and students reported
improving their organization and subsequently their achievement because of the
student’s notebook (Madden, 2001). It is believed that by implementing the theory of
multiple intelligences (MI) in the classroom, educators will be able to change their
teaching and learning strategies and cater for the individual differences of learners.
(Gouws, 2007) Interactive notebook can be a powerful instructional tool, allowing,
student to take control of their learning while processing information and engaging in
self-reflection (crippen, 2009) . They provide away for students to communicate,
track, evaluate and reflect the work they do. Interactive notebooks provide learners
with a window in to their mind store veal their real knowledge and misconceptions
and provide educators with the opportunity to open fresh horizons for their learners to

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explore. Interactive notes are tools used by learners to connect previous knowledge
with fresh learning, review their thinking, and deepen their understanding. Not only
do ISNs assist learners, they also assist educators satisfy their students' differentiated
requirements (RoyalL.B, 2007). The in and out activities of the interactive notebook
require college students to actively interact with the language, concepts, and
capabilities of the curriculum. Active getting to know requires self-reflection and the
specific integration of new knowledge and experiences. Learning environments that
include these aspects demonstrate a strong relationship with scholar success (Tuan,
2005).
Interactive notes are used in many classrooms and school districts across the country
today. ISNs are used as a tool to assist students in being more organized with their
work. Additionally, they are used to aid students in synthesizing information given to
them in class. While using ISNs, students utilize a verity of institutional strategies that
have been shown to be effective and promote student’s achievements. (C.Wist, 2006)
Students who are actively involved in their own learning thrive during manipulation
of objects or when presented with a problem to be solved.in the modern classroom,
there is a diverse population of students. With this diversity come varied backgrounds
and experiences. With varied experiences comes varied learning styles, because of
this difference, teachers must accommodate these various abilities, to properly plan
and conduct assignments and assess what students have learned (Manner, 2001 ). The
ISNs is one way for the teacher to plan lessons which will meet students varied
learning styles.
1.4 Objective of the study:
The objective of study is concerned with the role of interactive notes on the learning
of students at elementary level. This following are the objective of research which
researcher should try addressing during study.
1. To explore instructional strategies that help students to improve their achievement.
2. To examine Interactive notes promote student learning and achievement.
3. To analyze the effect of interactive notes on student achievement.

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This study examined the impact of the interactive notes in learning of student a
treatment group with students who participated in a metacognitive instructional
program using ISNs combined with specific teacher written feedback, a comparison
group with students who participated in a metacognitive instructional program with
only the ISNs, and a control group taught using instructional practices. (Mallozzi,
2013)
1.5 Research Question:
There are the other researcher research study questions that are interrelated to the
research study.
1. What is the effect of interactive notes on students’ performance and achievements?
2. How interactive notes promote student learning and increase achievement?
3. Which instructional strategies are used to help students to improve their students’
achievement with interactive notes?
1.6 Statement of the Problem:
The purpose of this study is to investigate the role of interactive notes on the learning
of students’ grade 6th. The specific problem student was facing problems making
their notes student were not able to describe their ideas, organized skills, develop
information and present in the class. The classroom instruction has been driven by the
text book. Teacher lectured with little interaction between teacher and the students.
Students were not given the opportunity to work a reasonable and critical thinker with
guided instruction or by themselves.
1.7 Scope of the Study:
The scope of the study is in the role of interactive notes on the learning of students. I
have seen quite the spectrum in high school student organization. There are the
students who love planners, notebooks, and colored pens and seem to keep track of
everything and then there are other students who are much disorganized. Interactive
Notebooks are wonderful for teaching students how to utilize classroom content in a
systematic and useful way. It’s helping to enable students to creative independent
thinker and writer. Interactive notes are used for class notes as well as for other

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activities where students are asked to express their own ideas and process the
information presented in class. Understand interactive notes are helpful for student
learning increase students’ performance and achievements and able to student
describe their own ideas, develop skill, allow student to process information to
improve student understanding Interactive notebooks have many benefits for students
and teachers in the classroom. Interactive notebooks allow students to systematically
organize information as they learn which helps them to be efficient in the classroom.
The main purpose of it needs to be just enough of a challenge to help the student
deepen conceptual understanding and develop skills that build upon the students
existing knowledge and understanding.
1.8 Purpose of the Study:
The purpose of this research was to investigate how the use of notebooks and inquiry i
n an elementryclassroom would affect students ' attitude and knowledge of content in
the subject matter. The focus question that guided their search for the study is: How
interactive notes promote student learning and achievement? The purpose of the study
to aware and develop skills and provide the chance to the student to improve their
thinking and achievement.
1.9 Limitation of the Study:
This research was conducted at Government Girls high school attached with
government elementary college of education (W) Hyderabad with grade 6th students.
Because of my practicum course has taken place to this school and research is
concerned at elementary level, so it is comfortable or conducted action research. The
time of action research is limited; data will have collected from 4 teacher’s u and 4
students. This study is conducted on small scale because limited period.
1.10 Ethical Considerations:
Firstly, in this action research study, researcher conducted meeting with head mistress
HM of GGHS, attached with GECE (w) Hyderabad was discussed about the study on
"Role of interactive notes on the learning of students at elementary level". Researcher
shared the objectives of her research study, I told her, that the importance of
interactive notes on learning of students. Also, meet with the teachers and students

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too. This research study the role of interactive notes on the learning of students at
elementary level had to follow several protocols to ensure that the ethical standards
are met. It was important to maintain confidentiality and anonymity to meet the
ethical standards needed for successful research. The students and teachers must trust
that name used are anonymous, and only for research when collecting survey data.
1.11 Definition of Key Terms
1.11.1 Interactive Learning:
Interactive learning sounds like something that might require advanced technology;
it’s a pedagogical technique with a simple definition. The interactive approach to any
given lesson plan encourages students to interact with each other and with the subject
matter (Renner, 2018).
1.11.2 Interactive Notebook:
An interactive notebook is a place where students can take information
supplied from the teacher and merge it with their own thinking. Interactive
notebooks differ from traditional note taking, in that they allow students to stop
and interact with the new information and receive feedback from the teacher
and classmates about their understanding of the new information, Interactive
notebooks are divided into two-parts.
1.11.3 INPUT
The Information Side or the Learning Side, this side is directed for teacher. It
includes the new information the students are learning for the lesson. It can
include class notes, notes from a reading or class discussion, handouts, graphic
organizers, or visuals (diagrams, charts, graphs, etc.).
1.11.4 OUTPUT
The Thinking Side, This side is student directed. It allows the students to take
the new information from the input side and apply it in their own way to
demonstrate understanding of the new content. This is where the word
"interactive" comes into play. Students use thinking strategies to "interact"
with the new information. Some activities include: graphic organizers, foldable

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/flip-flap activities, problem solving, written reflections or opinions, or
illustrations. (n.d, , 2015).
1.11.5 Intelligence:
The definition of intelligence is the ability to retain knowledge, use reasoning to solve
problems or have above average brain power.
1.11.6 Learning:
Learning is a process that leads to change, which occur because of experience
and increase the potential for improve performance and future learning
(Ambrose, 2010).
1.11.7 Multiple intelligences:
Multiple intelligences refer to a theory describing the different ways students learn
and acquire information. These multiple intelligences range from the use of words,
numbers, pictures and music, to the importance of social interactions, introspection,
physical movement and being in tune with nature. Accordingly, an understanding of
which type(s) of intelligence a student may possess can help teachers adjust learning
styles, and suggest certain career paths for learners.
1.12 Conclusion:
The conclusion of this chapter one is that the role of interactive notes is to develop the
skills of students with the world as, it connected with their prior knowledge and
receive the cognitive skill, develop skills. Improve student think and achievement.
Interactive notebooks are organizational tools for teachers and students alike. For
teachers, the notebooks can be used to help lessons planning that meet the needs of
the students based on their learning styles and intelligence. and I designed the
objective and research questions with the help of problem statement, I observe student
during teaching in which I focused on grade 6th
level of students I describe the scope
of study and purpose of this study in this chapter. In this action research study THE
role of interactive notebook in the learning of students supported by theory of
multiple intelligences.

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Chapter Two
Literature Review
2.1 Overview:
In this chapter, researcher provides literature review on role of interactive notes on the
learning of students at elementary level. Interactive student notes are a great way for
school learning to be organized their information student’s notebooks for collecting
information based on content. They are incredible processing sources that allow
students to deal with themes, concepts, and content. Some theories and instructional
strategies Researcher discusses the research on interactive notebooks, examine the
importance of interactive notes. This study will focus on the theories that support the
use of interactive notebooks.in this chapter two provides an in-depth literature review
are reflect the content theoretical framework, concept of interactive notes, use of
interactive notes in the learning of students, importance, pros and cons of interactive
notes and conclusion.
2.2. Theoretical frame work of Research:
A theoretical framework consists of ideas and collection of interconnected concept of
their research study. Theoretical framework gives the guide line for research study
the theoretical framework demonstrates interrelated concepts and theories that are
related to the topic of your research paper. And give the knowledge about research
topic.
The theoretical frame work was developed after studying literature review in area of
action research study. To conducted research have followed a theory of multiple
intelligence and constructivism theory.

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Multiple intelligence theory:
Multiple intelligence theory of Howard Gardner and constructivism theories have
related or connected on this action research study role of interactive notes on the
learning of students at elementary level. But from all the theories have in my research.
Researcher have included the theory of multiple intelligence theory of Howard
Gardner (1983) that theory is,
The concept of multiple intelligences is the brainchild of Harvard University
professor Howard Gardner. He introduced his theory in Frames of mind: The theory
of multiple intelligences (Gardner 1983)
The theory of multiple intelligences—Howard Gardner, professor of education at
Harvard University, the theory of multiple intelligences consistently amazes me with
its ability to serve as a template in constructing strategies for student success. The
intelligences, briefly described, are:
 Linguistic: the intelligence of words.
 Logical-mathematical: the intelligence of numbers and reasoning.
 Spatial: the intelligence of pictures and images.
Role of interactive notes in the learning of students (ISNs)
Related theory’s and supporting research.to my research study
Theory:
Multiple intelligence
(Howard Gardner,1993)
Constructivism: Process of
learning (Bruner,1977)
Supporting Research
Caroline C. Wist (2006),
Waldman, C., &Crippen, J.
(2009), Endacott (2007)

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 Musical: the intelligence of tone, rhythm, and timbre.
 Bodily-Kinesthetic: the intelligence of the whole body and the hands.
 Interpersonal: the intelligence of social understanding.
 Intrapersonal: the intelligence of self-knowledge.
I have integrated in my research. F.E. Gouws stated that the theory of multiple
intelligences also has strong implications for students learning and development.
Gardner (1983; 1999) differentiated nine different intelligences in every individual,
each manifesting within different abilities. This theory allows students to learn in a
way that compatible with their strengths. (Gouws, 2007). The interactive notebook
was originally based on the theory of multiple intelligences. The activities designed
for the interactive notebook are designed to accommodate students who learn in
various ways Different intelligence is work at same time, not just one; intelligence is
expressed in a student’s performance, products and organize their ideas and develop
skills. The notebook integrated the various theory of intelligence by Students
sketched, recorded responses and views in their notebooks, and highlighted key terms.
The notebook included class notes, homework, newspaper entries, and all class job
tasks. Teachers and students reported improving their organization and subsequently
their achievement because of the student’s notebook (Madden, 2001). Interactive
notebook can be a powerful instructional tool, allowing, student to take control of
their learning while processing information.
Interactive notebooks can be used to help teachers organize and present information in
a variety of way. The interactive notebook can be used for the verbal/linguistic
intelligence when the teacher presents the students with written notes that they talk
about as a class. Those notes go on the right side of the notebook and the
verbal/linguistic student would excel when they review the notes as well as during
class when the discussion and lecture occurs. (C.Wist, 2006) The researcher
concluded that the multiple intelligence theory is much more than merely a theory, but
it encourages educators to broaden their view of student ability. Therefore, they can
guide their teaching and decide what will best fit their students’ abilities.

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2.3 Historical background of the study:
”The idea of interactive notebook originated at Teachers' curriculum Institute (TCI).
TCI was established in 1989 by a small group of motivated social studies teachers
with an idea to bring a positive change in social studies instruction (Endacott, (2007))
( (Wist, 2006) TCI strongly emphasizes the idea that every learner is different and that
all students benefit from multiple ways of learning.
Recording group discussions and reflecting on each other's opinions enhances the use
of interpersonal strengths. Logical-mathematical intelligence can be integrated into
the notebooks through problem solving and the use of charts, and graphs (Endacott,
(2007)). Interactive notebooks can help teachers meet the needs of their students as an
organizational tool to help them plan lessons that involve the use of different
intelligences, thus making the lessons more fun and meaningful to the students.
(C.Wist, 2006). This increases the students' ability to control their learning which can
contribute to their confidence and empowerment. Interactive notebooks allow students
to express themselves personally giving them a freedom of choice with many
assignments (Endacott, (2007)). Interactive notebooks can empower students for
learning science as they are intended to actively engage students with the content,
assess their understanding through self-reflection, and help students visualize and
demonstrate understanding as evidence of self-regulation. (Crippen, 2009). According
to the National Council of Social Studies, Interactive Student Notebooks allow
teachers to organize the curriculum by letting the students organize the class notes and
other activities in a meaningful and personalized manner. (Huth, 2017).
2.4 Concept of interactive notes book:
Interactive notebooks are a great way, to have students engage with your content.
They enable students to demonstrate their understanding in creative ways that
enhance understanding and creative inquiry. Interactive notebooks are used for class
notes, homework assignments, as well as for another task. Where, students are asked
to share your own ideas and process knowledge provided in the classroom.
The interactive notebook is more than a notebook in which to take notes. It is a way to
gather and processing information. It will replace your binder. An interactive
notebook is considered as instructional, learning tools that allow students to revisit

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classroom and/or homework concept. Using a left-side spiral bound notebook,
students will include in-class notes, reading notes, and other teacher directed
assignments on the right-side pages of the notebook. Then later, when studying
outside of class, students are required to revisit those right-side concepts by
completing a review task directly across from that right-side page on the left side
page. In this manner, students will actively "interact" with concepts learned on the
right sides of their notebook. This notebook is maintained for the entire year and no
other subjects should be included in them. As well, students should not tear pages for
classroom work or other classroom assignments. That causes allow students to use
their both intelligence visual and linguistic intelligences. Students are encouraged to
draw and to find images to link to content covered and recorded in the right side of
their notebooks. They are free to apply learned concepts, to gain or develop a deeper
understanding. (kenyon, n.d).
2.5 Importance of interactive notes:
An interactive notebook is a place where students can take the teachers
information and merge it with their own thinking, ideas, and thoughts.
Interactive notebooks differ from traditional note taking, in that they allow
students to stop and engage with the new information and receive feedback
from the teacher and classmates about their understanding of the new
information, rather than simply copying down notes from a book or the board
and having no clue what they’re writing. Students can input information in a way
that best get-ups themselves making the notebook and reflect the learning styles of
students. The use of interactive notebooks is one tool that can be used to provide well
structure learning and well-organized information. In is a replacement of regular
notebook that allows students to be creative thinkers. Students have an opportunity to
process information given by teachers in their own way. The right side of IN is called
input, where the teachers provided information are placed and left side is called
output, where students are presenting and interpreting the information in their own
way. It develops work ownership, makes visible thinking of the students, and can be a
way to document their effort. (karkhana, 2015). Interactive notebooks are designed to
enable such reflection and engagement with information recorded as students must
use the information on the right side of their books to complete and apply work on the

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left side. An interactive notebook provides a variety of techniques for creating a
personal, organized, and documented learning record. In addition to presenting
techniques for design, implementation and assessment the interactive notebook also
provides students the opportunity to participate in self-reflective and collaborative
experiences that allow for meaningful negotiations between peers and the teacher.
This in turn empowers students to become confident and centered, thereby enhancing
their achievement. Students treasure their interactive notebooks because they are
personal and reflective; teachers appreciate them because they represent easy but
effective way to helping students learn. (Crippen, 2009).
2.6 Use of interactive notes:
There are many benefit of use of interactive notes in classroom; students should be
allowed to construct their own knowledge, the teachers created dynamic and highly
interactive teaching strategies.
 Interactive notebooks teach students to organize their ideas and synthesize
them.
 Interactive notebooks support multiple learning styles in (and out of) the
classroom at a same time.
 Student-teacher-parent interaction is built and strengthened with the use of
interactive notebooks.
 Students develop a portfolio that enable for teachers to track growth over time.
 Interactive notebooks provide a tool or students to use as they continue to
expand their learning.
 . Students work out an understanding of the material buy using illustrations,
diagrams, or flowcharts. Students explore their opinions and clarify values on
issues
 Students take ownership of their learning through color and creativity.
 Interactive notebooks reduce clutter in the classroom, as well as in students’
lives. (Jennifer Smith Jochen, ,2019) .

[14]
2.7 Pros and cons of interactive notebook:
Pros of interactive notes:
Using Interactive notebooks in classroom have many benefits for students and
teachers. Interactive notebooks allow students to systematically organize their
information as they learn which helps them to be efficient in the classroom. In fact,
interactive notebooks demand that students stay prepare and help them to achieve that
through the table of contents at the beginning of the unit, numbered pages, as well as
teacher demonstrates a note. (C.Wist, 2006)
Students have much more ownership of the entire learning process. It is students job
to write or draw things out in such a way that they will understand as teachers, we all
know that students have a wide range of learning styles and intelligence need of
students. It is teacher job to accommodate these learning styles and individual
intelligence and create assignments that help all students learn. Interactive notebooks
will appeal graphics, diagrams, words, and the moments you create for interaction or
students of many learning styles. Interactive notebooks demonstrate the growth of
students in one place. The opportunity for more open communication between teacher
and parent is another benefit of using an interactive notebook. Teachers and parents
both see and understand what their students are learning in the classroom with
interactive notebook. This leads to easier parent-teacher conferences as well as day to
day communication. (Mezni, 2018)
Cons of interactive notes:
There are some disadvantages of using interactive notes. While it is possible to use
interactive notebooks to show the multiple intelligences, certain intelligences do not
fit into the setup of an interactive notebook. For example, by gluing the pages in,
students need to put together the paper, this help the bodily / kinesthetic learner
move around but does not improve their learning. It would be difficult to demonstrate
Naturalistic intelligences in an interactive notebook except through nature sketches.
Teachers should not take the time to try to incorporate all the intelligences as it would
be a waste of time. Teachers should show must demonstrate which intelligences are
appropriate to use in the notebook. Interactive notebook can be time consuming. To
ensure that the material is shown on the right side of the notebook and students can

[15]
work with the knowledge on the left side, the teacher will have to put a significant
amount of time into the lesson. While teachers may need to do a lot of work to plan
lessons that fit in the interactive notebook once it is done teachers can improve their
lessons and continue to make use of the interactive notebook. (C.Wist, 2006).
Alternative disadvantage of interactive notebooks is that if students were losing his or
her notes, or notebook it would be hard to replace all the information in the
notebook. The teacher could provide the students with copies of any handout and the
student could put together a new notebook but it would be difficult for them to
recapture all the personalized information on the notebook. Interactive notebooks are
not the beneficial for every subject or unit of study. (C.Wist, 2006)
2.8 Conclusion:
In this Chapter two includes the research behind the most important aspects of the
interactive notes. And while little research could be found about the interactive notes
it. This chapter attempts to review the relevant literature and research related to the
interactive noes. The following chapter discusses the Interactive notebooks are an
effective tool to open new horizons of learning that students will need in the 21st
century. They have enriched my teaching and improved student achievement. During,
this literature review included research will covey the importance of interactive notes,
use of interactive notes, pros and cons of the interactive notes. In this literature review
I included the theory of multiple intelligence and how this theory is connected my
research study topic. Theory also states that everyone possesses each of the multiple
intelligences, but these intelligences are present and developed at different degrees.
Teachers must develop a professional knowledge of the multiple intelligence theory.

[16]
Chapter three
Research Methodology
3.1 Overview of chapter three:
In this chapter 3, explains the methodology used in this action research, including its
design, setting and participants, procedures, data collection, and data analysis I
discuss in detail the research methodology used during the action research study. This
qualitative action research was designed to analyses the problem of this action
research study .and examine the role of interactive notes on the learning of students at
elementary levels. This chapter describes for the reader the role of researcher, the
participants, and the place where action research is conducted. a detailed description
of qualitative methods used to collect and analysis data is described within the design
of the study, the data for my research study was be gathered through qualitative
interview that the data was recounted within the section on data collection, sampling
method and instrument used in research.
3.2 Research philosophy:
The Philosophy:
The philosophical meaning of Paradigm is thinking and Etiological meaning is pattern
or a way. Philosophy is a combination of two Greek words, philein and Sophia,
meaning lover of wisdom. (Roark, n.d)Research philosophy is an important part of
research methodology. Research philosophy is classified as ontology, epistemology
and axiology. These philosophical approaches enable to decide which approach
should be adopted by the researcher and why, which is derived from research
questions.(Mark Saunders, 2009)Where, I have used the approach epistemology
philosophy is used. This philosophy deals with the understanding of people and
perception and the knowledge on the subject, should be included to achieve the
objectives of the study.
The Epistemology:
A field of philosophical study concerned with the nature, origin, and limits of
human knowledge. The term is derived from the Greek epistēmē (“knowledge”)
and logos (“reason”), and is therefore often referred to as knowledge. (Stroll, 2019) .

[17]
3.3 Research methodology:
Research methodology is a way to solve the research problem systematically. It may
be understood as a discipline to learn how research is done scientifically. Research
methodology has many dimension and research methods do constitute a part of the
research methodology (Thakur, 2013)
This study was conducted in government elementary girls school attached with
government elementary college of education for women Hyderabad. This study was
performed to investigate the role of interactive notes on the learning of students at
elementary level. this study was conducted by using qualitative research method is
primarily exploratory research. It is descriptive in nature. In this research
methodology I describe the specific procedures used to identify, analysis information
to understand the research problem in this research methodology consist of the
population of the research the specific procedure, the development of the instructions
and step wise follow of research work and data collection and data interpretation.
3.4 Research design:
Research design it is the plan of the future research work. research it is the “Glue”
that holds all the elements in a research. According to the Zikmund research design
defined as “a master plan specifying the methods and procedure for collecting and
analyzed the needed information. Design of the Study This research is defined as
action research, Action research, an overall approach to knowledge and inquiry,
concerned with forging a direct link between intellectual knowledge and moment-to-
moment personal and social action. Action research, aim to contributing the directly
to the flourishing of individuals their communities and the ecosystems of which they
are part (Reason, 2016). My research study could be described more specifically as
practical action research, as I was committed to continuing professional development
and school improvement and I wanted to regularly focus on my practices. The
purpose of this study was to take the actions which improve the students learning with
interactive notes and investigate the role of interactive notes on the learning of
students. This research study consists of an action research cycle described by Kurt
lewin is generally consider the father of action research; he first coined the term
action research in 1946. His model of action research as an action reflection cycle

[18]
which contains four phases: planning, acting, observing, reflecting. During the
planning phase, a research was conducted and identifies THE problem. Phase two
consisted of collection and analyzing data. There are two types of action research
design the qualitative research design and the quantitative research design. In this
action research study researcher was used qualitative research design. qualitative
research as an iterative process in which better understanding of scientific
community is obtained by new significant distinctions resulting from getting closer
to the phenomenon studied. This formulation is developed as a tool to help refine
designs for research while emphasizing that a qualitative dimension is present in
quantitative work as well. Qualitative research design is used to explore the meaning
and understanding of complex social environments, like the nature of people’s
experience, using case studies. (Aspers, 2019).
The figure no 3.3 shows the stepwise this action research study, role of interactive
notes on the learning of students at elementary level.
Figure No 3.3 Design of study
Identiicati
on of
problem
Reconnai
ssance
Planing Meeting
with HM
Cycle 1
interview
with teachers
and students
Evaluate
Cycle 2
Workshop
Cycle 3
Indirect
observation

[19]
3.3.1 Research framework:
The following figure shows the overall process for this study is based action research.
Figure No: 3.3 stepwise follow of research.
3.3.2 Research approach:
Research approach is a plan and process consisting of the steps of specific
assumptions to detailed method of data collection, analysis and interpretation. It is
therefore, based on the nature of the research problem posed by the analysis. (Priya
Chetty October 12, 2016) there are two types of research approaches inductive
research approach and deductive research approach. Trochim (2006) refers to two
“broad methods of reasoning as the inductive and deductive approaches (p.1). He
defines induction as moving from the specific to the general, while deduction begins
with the general and ends with the specific; arguments based on experience or
observation are best expressed inductively, while arguments based on laws, rules, or
other widely accepted principles are best expressed deductively (Trochim, 2006).
Deductive research approach: Deductive reasoning works from the more general to
the more specific. Sometimes this is informally called a "top-down" approach. We
might begin with thinking up a theory about our topic of interest. We then narrow that
down into more specific hypotheses that we can test. We narrow down even further
when we collect observations to address the hypotheses. This ultimately leads us to be
able to test the hypotheses with specific data -- a confirmation (or not) of our original
theories. (Trochim, 2006).
process of this
action research
study
plan
act
observ
e
reflect

[20]
This research study followed the deductive research approach, according to the time
span this research is cross sectional, the study of a phenomenon (or phenomena) at a
time. Cross-sectional studies often employ the survey strategy that was conducted at
government girls high school attached with government elementary college of
education for women Hyderabad.
3.3.3 Time horizon (span):
Time span will help researcher and reader to decide on the viability of your research
study. It will be helpful if researcher divide research plan into stages. This will give
researcher a clear idea as to what is possible in the given timescale. Experience has
shown that however well the researcher’s time is organized the whole process seems
to take longer than anticipated.
S:no Date Action Place Tool Planning Success
1, 16-9-
19
Reconnaissance Government
girls high
school
Consent letter Meeting
with HM
Success
full
2, 17-9-
19 to
19-9-
19
Cycle 1 Government
girls high
school
Questionnaire
tool
Interview
with
teachers
and
students
Success
full
3, 23-9-
19
Cycle 2 Government
girls high
school
Pot Awareness
workshop
Success
full
4, 26-9-
19 to
10-
11-
19
Cycle 3 Government
girls high
school
Teachers and
students
Indirect
observation
Success
full

[21]
3.3.4 Variables:
A variable is a measurable characteristic as anything that has a quantity or quality
that varies; there are two type o variables.
Independent variable
The independent variable is the variable that is adjusted or controls by the
experimenter and is assumed to directly effect on the dependent variable. (McLeod,
2019)
Dependent variable
The dependent variable is the variable being determined and measured in an
experiment, and is 'dependent' on the independent variable. (McLeod, 2019)
In this research study the independent variable, and dependent variable is
The independent variable in this research is the role of interactive notebooks for
students to organize the information given to them daily.
The dependent variable is the learning of the students and student achievement.
3.4 Sampling design:
Sampling is a key part of statistics. Samples are collecting to achieve an
understanding of a population because it is usually not feasible to observe all
members of the population. The goal is to collect samples that provide the population
an accurate representation. (Skye Wills, 2018)
The sampling techniques available to you can be divided into two types
• Probability or representative sampling;
• Non-probability or judgmental sampling.
3.4.1 Target population:
The target population is the total group of individuals from which the sample might be
drawn. (McLeod, simplypsycholog, 2019)

[22]
The population is all 6th
grade students and 4th
teachers (who are teaching in grade 6th
Urdu, English, math and science teacher)
3.4.2 Method of sampling:
In this research, researcher was used non- probability sampling method. This
sampling method are used to collect data was purposive and random sampling
method.
Non-probability sampling:
Non-probability sampling is a sampling method in which the samples are obtained in
a process that does not give all the individuals in the population equal opportunity of
being selected (Explorable.com . , 2009)
Types of non-probability sampling:
There are five types of non-probability sampling technique that you may use when
doing a dissertation at the undergraduate and master's level: Quota
sampling, convenience sampling, purposive sampling, self-selection
sampling and snowball sampling. In which researcher select the purposive sampling.
Purposive sample:
A purposive sample is a non-probability sample selected based on characteristics of a
population and the purpose of the study. Purposive sampling is different
from convenience sampling and is also known as judgmental, selective, or subjective
sampling. (Crossman, 2019)
3.4.3 Sampling size:
According to Saul McLeod sample is the group of people who take part in the
investigation. The people who take part are referred to as “participants”.
In this research the researcher selected place for this research study is government
girls high school attached with government elementary college or women. This
research study I conducted on grade 6th
. In grade 6th
there are total 12 students in
these researcher select four students for data collection as participants.

[23]
3.4.4 Data collection:
In this research, the data being collected is qualitative in nature, researcher was
collected data through qualitative research method and researcher was observed the
students in the classroom before and after applying this research in to collected data.
This study was conducted over a period of four months. The data collection methods
for this research study included formal interviews,
The question may be presented to the respondents in a face to-face as oral-verbal
stimulus and the researcher note down their oral-verbal responses. In these methods,
the data are collected by presenting stimuli to the respondents in the form of questions
for eliciting appropriate.
3.4.5 Instrument/ tool used in research:
This following instrument/ tool was developed and used for this research study:
Interview questionnaire: The interview questionnaire was used at cycle two. This
tool is divided into two phases. In first phase collect data from students 6th
grade, four
participants are used to collect data, two Urdu medium students and two Sindhi
medium students the questionnaire is consisted of ten questions. In second phase
collected data from teachers, four teachers are participant in this research study, (who
are teaching in grade 6th
Urdu, English, math and science teacher).
3.4.6 Data interpretation and Analysis:
Data analysis and interpretation is the process of assigning meaning to the
information gathered and determining the conclusions, significance, and
implications of the findings. The measures involved in data analysis are dependent
on type of information collected, however, they related to the purpose of the
assessment and the assessment questions will provide a structure for the
organization of the data and a focus for the analysis. (TANIA, 2014). In this action
research study, the data was interpreted by using the software MS. Office and Ms.
Excel.

[24]
3.5 Conclusion:
The conclusion of this chapter three is that the role of interactive notes, Interactive
notebooks can be used to help student’s teachers organize and present information in
a variety of way. The interactive notebook can be used for the verbal/linguistic
intelligence when the teacher presents the students with written notes that they talk
about as a class. It connected with their prior knowledge and receives the cognitive
skill, develop skills. For solving research problem researcher design the research
methodology. The researcher collecting data by qualitative research used thematic
study interview study. Data analysis and interpretation occurred during data
collection. This research is descriptive in nature, and according to the time span this
research is cross sectional, the study of a phenomenon (or phenomena) at a time.
Cross-sectional studies often employ the survey strategy.

[25]
Chapter four
Data analysis
4. Overview
In this chapter, I discuss the data analysis and findings of the study. The questionnaire
used in this research study was carefully analyzed to ensure that the data gathered was
presented clearly with the aid of tables, s, where possible. This chapter describes the
analysis of data followed by a discussion of the research findings. The findings relate
to the research questions that guided the study.
4.1 Definition of data analysis
Data analysis is the most important part of any research. Analysis of data summarizes
collected data. This involves the interpretation of data gathered using analytical and
logical reasoning to determine patterns, relationships or trends.
Data analysis is the process of evaluating data using analytical and statistical tools to find
valuable information and support in decision making. There are a several data analysis
methods including data mining, text analytics, business intelligence and data visualization.
(Sridhar, 2018 )
Analyzing Qualitative Data
Qualitative data analysis works a little differently from quantitative data, primarily
because qualitative data is made up of words, observations, images, and even
symbols. Deriving absolute meaning from such data is nearly impossible; hence, it is
mostly used for exploratory research. While in quantitative research there is a clear
distinction between the data preparation and data analysis stage, analysis for
qualitative research often begins as soon as the data is available. (BHATIA, 2018
)Qualitative data analysis can be divided into the following five categories:
Qualitative Data Analysis Methods
Several methods are available to analyses qualitative data. The most commonly used
data analysis methods are: Content analysis: Narrative analysis, Discourse analysis,
Framework analysis, grounded theory.

[26]
 Grounded theory: This refers to using qualitative data to explain why a certain
phenomenon happened. It does this by studying a variety of similar cases in
different settings and using the data to derive causal explanations. Researchers
may alter the explanations or create new ones as they study more cases until
they arrive at an explanation that fits all cases. His method of qualitative data
analysis starts with an analysis of a single case to formulate a theory. Then,
additional cases are examined to see if they contribute to the theory. (BHATIA,
2018 )
Methods of data analysis and presentation of data
Descriptive qualitative analysis was used to identify frequencies and percentages to
answer all the questions in the questionnaire.
4.2 Report on Action Research: Reconnaissance
This reflection follows the first step of the action research these steps included in
Planning, Act, Observe and Reflect, Were the researchers applied the step on dated
16.9.19.
Plan:
In this step of action research, I will plan a meeting with Head Mistress (HM) for
conducting action research in their school.
Act:
This step is involved in the Planning: meeting with HM of GGHS, attached with
GECE (w) Hyderabad was discussed about the study on "Role of interactive notes on
the learning of students at elementary level". I shared the objectives of my research
topic, I told her, that the importance of interactive notes on learning of students. Also,
meet with the teachers and students too.
Observe:
In this meeting, the HM carefully listened, motivated to the research topic and gave
some advice for the improvement and enhancing the strength of action research,
during reconnaissance observed that student was not making their notes they were
dependent on teachers. Students were not able to describe their ideas, organized skills,

[27]
develop information and present in the class. The HM said yes in this area we need to
work for the betterment of students learning and she said also motivate students and
involve teachers and said you should do this research on interactive notes.
Reflect:
In this step of action research, reconnaissance meets with HM and I was given
information about my research topic. She was given a positive response and listened
carefully and given some advice about the area of working. The next step in my action
research is conducting a survey and develops a questionnaire tool for students and
conducting information is student known about interactive notes.
4.3 Cycle one: phase I interview of students:
Thematic Analysis of interviews: Initial coding of student interviews

[32]
Response of Students
Q no RS1 RS2 RS3 RS4
01. blackboard, book lecture blackboard, book material blackboard, book lecture blackboard, book, lecture,
demonstration, method
02. Teachers not provides notes Teachers not provides notes Teachers not provides notes Teachers not provides notes
Just write on blackboard.
03. Have no knowledge Have no knowledge Have no knowledge Have no knowledge
04. Don’t keep notebook
Fair copy
Do not kept any note book Do not kept any note book don’t keep notebook
class work copy
05. No note book used, fair
copies used to put
information Given by
teachers
No note book used, fair copies
used to put information Given
by teachers
No note book used, fair copies used
to put information Given by teachers
no notebook
given by teachers
06. don’t used notebook
Sometime used fair copy
When teachers said.
don’t used notebook don’t used notebook
Sometimes write at the last page of
fair copy.
don’t used notebook
Sometimes write at the last page
of fair copy.
07. Organized material in fair
copy. (As Question answer,
words meaning etc.)
Organized material in fair copy.
(As Question answer, words
meaning etc.)
Use fair copy to organized material.
(as Question answer, word meaning,
fill in the blank, true and false)
fair copy
write on class work
08. help organized ideas help in
my exams
Helpful because in it we write
independently in their own
thinking. Help in improving
performance
Help in remembering the previous
topic
express our own ideas
09. don’t write
shared verbally
don’t write Give verbally
responses
don’t write don’t write Give verbally
responses
10. Not provide help and have
no information regarding
interactive notes
Not provide help and have no
information regarding
interactive notes
information regarding interactive
notes
information regarding
interactive notes

[33]
Focused coding and theme on interview
S no Focused code C Themes Codes
1. blackboard, book lecture (RS1,2,3,4) TM Used Teaching Method M
2. Teachers not provides notes (RS2,3) and black board (RS1,4) TM Resources R
3. Have no knowledge (RS1,2,3,4) NK Improving Performance IP
4. Do not kept any note book (RS1,2,3,4) R No knowledge NK
5. No note book used, fair copies used to put information Given
by teachers(RS1,2,3,4)
R
6. Doesn’t use notebook Sometime use fair copy When teachers
said?
IP
7. Use fair copy to organized material. (as Question answer, word
meaning, fill in the blank, true and false) (RS1,2,3,4)
TM
8. Helpful because in it we write independently in their own
thinking. (RS1,4)/ Help in improving performance
. (RS2,3)
R
9. don’t write Give verbally responses(RS1,2,3,4) IP
10. Not provide help and have no information regarding
interactive notes (RS1,2,3,4)
Nk

[34]
4.3.1Thematic Analysis on Frequency and Percentage
Data analysis of cycle one: Students interviews
The frequency table 4. 4 It is analyzed the interview of students that
Use of teaching methods is 10%
Resource is 20%
Performance is 30%
No Knowledge is 40%
Others is 70%
4.3.2 Discussion on Themes
1. Used Teaching Method
When researcher was collected the data from the students the noticed that the answers
of all participants almost same. Teacher used traditional teaching methods to teach
Use of
Teaching
Methods
10%
Resources
20%
Knowledge
40%
Performance
30%
Other
70%
Chart Title
Themes Codes Frequency %
Used Teaching Method TM 3 30
Resources R 3 30
Improving Performance IP 2 20
No knowledge NK 2 20

[35]
students. According to the data teachers used blackboard, books to teach students. The
graph show that the teaching of methods is used 10% in classroom.
2. Resources
When researcher analysis the data of student’s responses Teachers not provides notes to the
students they just write on blackboard and students note down to the blackboard. Teachers
also not provide the students help in making notes. The graph show that the resources is
20%
3. Improving Performance
When researcher was collected the data from the student’s researcher notice that the
students are passive in the learning there is a no performance of students in their
learning. The above graph show that the performance of students is 30%
4. No knowledge
Students have no knowledge about interactive notes; they not make their own notes.
They used only fair /class work copy to note down from the blackboard. The graph
shown that the knowledge s 40%. Students write that information that is explained
and defined by teacher they write on it, that information is delivering by teachers.
Discussion on interview finding
It was the last step in cycle one to conduct interview with the students so that can be
easily moved towards cycles one phase two almost 10 questions were asked were
asked with students and teachers to know about interactive notes. With the help of
questionnaire, the researcher analysis the data and make the finding of interview
responses
4.4 Report on Action Research: Cycle one (continuation)
This reflection follows the Second step of the action research these steps included in
Planning, Act, Observe and Reflect, were l applied the step on dated17.9.19 to
19.9.19.
Plan:
This is my second cycle of action research, this is my second cycle of action research,
and it is divided into two phases. In first phase I conducted interview from students
and in second phase I conducted interviews from teachers I will develop a Pre-
survey questionnaire for conducting data from student and teachers about notes.
Act:

[36]
This step involved in the planning, I went GGHS, attached with GECE Hyderabad for
my research in class 6th. The tool I used in this step is Pre- survey questionnaire. I
asked about notes in this Pre- survey questionnaire. I selected four students in class
6th for asking questions. Two students are Urdu speaking and two Sindhi speaking.
Observe:
In this step of action research, I selected four students for asking questions students
given the answer of Pre- survey questionnaire. Students given the answer honestly. I
was collected data from students in a form of Pre- survey.
During the interview,i followed some specific protocols in my notes , I had a heading
that included the date, time, and the name of the interviewer and the interviewee.I
asked ten questions about written responses , and I keptthe interview short and to the
point.The interview is unstrutured and question is open-ended and occured during
class time..The interview did not last more than 20 minutes.
Reflect:
In this step of my action research, this cycle is developed in to two phases in first
phase I collected interview from students and then in second phase I collected
interview from teachers Tool of my second cycle is Pre- survey questionnaire. I was
developed a Pre- survey questionnaire. I was collected data in a form of student’s
response. With the help of questions Students was given the answer of the following
questions. The Pre- survey helped in my next cycling.

[37]
Cycle one phase II interview of teachers
4.4.1 Thematic Analysis of interviews: Initial coding of interviews
Initial code of Respondents
Q
no
RT1 RT2 RT3 RT4
01. Blackboard
, lecture
Grammar translation method and
activity based
Demonstration,
Lecture method
Blackboard
lecture
02. yes, I know yes, I know yes, I know yes, I know
03. do not provide do not provide do not provide do not provide
04. they not keep their
records
Yes, they keep their records Yes, they keep their
records
they not keep their
records
05. Not use notebook
Put information on class
work copy
Delivered by teachers New information Not use notebook
Put information on class
work copy
06. Not use any note book
give verbal responses for
the students’
performance
Yes, used notebook not, used notebook . Not use any note book
give verbal responses for
the students’ performance
07. Shared ideas verbally
not organized for the
students’ performance
Fair copy, question answer form,
words meaning etc.
fair copy, in point or in
diagrams forms
Shared ideas verbally
not organized, for the
students’ performance

[38]
08. helps in remembering
and recalling
used their own thinking,
improve their learning
help students in writing
improvement, help in preparation of
exam
Gain
knowledge, help in
remembering, lifelong
learning
helps in remembering and
recalling
used their own thinking,
improve their learning
09. Sometime Yes, student write main point Yes, student write main
point
Sometime
10. Not provide help No, they make their own notes No, but sometime yes . Not provide help
4.4.2 Focused coding and theme on interview
Q
no
RT1 C Themes Code
01. Blackboard, lecture RT1,4 and Grammar translation method and
activity based RT2, Demonstration, Lecture method Rt3
TM Use of Teaching
Methods
TM
02. yes, I know RT1234 K Resources R
03. do not provide RT1234 K Knowledge K
04. they not keep their records RT1234 R Performance P
05. Not use notebook Put information on class work copy RT1234 K

[39]
06. Not use any note book give verbal responses for the students’
performance RT1234
P
07. Shared ideas verbally not organized responses for the students’
performance RT1234
P
08. helps in remembering and recalling used their own thinking, improve
their learning (RT, 1234)
P
09. Sometime, RT1,4 and Yes student write main point R2,3 K
10. Not provide help (RT1,2,3,4) R
4.4.3 Thematic Analysis on Frequency and Percentage
Themes Code Frequency %
Use of Teaching
Methods
TM 1 10
Resources R 2 20
Knowledge K 4 40
Performance P 3 30
Use of
Teaching
Methods
10%
Resources
20%
Knowledge
40%
Performanc
e
30%
Chart Title

Role of interactive notes on the learning of students an Elementary Level
[40]
4.4.4 Data analysis of cycle one: teachers interviews
The frequency table 4. 5 It is analyzed the interview of teacher that
Use of teaching methods is 10%
Resource is 20%
Performance is 30%
Knowledge is 40%
Others is 70%
4.4.5 Discussion on Themes
1 Use of Teaching Methods
When researcher was collected the data from the teachers the noticed that the answers of
all participants almost same. Teacher used traditional teaching methods to teach students.
According to the data teacher’s blackboard, lecture rt1, 4 and grammar translation
method and activity based rt2, demonstration, and lecture method rt3. The graph show
that the teaching of methods is used 10% in classroom
2 Resources
When researcher analysis the data of teachers’ responses Teachers not provides notes to
the students they just write on blackboard and students note down to the blackboard.
Teachers also not provide the students help in making notes. The graph show that the
resources is 20%
Improving Performance
When researcher was collected the data from the student’s researcher notice that the
students are passive in the learning there is a no performance of students in their learning.
All respondent says that they not keep their records RT1234The above graph show that
the performance of students is 30%

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4. Knowledge
Teachers have knowledge about interactive notes; they do not provide any help for make
students their own notes. Students used only fair /class work copy to note down from the
blackboard. The graph shown that the knowledge s 40%. Students write that information
that is explained and defined by teacher they write on it, that information is delivering by
teachers.
Discussion on interview finding
it was the last step in cycle one to conduct interview with the teachers so that can be
easily moved towards cycles one phase two almost 10 questions were asked were asked
with students and teachers to know about interactive notes.
4.5 Report on Action Research: Cycle one (Continuation)
This reflection follows the Second step of the action research these steps included in
Planning, Act, Observe and Reflect, were l applied the step on dated 19.9.19.
Plan:
This is my second cycle of action research; it is divided into two phases. In first phase I
conducted interview from students and in second phase I conducted interviews from
teachers. I will develop a Pre- survey questionnaire for conducting data from student and
teachers about notes.
Act:
This step involved in the planning, I went GGHS, attached with GECE Hyderabad for my
research in class 6th. The tool I used in this step is Pre- survey questionnaire. I asked
about notes in this Pre- survey questionnaire. I selected four teachers who teach in class
6th
Urdu math, science, English for asking questions
During the interview,i followed some specific protocols in my notes , I had a heading that
included the date, time, and the name of the interviewer and the interviewee.I asked ten
questions about written responses , and I kept the interview short and to the point . The

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interview did not last more than 20 minutes .The interview was unstructured , open-
ended.
Observe:
In this step of action research, I selected four teachers for asking questions teachers given
the answer of Pre- survey questionnaire. I was collected data from students in a form of
Pre- survey.
Reflect:
In this step of my action research, Tool of my first cycle is Pre- survey questionnaire. I
was developed a Pre- survey questionnaire. With the help of questions, I was collected
data in a form of student’s response. Students were given the answer of the following
questions. The Pre- survey helped in my next cycling.
4.6 Report on action research: cycle two
This reflection follows the third step of the action research these steps included in
Planning, Act, Observe and Reflect, were l applied the step on dated 23.10.19.
Plan:
This is my second cycle of action research, I decide to motivate the teachers, students to
help in making and make their own interactive notes and give the awareness of
interactive notes and instructional strategies which help students improve their leaning
and performance I plan to conduct the workshop. In the workshop I used to give the
awareness of teachers, perspective teachers, and students.
Act:
After situational analysis, I take second action and conduct an awareness workshop for
teacher’s perspective teachers and students. In this workshop I try to give awareness
about using interactive notes in the classroom I also tell the instructional strategies that
used to improve student’s achievements. At the end I take feedback from teachers about
this workshop.

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Observe:
In second cycle I observe the teachers, perspective teachers and students during
workshop. I observed that all the teacher’s perspective teachers and students take interest
in workshop and listen carefully my power point prevention. And, gives me a feedback of
this workshop
Reflect:
In this step of my action research, I analyses that data that the awareness workshop. And
at the end of the work shop after feedback I Tell teachers, perspective teacher and
students I observe you through direct and indirect observation. Overall my workshop is
successful I convey my message to the teachers and students. My next cycle is direct and
indirect observation.
Analysis of workshop feedback
This analysis based on workshop feedback by participants
During workshop participants said that Interactive notes enable students to demonstrate
learning in different ways.
Some participants said that Interactive notes help students develop portfolios which could
be used in future years of high school.
Interactive notes enable students to create a personal representation of the learning they
have achieved. Parents can visually see student successes.
Participants said that these instructional strategies are helping students engage in and
learning.
Teachers suggested that interactive notes are an alternative form of pedagogy whereby I
enable my students to create their own textbook through guidance of teachers.
After success completion of cycles, researcher indirectly observed the teachers and
students that applying/ making/ using interactive notes or not

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4.7. Report on cycle 3; indirect observation
Planning,
In this first step (cycle 3 planning) on (26-10-19 to 10-11-19) decided researcher
indirectly observed teachers and students in government girls high school attached with
GECE (H) Hyd grade 6th
.
Act
After conducting awareness workshop, researcher takes third action and observes
teachers and students in grade 6th
. Researcher observed that is teachers encourages and
motivate students to make their own interactive notes
Observe
In this stage, researcher observed that students took interest; teachers motivate students to
create their own notes. Teachers used instructional strategies when they teach in the
classroom. Researcher also observed students are participating actively in making notes.
The students will participate in using an interactive notebook throughout in science,
Urdu, math, English class.
Reflect
In this stage, researcher was observed students and teachers through indirect observation
.Students are participating actively in making interactive notes. Teachers teach through
instructional strategies Teachers and students also engaging actively in making notes
4.6.1 Finding on action research cycle three: indirect observation
The analysis of cycle three indirect observation Students tend to struggle with important
concepts. To help students to gain a better understanding of concepts of learning, I utilize
interactive notebooks in 6th
classroom. I want to study the effects of student learning
using their interactive notebooks. As a perspective teacher I notice a difference in
retention, but I want to know if the students perceive the notebooks as an aid to their
learning. By focusing on student and teacher perception, my research provides the

[45]
constructivist worldview since I want to construct meaning from student and teacher
experiences. This “Qualitative researchers try to develop a complex picture of the
problem or issue under study. This involves reporting multiple perspectives, identifying
the many factors involved in a situation, and generally sketching the larger picture that
emerges”. During my qualitative research study, I hope to understand how interactive
notebooks can affect students’ learning. I chose to perform a direct and indirect
observation because this type of inquiry will provide an in-depth analysis of student
learning within the interactive notebooks. “Cases are bound by time and activity, and
researchers collect detailed information using a variety of data collection procedures over
a sustained period “I could make more detailed observations and take the time to
carefully observe the learning of students. These data collection methods of student
observations, written responses, the collaboration between my teachers, perspective
teachers and I, and the student feedback provided my research with the qualitative data
needed to answer my research question: “What is the effect of interactive notebooks on
the students’ learning?” For this study, the students will participate in using an interactive
notebook throughout in science, Urdu, math, English class. The interactive notebook will
be the main data source for this research. It will be collected and the student err tries
analyzed to determine the students level of understanding new information. Prior to the
use of the interactive notebook, students were participating in a survey they currently use
their notebook.
This cycle results indicated that interactive notes are beneficial to students learning. As a
result, of using interactive notes, connected students to previous knowledge to new
knowledge students used critical thinking and help the student deepen conceptual
understanding and develop skills that build upon the students existing knowledge and
understanding. My observations were a chief component of my research and helped to
shape some of the techniques I will be using with the interactive notebooks in my
classroom in the future.

[46]
Chapter five
Summary, Conclusion, Recommendations
5. Overview of chapter five
This chapter represents the summary, findings, as well as discussions, the
recommendations included for futuristic research. The whole study was an exploratory,
descriptive. The purpose of this chapter was to finalize the whole research in above cited
words. Interactive notes promote student learning and achievement, analyses the effect
of interactive notes on student achievement.
5.1 Findings and discussion
Notebook as a part of students learning an interactive notebook provides a space where
students may take what is inside their brains lay it out, make meaning, apply it, and
share it with their peers, parents, and teachers. I use the term interactive to describe
how these notebooks can be used. Based on analysis, the data received from research
tools (Questionnaire). This study showed, has a significantly positive effect on
students reading in English subject. Cycle’s results indicated that interactive notes
enhance the skills and Learning of students and encourage the students to involve
actively. In Reconnaissance stage result indicated that Students have not awareness
about interactive notes but teachers know about interactive notes but they not used in
the classroom. After observation researcher identify that Teachers teach Students in
the traditional way they not use Instructional strategies that help the students in the
learning. When conducting workshop, in this stage findings indicate that teachers share
some problem that related to the students learning, and they said that there is no
concept of using Notes, with the help of workshop researcher motivate teachers to help
students making their own notes for promoting their achievement and used
instructional strategies that help students actively involved in learning. After
conducting research researcher indirectly observe teachers and students, my
observations were a chief component of my research and helped in this research. The
interactive notebook will be the main data source for this research. It will be collected
and the student err tries analyzed to determine the students level of understanding new

[47]
information. The findings described are centered on the experiences of the three
participants, the research question, the objectives and the themes emerging from the data
analysis. The Government girls high school attached with GECE (W) Hyderabad
provided the setting for this study. The study was limited to grade 6th
students and
teachers who provided instruction to students in 6th
grade. Notebook as a part of
students learning an interactive notebook provides a space where students may take
what is inside their brains lay it out, make meaning, apply it, and share it with their
peers, parents, and teachers. I use the term interactive to describe how these notebooks
can be used. Based on analysis, the data received from research tools (Questionnaire).
Discussion & Findings of this study showed, has a significantly positive effect on
students learning. Cycle’s results indicated that interactive notes enhance the skills and
Learning of students and encourage the students to involve actively. In
Reconnaissance stage result indicated that Students have not awareness about
interactive notes but teachers know about interactive notes but they not used in the
classroom. After observation researcher identify that Teachers teach Students in the
traditional way they not use Instructional strategies that help the students in the
learning. When conducting workshop, in this stage findings indicate that teachers share
some problem that related to the students learning, and they said that there is no
concept of using Notes, with the help of workshop researcher motivate teachers to help
students making their own notes for promoting their achievement and used
instructional strategies that help students actively involved in learning.
This research study was to examine Interactive notes promote student learning and
achievement, analyses the effect of interactive notes on student achievement. This was an
action research study at reconnaissance stage, the research conduct the interview of
students and teachers by using open-ended questionnaire about interactive notes and I
designed the informative workshop to give awareness and motivated toward using ,
implementing interactive notes in the classroom with the help of workshop researcher
motivate teachers to help students making their own notes for promoting their
achievement and also used instructional strategies that help students actively involved
in learning .. After the workshop researcher observes the teachers and the perspective

[48]
teachers and students indirectly Researcher observed students by using indirect
observation. And analyzed the data researcher amazed that the who students don’t make
their own notes, in post observation they make their own notes, and they response in the
classroom, they shared their own ideas in their interactive notes they note main points
related to the topic, in the workshop the researcher shared instructional strategies also
Help in the learning of students and the improvement of students learning. Researcher
had successfully meet objectives of this research study. Positive student’s achievement is
influenced by teachers who understand learning styles and intelligence, and student’s
instructional strategies. This study focused on one way that teachers and students can
work by using an interactive notebook to promote student’s achievements.
5.2 Summary
This study is observed the process of learning and teaching through using interactive
notes at elementary level. Interactive notebook is a tool student use to make connections
prior to new learning, to revise their thinking, and to deepen their understandings of the
world around them.
The purpose of this Interactive notes to have students engage with your content. They
enable students to demonstrate their understanding in creative ways that enhance
understanding and creative inquiry; interactive notes are used for class notes, homework
assignments as well as for another task. Where students are asked to share your own ideas
and process knowledge provided in the classroom Howard Gardner states that students
held an interactive notebook for their class in a linguistically and culturally diverse
school. The notebook integrated the various theories of intelligence by students sketched,
recorded responses and views in their notebooks. Interactive notes are also based on
Bruner’s constructivism or discovery learning theory. According to Bruner’s, theory on
constructivism encompasses the idea of teaching and learning as an active process in
which learners construct new ideas or concepts based upon their current/ past knowledge.
Interactive notebook is a tool student use to make connections prior to new learning.
Revise their thinking, and to deepen their understanding of the world around them.

[49]
The students and teacher takes an active role in interactive notes making, teacher should
be gives students ownership of the entire learning process, teachers must understand/
know that students have a ride range of learning styles and intelligence need of students.
Teachers used instructional strategies that engage students in the learning process.
5.3 Conclusion
Interactive notes are a tool used to improve the learning of students and used to
develop critical thinking., independent learning, students used their own thinking,
create ideas for making notes instructional strategies are helping to used interactive
notes in the classroom. The purpose of this study was to investigate the role of
interactive notebooks on the learning of students at elementary level. There is a no
concept of making a d using interactive notes in grade 6th students have no
knowledge about interactive notes. The Learning ways of students is totally teacher
centered. This study focused on one way that teachers and students can work by using
an interactive notebook to promote student achievement. And, aware teachers with
instructional strategies which help to improve student’s achievement and performance
In this qualitative research study involved deductive approach were used and
collected data through questionnaire tools from teachers and students. Researcher
arranges the awareness workshop session. Interactive notebooks can be a very useful
tool. It can help students record and organize all the information they are being
presented with and productively interact with it for better understanding.
5.4 Futuristic research
A present Research study is that limitation to the 6th grade students of government
girls high school, the purpose of this research study was to investigate the role of
interactive notes on the learning of students, this research study is limited in 6th grade
and limited times. Researchers should use a wider variety of classes to get more
reliable results. Students from different grades and should be included in the study to
see if the same results may be obtained. The research should also be done for a longer
time.

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5.5 Recommendations
In the present study, the researchers recommended that:
1. Teacher should use the different pedagogies and strategies when they teach in the
classroom. Teacher identifies student’s problems and tries to over one this
problem.
2. Teacher should help students create their own reference sheets.
3. Teachers should use a direct approach sometimes, asking students to write down
definitions or copy a specific diagram. These entries serve as references for
students.
4. Instructional strategies are should be incorporate into the curriculum.
5. Teachers should use guided approach and model how to record data and
experiences.
6. Teachers should use Notebooks to document student growth and development in
literacy from the beginning of the year.
7. The teacher must be the one to use the variety of instructional strategies and be
aware of the different learning styles of the students.
8. Interactive notebooks are being widely used in the classroom and should be
examined more closely.
9. Teacher should be gives students ownership of the entire learning process,
teachers must understand/ know that students have a ride range of learning styles
and intelligence need of students.
10. Teacher should be motivating the students during making their notes and
appreciate students work.

thesis: Role Of Interactive Notes On The Learning Of Students At Elementary Level

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