Practice questions
Q1Class VII learners mix up sources and consequences in a history lesson. The teacher wants to try a two-column organizer. Which evidence best fits this action-research plan?
A Attendance for the week in which the organizer is used.
B Learners' short before-and-after task separating sources from consequences.
C A final examination mark collected several months later.
D Opinions only from learners who already answer quickly.
Explanation The correct answer is B because it directly compares the learning difficulty before and after the planned organizer. Option C may look formal, but it is not closely linked to the immediate classroom action.
Q2What is the main aim of action research?
A To improve immediate classroom practice through evidence and reflection
B To replace daily teaching with reports
C To prove one method is perfect for all learners
D To describe classroom problems without revising teaching
Explanation The main aim of action research is to improve immediate classroom practice through evidence and reflection. It is not a report-writing exercise or a search for a perfect method for all learners.
Q3Which option is NOT suitable when action-research evidence shows that many learners misunderstood the activity instructions?
A Revise the instructions and use one example before the next activity.
B Record whether the revised instructions reduce the same confusion.
C Ask learners which part of the instruction was unclear.
D Repeat the same instructions unchanged because changing them would disturb the plan.
Explanation The correct answer is D because action research expects revision when evidence shows that the plan is not supporting learning. Option B is suitable because it checks whether the revised action actually reduces the confusion.
Q4A teacher wants to study low participation in a Class VII discussion. Which step will make the observation evidence clearer?
A Decide in advance what will count as participation, such as asking a question or giving a reason.
B Record only the names of learners who speak loudly.
C Change the discussion topic each time evidence is collected.
D Ask another teacher to guess which learners are interested.
Explanation Clear indicators make observation more reliable for action research. Asking questions or giving reasons are observable signs, while loudness, changing topics and guesses give weaker evidence.
Q5What makes action research different from simply repeating a remedial activity?
A It avoids changing classroom teaching until the term ends.
B It links the activity with a focused question, evidence and reflection.
C It requires learners to memorise the definition before any activity.
D It proves that one method is final for all classrooms.
Explanation The correct answer is B because action research combines action with a question, evidence and reflection. Option C may sound academic, but memorising a definition does not improve practice through evidence.
More questions
6Match the action-research planning part with the best guiding question. I. Problem focus II. Planned action III. Evidence source IV. Reflection
AI-What marks were given? II-Who is absent? III-Which page was read? IV-Who finished first?
BI-What difficulty is visible? II-What change will I try? III-What will show change? IV-What should I adjust next?
CI-Which rule is strict? II-Which learner is weakest? III-Who copied notes? IV-Whom should I blame?
DI-Which festival is near? II-Which room is free? III-Which chart is colorful? IV-Which bell rang late?
7Which practice is NOT suitable when reporting action-research evidence inside the school?
APublicly ranking named learners to show who improved least.
BSharing class-level patterns that guide the next teaching step.
CDiscussing evidence with a colleague to refine the strategy.
DUsing learner work samples to identify common misconceptions.
8After a new group task, two groups explain examples well, but three groups still copy sentences from the book. What should the teacher do next in action research?
ACompare the groups' work and identify what support helped some groups explain in their own words.
BDeclare the group task unsuccessful and return permanently to lecture only.
CKeep only the successful groups' notebooks as proof that the method worked for all.
DAsk weaker groups to stop doing group tasks until they memorise the chapter.
9A teacher wants to know whether using local market examples improves learners' understanding of price and demand. Which evidence is most aligned with this question?
ALearners' before-and-after explanations of price and demand using a local example.
BThe neatness of learners' notebooks after the lesson.
CThe number of chapters completed by the teacher that week.
DThe teacher's general belief that local examples are always interesting.
10Which statement about repetition of the action-research cycle is most appropriate?
AThe cycle must end after the first activity even if confusion remains.
BRepeating the cycle means the teacher failed.
CThe cycle can be repeated without collecting any evidence.
DThe cycle may repeat after reflection when evidence suggests a revised action.
11A teacher completes one action-research cycle and sees partial improvement. Which decision best follows the purpose of action research?
AUse the evidence to keep helpful parts and revise weak parts of teaching.
BIgnore the improvement because it is not perfect.
CClaim that every learner in every school will improve in the same way.
DStop reflecting because one cycle is enough for all problems.
12Match the classroom finding with the most reasonable next reflection question. I. Learners improved in written answers but not in discussion II. Learners enjoyed the activity but used wrong concepts III. Only a few learners used the new support IV. Evidence was incomplete because the task ended early
AI-Should discussion be ignored? II-Should concepts be skipped? III-Should support be removed? IV-Should evidence be assumed complete?
BI-Who should be blamed? II-Which learners failed? III-Which group is weak? IV-Who wasted time?
CI-Can marks alone decide success? II-Can enjoyment replace understanding? III-Can use by a few prove class-wide success? IV-Can missing evidence be ignored?
DI-How can oral participation be supported? II-How can concept clarity be built? III-How can access to support be widened? IV-How can evidence collection be completed next time?
13A Class VIII teacher finds that learners can recite the lesson on water conservation but cannot explain local examples. Which action-research question is most suitable?
AWill using local examples and exit slips improve learners' explanations of water conservation?
BWhy is water conservation important for the whole world?
CRecord the error and give feedback only after the unit test
DCan one lesson prove the best method for all schools?
14A teacher uses exit tickets after a new explanation strategy. Which use of these tickets best fits action research?
AKeeping only the neatest tickets for display on the wall.
BCounting the tickets only to finish the notebook record.
CSorting responses by misconception and planning the next lesson from that pattern.
DUsing the tickets to decide which learners should stop answering orally.
15In action research, which problem statement is most suitable for a teacher to begin with?
AMany learners confuse examples and non-examples in the current lesson.
BSome learners are careless by nature.
CThe school system should change completely.
DThe textbook is difficult for every child everywhere.
