action-research MCQ — 70 अभ्यास प्रश्न उत्तर सहित

70 action-research बहुविकल्पीय प्रश्नों का अभ्यास करें, विस्तृत उत्तर और व्याख्या सहित। RAS/RPSC परीक्षा की तैयारी के लिए आदर्श।

70 प्रश्न child-development-pedagogy

Q1. Which practice is NOT suitable when collecting learner evidence for classroom action research?

A Using a short checklist linked to the learning problem.

B Keeping work samples without mocking individual learners.

C Explaining the task clearly before recording responses.

D Announcing weak learners' names publicly to make the evidence visible. Correct

Explanation

The correct answer is D because public naming harms learner dignity and is not needed for evidence. Option A is suitable because a focused checklist can record the problem being studied.

Q2. Which source is most suitable as evidence when a teacher studies whether a new discussion method is helping learners?

A The teacher's memory of last year's class only

B A general opinion that discussion is always useful

C Short notes on learner responses during the discussion and a brief follow-up task Correct

D A topic from a training lecture unrelated to the class problem

Explanation

Classroom evidence should come from the actual action and learner responses, such as observation notes and a follow-up task. Memory, general opinion and unrelated training content do not show the effect in the current class.

Q3. Match the evidence tool with the kind of evidence. Column A: 1. Checklist 2. Learner work sample 3. Short interview note 4. Tally sheet Column B: a. Behaviours or steps b. Written understanding c. Comments or reasons d. Frequency

A 1-b, 2-a, 3-d, 4-c

B 1-c, 2-b, 3-a, 4-d

C 1-a, 2-d, 3-b, 4-c

D 1-a, 2-b, 3-c, 4-d Correct

Explanation

A checklist is useful for behaviours or steps, a learner work sample shows written understanding, a short interview note captures comments or reasons, and a tally sheet records frequency.

Q4. A teacher notices that some learners stay silent in group work. She records participation privately and adjusts support instead of naming them publicly. Which principle is shown?

A Punishment before evidence

B Respect for learner dignity Correct

C A need to stop observing learners

D A universal rule for all classes

Explanation

The teacher is showing respect for learner dignity by recording participation privately and changing support without public naming. Action research should be evidence-based and respectful.

Q5. Match each planning weakness with the best correction in action research. I. Problem is too wide II. No evidence source is named III. Activity has no reflection step IV. Planned action may embarrass learners

A I-Add a final test, II-Repeat the activity, III-Avoid records, IV-Announce names

B I-Use a district issue, II-Trust impressions, III-Finish the topic, IV-Seat learners separately

C I-Narrow it to one class learning difficulty, II-Add linked observation or work samples, III-Plan how evidence will revise teaching, IV-Use a supportive strategy Correct

D I-Ask another teacher to decide, II-Collect marks only, III-Write a slogan, IV-Ignore participation

Explanation

The correct answer is C because each correction makes the plan more focused, evidence-based, reflective and respectful. Option A may mention a test, but it does not correct the deeper planning weaknesses.

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Q6. While writing observation notes for action research, which entry is most useful because it separates evidence from judgement?

A During group work, six learners asked for the map legend twice before marking places.

B The learners were careless because they did not understand the map.

C The lesson was not successful and should be changed completely.

D Some children are weak and need separate teaching always.

Q7. Match the action-research record with its best use. I. Observation note II. Learner work sample III. Teacher reflection note IV. Revised plan

A I-Next activity, II-Teacher feeling, III-Topic list, IV-Attendance

B I-Marks total, II-Homework length, III-Board display, IV-Annual result

C I-Final proof, II-Punishment list, III-Fixed rule, IV-Universal conclusion

D I-Classroom event, II-Learner understanding, III-Reason for decision, IV-Next teaching step

Q8. Which feature makes a classroom issue suitable for action research by an upper-primary teacher?

A It is observable in the teacher's own class and can be linked to a planned teaching action.

B It is broad enough to explain learning problems in every school.

C It can be judged only from a final examination score.

D It requires the same teaching method to be continued without revision.

Q9. Match the term with its classroom meaning. Column A: I. Classroom problem II. Intervention III. Evidence IV. Reflection Column B: a. Classroom concern b. Planned change c. Collected information d. Thinking for improvement

A I-b, II-c, III-a, IV-d

B I-a, II-b, III-c, IV-d

C I-d, II-a, III-b, IV-c

D I-c, II-d, III-a, IV-b

Q10. Which statement best describes the usual scope of action research?

A One manageable classroom problem studied in one class or small group

B A survey of every school in the district

C A theory chapter written without classroom evidence

D A method for giving marks faster

Q11. A teacher tries story examples to improve a rights-and-duties lesson. Participation increases, but learners' sorting cards still show confusion between duties and classroom rules. What is the most careful conclusion?

A The strategy is successful enough because participation increased.

B The strategy should be abandoned because the concept confusion remains.

C The strategy improved participation, but the next action should target concept sorting more directly.

D The teacher should wait for a final test before making any classroom change.

Q12. Which statements about learner voice in action research are correct? I. Short learner reflections can show what helped or confused them. II. Learner comments should be checked with classroom evidence. III. Learner voice should replace all teacher observation.

A Only I

B Only II and III

C Only I and II

D I, II and III

Q13. A 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.

Q14. Match the step with its purpose. Column A: 1. Baseline evidence 2. Action plan 3. Observation 4. Reflection Column B: a. Shows the present level b. Decides the strategy and evidence c. Records the effect d. Uses findings to improve the next teaching step

A 1-a, 2-b, 3-c, 4-d

B 1-b, 2-a, 3-d, 4-c

C 1-c, 2-b, 3-a, 4-d

D 1-d, 2-c, 3-b, 4-a

Q15. Assertion: In action research, a teacher may share a small finding with colleagues, but should explain the classroom context. Reason: The purpose is to improve practice through evidence, not to claim a universal rule from one class. Choose the correct option.

A Both the assertion and reason are true, but the reason does not explain the assertion.

B Both the assertion and reason are true, and the reason explains the assertion.

C The assertion is true, but the reason is false.

D The assertion is false, but the reason is true.

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