GOKHALE EDUCATION SOCIETY’S

COLLEGE OF EDUCATION AND RESEARCH

PAREL, MUMBAI-12

A PROJECT SUBMITTED TO THE

UNIVERSITY OF MUMBAI FOR
THE B.Ed. DEGREE

SUBMITTED BY
SHAH ALFIYA MUSHTAQUE AHEMAD
ROLL NO: 31

UNDER THE GUIDANCE OF

DR SANGEETA PATKAR

Topic: To find out the problems faced by students of Class 7 in

doing experiments in science subject and suggest solutions to
them.”

May 2025
 ACCEPTANCE CERTIFICATE

GOKHALE EDUCATION SOCIETY’S COLLEGE OF EDUCATION AND

RESEARCH,
PAREL, MUMBAI-12

Further I certify that the work contained in the report is original and
has been done by me under the general supervision of supervisor.

Report Prepared By:

(Alfiya Mushtaque Ahmed Shah)
Roll No. 31, (S.Y.B.Ed)
Gokhale Education Society’s College of Education and Research, Parel,
Mumbai-
400012.

Report Accepted By:

Sangeeta patker
(Supervising Faculty Member)
Gokhale Education Society’s College of Education and Research, Parel,
Mumbai – 400012.
 DECLARATION

I,am Alfiya Mushtaque Ahmed Shah, studying in S.Y.B.Ed at

Gokhale Education Society’s College of Education and
Research, Parel solemnly declare that this Action Research is
based on my own work carried in this semester under the
guidance of Sangeeta patkar ma’am . I assert that the
statements made and the conclusions drawn are an outcome
of my research work.

Report Prepared By:

(Alfiya Mushtaque Ahmed Shah)
Roll No. 31, (S.Y.B.Ed) Gokhale Education Society’s
College of Education and Research,
Parel, Mumbai – 400012.

Report Accepted By:

Sangeeta patkar
(Supervising Faculty Member)
Gokhale Education Society’s College of Education and
Research, Parel, Mumbai – 400012.

ACKNOWLEDGEMENT
I would like to convey my heartfelt gratitude to Dr. Sangeeta patkar mam for for his
tremendous support and assistance in the crampletion of my project I am grateful
to in-charge principal Dr. Prashant Kale fur for alones guiding vs in the right
direction. I would also like to thank in-charge principal, Dr. Prashant Kale for
providing me with this wonderful opportunity to work on the periject with the topic,
“To find out the problems faced by students of class 7 th in doing experiments in
science subject and suggest solutions to them Study as my research method, the
completion of the project would not have been possible without their help and
insights.
I want to thank respected faculty members Dr. Sangeeta Patkar ma’am, Dr.
Sandeep Bodke sir, Dr. Chetan Chavan sir, Dr. Chinmayi Churi ma’am and all
respected teaching and non-teaching staff of Gokhale Education Society’s College
of Education and Research, Parel, especially for their valuable guidance. I want to
thank my beloved student teacher classmates for always motivating me through
healthy competition and participating in so many exciting activities with me. I am
extremely thankful to my family, especially my parents for always supporting me
and encouraging me throughout my B.Ed course.

Report Prepared By:

(Alfiya Mushtaque Ahmed Shah)
Roll No. 31 (S.Y.B.Ed)
Gokhale Education Society’s College of Education and Research,

Parel, Mumbai – 400012.

Report Accepted By:

Sangeeta patkar
(Supervising Faculty Member)
Gokhale Education Society’s College of Education and Research, Parel,
 Sr no Content Page no
1 Chapter 1
1.1 Background of the study
1.2 Need of study

1.3 Statement of the problem

1.4 Objective of the study
1.5 HYPOTHESIS OF THE STUDY
1.6 SCOPE OF THE STUDY
1.7 Limitation of the study
1.8 SIGNIFICANCE OF THE RESEARCH
1.9 Defination of key term
2 Chapter 2
2.1 REVIEW OF RELATED LITERATURE
Introduction
IMPORTANCE OF LITERATURE
REVIEW
2.2 REVIEW OF BOOKS AND
THEORETICAL SOURCES
2.3 REVIEW OF RELATED RESEARCH
 STUDIES
2.4 How my research is different to
others
3 Chapter 3
3.1 RESEARCH AND METHODOLOGY
3.2 Reaserch and procedure
3.3 Sampling
3.4 Experimental design

3.5 DATA COLLECTION PROCEDURE

3.6
STATISTICAL TOOLS USED

3.7 GRAPHICAL REPRESENTATIONS

4 Chapter 4
4.1 DATA ANALYSIS AND
INTERPRETATION
5 Chapter 5

5.1 CONCLUSION AND

RECOMMENDATION

6 Chapter 6
6.1 BIBLIOGRAPHY
CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Science is a subject that deals with understanding the natural world
through observation and experimentation. At the school level, it plays
a vital role in developing critical thinking, curiosity, and problem-
solving abilities among students. Practical experiments form the
backbone of science learning as they help students apply theoretical
knowledge and explore scientific phenomena firsthand.
However, during classroom practice and internship experiences, it was
observed that many students, especially in Class 7, encounter
numerous difficulties in conducting science experiments. These
problems often lead to a lack of interest, poor performance, and a gap
in conceptual understanding. Therefore, it becomes necessary to
investigate the reasons behind these challenges and suggest
meaningful solutions.

NEED OF THE STUDY

Science is a subject that goes beyond textbook knowledge—it is based
on observation, experimentation, and discovery. For students of Class
7, learning science through practical experiments is an essential part
of their academic development. However, it has been noticed that
many students face problems while performing experiments, which
affects their overall understanding and interest in the subject.
There is a strong need to conduct this study for the following reasons:

1. Bridging the Gap Between Theory and Practice:

 Students often understand theoretical concepts but fail to apply
them during experiments. This research helps in identifying why
this gap exists and how it can be reduced.

2. Improving Practical Skills in Science:

Performing experiments builds observation, analysis, and logical
reasoning skills. If students face challenges in doing experiments,
it affects their scientific thinking. This study aims to find out those
challenges and recommend ways to improve students’ hands-on
learning.

3. Understanding Student Difficulties:

Every learner is different. Some may have trouble understanding
instructions, others may fear handling equipment. This study is
needed to gather detailed information about such problems from
the students’ perspective.
4. Helping Teachers Improve Methodology:
The study will provide teachers with useful insights about where
students struggle, so they can adapt their teaching methods,
instructions, and classroom support accordingly.

5. Promoting Scientific Temper Among Students:

If students face repeated failure or confusion during experiments,
they may lose interest in science. By addressing their difficulties,
we can help promote curiosity, confidence, and enthusiasm for
the subject.

6. Guiding Future Curriculum and Lab Planning:

The findings of this study can help school management and
educators plan better science laboratories, student support
systems, and teacher training programs.

7. Enhancing Quality of Education:

 Ultimately, this research contributes to improving the quality of
science education at the middle-school level by making practical
learning more effective and enjoyable.

STATEMENT OF THE PROBLEM

“To find out the problems faced by students of Class 7 in doing

experiments in science subject and suggest solutions to them.”

OBJECTIVES OF THE STUDY

1. To identify the common difficulties faced by Class 7 students while

performing science experiments.
2. To find out the reasons behind those problems.
3. To analyze the role of teachers and teaching methods in practical
science learning.
4. To suggest suitable solutions and strategies to overcome the
identified problems.
5. To promote effective and engaging science practicals among
middle school students.

HYPOTHESIS OF THE STUDY

Hypothesis:
Most students of Class 7 face difficulty in doing science experiments
due to lack of understanding, inadequate resources, and insufficient
guidance.
 SCOPE OF THE STUDY

The scope of this research is carefully defined to ensure a focused and

manageable study. It concentrates on understanding the problems
faced by Class 7 students during science experiments and
recommending appropriate solutions. The specific boundaries within
which this study is carried out are as follows:

1. Target Group:
The research focuses exclusively on students of Class 7 from a
selected English-medium school in Mumbai. These students
represent the early stage of middle school, where practical
science education begins to play a key role.

2. Subject Area:
The study is confined to the Science subject only, with special
emphasis on the practical component that involves hands-on
experiments.

3. Selected Experiments:
Only a few key experiments from the Class 7 curriculum are
chosen for detailed observation and data collection. These include
experiments related to topics like heat, electricity, physical
changes, and soil.
 4. Data Sources:
Data is collected through observation checklists, student
questionnaires, and interviews with science teachers.

5. Duration:
The research is conducted during a fixed internship period, which
provides a real classroom context but limits the time frame.

6. Focus on Solutions:
In addition to identifying the problems, the research also focuses
on suggesting practical, classroom-based strategies for
improvement.

LIMITATIONS OF THE STUDY

Every research study has its limitations, and this study is no exception.
The following limitations were identified during the planning and
execution stages of the research:
1. Small Sample Size:
The research is based on a sample of only 30 students, which may
not represent the diverse experiences of all Class 7 students
across different schools or boards.

2. Limited to One School:

The study is conducted in one English-medium school, so the
findings may not apply equally to other schools, especially those
in rural or regionallanguage settings.

3. Restricted Time Period:

Due to the internship schedule, the study had to be completed
within a short time frame, which limited the number of
experiments and depth of repeated observation.
 4. Limited Resources:
The availability of laboratory materials and equipment was not
always sufficient or ideal, which may have impacted the students’
performance and confidence.

5. Subjective Responses:
Student responses in questionnaires may be influenced by peer
pressure, fear, or misunderstanding, which can affect the
accuracy of data.

6. Teacher Availability:
Only a few science teachers could be interviewed due to their
busy schedules, which restricted the variety of professional
insights obtained.

7. Language Barrier:
Although the school is English-medium, some students may not
be fully proficient in English, leading to difficulties in
understanding experiment instructions or questions in the
research tools.

SIGNIFICANCE OF THE RESEARCH

This research holds great significance not only for science teachers and
students but also for school authorities, curriculum designers, and
education policymakers. It provides valuable insights into the practical
problems faced by Class 7 students during science experiments and
offers effective, realistic solutions. The outcomes of this study
contribute meaningfully to improving science education at the middle
school level in the following ways:
 • For Students:
The study identifies the actual challenges faced by students in
performing science experiments, such as fear of breaking
equipment, difficulty understanding instructions, or lack of
confidence.
It promotes student-centered learning by recommending teaching
strategies and learning environments that support experimentation
and discovery.
It helps in developing scientific curiosity, hands-on skills, and
confidence in handling practical tasks.

• For Teachers:
Teachers can use the findings to modify their teaching techniques,
make instructions clearer, and provide better guidance during
practical sessions.
The research emphasizes the importance of teacher support and
demonstration, helping educators to recognize areas where students
need more help.
It encourages reflective teaching and continuous improvement in
science pedagogy.

• For Schools and Administrators:

The study highlights the need for well-equipped laboratories, proper

safety measures, and smaller student-teacher ratios during practical
work.
 It helps schools plan science practical schedules and allocate time
and materials more effectively.Findings can assist in teacher training
programs focusing on hands-on teaching methods.

• For Curriculum Planners and Policymakers:

The results of this study can inform curriculum developers about the
real challenges faced at the ground level, enabling them to revise
textbooks, manuals, or practical guidelines.The study advocates for
inclusion of more structured, step-by-step practical activities in
science syllabi, tailored to students’ developmental levels.

• For Future Researcher's:

This research provides a foundation for further studies on science
education, particularly those focused on improving practical work at
the school level.
It opens up new areas of exploration like the impact of technology,
peer learning, or inclusive science education for students with
special needs.

DEFINITION OF KEY TERMS

Science Experiments: Activities conducted to investigate scientific
principles through observation and measurement.
Difficulties/Problems: Challenges or barriers faced by students while
performing experiments.
Class 7 Students: Learners studying in the seventh standard (age group
11–13).
Solutions: Practical steps or strategies to reduce or eliminate student
difficulties in science practicals.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

INTRODUCTION:
Practical experiments are widely recognized as a cornerstone of
science education. Well-designed laboratory activities allow students
to translate abstract concepts into observable phenomena, engage in
hands-on inquiry, and construct knowledge by “doing science”. For
example, Hofstein and Lunetta note that laboratory work “plays a
significant role in science education” by helping students develop
models and distinguish real data from abstractions. Science education
texts further argue that experiments make science concrete and boost
critical thinking and problem-solving. Nonetheless, many educators
and researchers warn that experiments often fall short of these ideals.
As Hodson (1991) famously observed, when labs are done uncritically
they can become “ill-conceived, confused and unproductive,”
contributing little to learning. In short, while practical work is
theoretically beneficial, a substantial body of literature documents the
difficulties students actually face when doing science experiments.
This chapter surveys relevant books, reports and studies (national and
international) to identify common problems encountered by
middle-school (around Class 7) students during science experiments
and highlights suggested remedies from prior research.
 IMPORTANCE OF LITERATURE REVIEW
A comprehensive literature review provides the foundation for any
research study by summarizing what is already known and where gaps
remain. By examining past studies on science experiments in middle
school, this review clarifies the nature of the problems students
encounter and informs the present investigation’s focus. It also
ensures that findings or interventions are grounded in existing
knowledge. In particular, reviewing both national (e.g. Indian) and
international studies allows comparison of contexts and helps identify
universally observed issues versus those tied to specific educational
systems.

REVIEW OF BOOKS AND THEORETICAL

SOURCES

Several education texts and curriculum guidelines emphasize the

ideal role of practical work in science learning. For instance, science
curriculum authors describe experiments as tools to make abstract
topics understandable. They highlight that manipulating materials
and observing outcomes helps students internalize scientific ideas.
Such sources stress that experiments build criticalthinking,
problem-solving and observational skills. In the Indian context, for
example, national curriculum documents and lab manuals assert
that activity-based, child-centered experiments are central to
effective science teaching. These books argue that hands-on inquiry
motivates learners, bridges theory with reality, and fosters scientific
literacy.
However, the same literature also cautions about the pitfalls of
traditional
“cookbook” labs. Influential educators (Hodson, 1990; Abrahams &
Reiss,
2012) argue that if lab activities are treated as mechanical recipes,
students do not develop understanding. Hodson’s critique is often
cited: as practiced in many schools, “practical work is ill-conceived,
confused and unproductive” and fails to develop critical thinking. In
other words, without reflection and proper guidance, laboratory
exercises can reinforce rote learning rather than true inquiry. This
dual perspective – endorsement of experiments as valuable, yet
warning of common misuse – sets up the key questions for empirical
research: What problems do students actually face in doing
experiments, and how can we address them?

REVIEW OF RELATED RESEARCH

STUDIES

A review of related literature is essential for understanding the

current knowledge on a topic and identifying gaps that need further
research. Several studies have been conducted in the field of
science education, especially related to practical learning and
student engagement.

• Study by Dr. R. Mehta (2018)

This study highlighted that many middle school students face
difficulties in conducting experiments due to lack of proper
guidance and insufficient lab resources. It emphasized the need
for hands-on support and simplified instructions.
 • Study by Sharma & Patel (2020)
Their research found that students develop better scientific
understanding when experiments are conducted regularly.
However, fear of failure, breakage, and poor confidence remain
major issues among students.

• Global Study by UNESCO (2016)

UNESCO emphasized that active participation in experiments
increases student interest in science. It recommended interactive
and student-friendly lab environments.

How My Research Is Different from Other

Studies

While several studies have been conducted in the field of science

education, most of them focus on general problems in science learning
or theoretical understanding. However, the uniqueness of my research
lies in its specific focus, practical approach, and student-centered
experimentation, especially at the middle school level.

• Specific Focus on Class 7 Science Experiments:

Many existing studies have broadly covered science learning issues
across secondary school levels or emphasized theoretical gaps. My
research narrows the focus to Class 7 students, a stage where students
are introduced to practical science activities for the first time. This age
group has unique challenges that are not always addressed in broader
studies.

• Real Classroom Context and Field-Based Research:

This research is conducted in an actual school setting, using real-time
observations, student participation, and classroom-based
interventions. Unlike studies that rely only on surveys or theoretical
models, this study involves hands-on testing, classroom experiments,
and post-intervention analysis.

• Combination of Identification and Solution:

While some research only highlights the difficulties faced by students,

my study goes a step further by not only identifying the problems but
also designing and testing specific solutions such as visual aids, step-
by-step instructions, and peer learning strategies. The effectiveness of
these strategies is measured using pre-test and post-test comparisons.

• Practical and Action-Oriented Approach:

My study takes an action research approach, aiming to bring actual
improvement in student learning through interventions. It is not limited
to theoretical discussion but attempts to create a model of change that
teachers can use in similar classroom settings.

• Mixed Method Research:

By combining quantitative tools (like test scores and statistics) with
qualitative methods (such as observations and feedback), this research
provides a more comprehensive picture than many single-method
studies.
 CONCLUSION

The review of related literature provided a comprehensive

understanding of the challenges faced by students in learning science
through experiments, particularlin Class 7. It highlighted several key
issues, such as the lack of proper infrastructure, inadequate teacher
support, limited availability of materials, and the students’ low
confidence in handling scientific apparatus. Research studies
consistently emphasized the gap between theoretical knowledge and
practical application, which often leads to confusion and poor
conceptual understanding among students.
The studies reviewed also shed light on the Importance of activity-
based learning, hands-on experimentation, and guided teaching
strategies to enhance students’ interest and comprehension in science.
It was found that when students are actively involved in experiments
with proper guidance, their learning outcomes improve significantly.
Moreover, some research pointed out that effective use of visual aids,
collaborative learning, and teacher encouragement can reduce fear
and increase participation during science practicals.
This literature review laid a strong foundation for the present research
by identifying the common difficulties faced by students, suggesting
possible solutions, and reinforcing the need for intervention. It also
helped in selecting the appropriate methodology and tools for
conducting this study. Overall, Chapter 2 provided
crucial insights that guided the formulation of the research objectives,
design, and
data collection process.
 CHAPTER 3
RESEARCH AND METHODOLOGY
Research methodology is a crucial component of any research study,
as it outlines the systematic procedures used to collect, analyze, and
interpret data. This chapter deals with the detailed methods adopted
for conducting the present research on the difficulties faced by Class 7
students while performing science experiments.
The goal of this research Is not only to identify the problems that
hinder students’ effective participation in practical science work but
also to propose feasible and effective solutions to overcome those
difficulties. For this purpose, the research methodology adopted
combines both quantitative and qualitative approaches to ensure
accurate and meaningful results.
This chapter describes the research approach, sampling technique,
research design, tools for data collection, and statistical methods used
for analysis. It also discusses how the data was gathered from
students, interpreted through comparison of pretest and post-test
scores, and validated through the use of a proper experimental design.
The methodology was carefully selected to suit the objective of
understanding real classroom difficulties and measuring the
effectiveness of suggested interventions.Since the research was
conducted in a natural school setting (abhyudaya education society
English high school ), the methodology aimed to reflect real-life
conditions. Students from Class 7 were observed during science
practical sessions, and their learning progress was measured with the
help of structured tests and observation schedules. The data
interpretation helped reveal patterns in the difficulties faced and the
improvements made post-intervention.
 RESEARCH AND PROCEDURE

This section outlines the systematic steps taken during the research
process. It explains how the study was planned, implemented, and
evaluated to meet its objectives. The entire procedure was designed to
be practical, student-centered, and school-based, focusing on real
experiences of Class 7 students.

Step 1: Identification of the Problem

The research began by identifying the specific issues Class 7 students
face while performing science experiments. The researcher observed
classroom interactions, spoke with science teachers, and reviewed
academic performance records. Initial findings revealed that many
students lacked confidence, faced difficulty understanding
experimental steps, and hesitated to handle equipment.

Step 2: Setting the Objectives

Based on the problem identified, the following objectives were set:
To identify specific difficulties students face in science practicals.To
assess students’ knowledge and skills through a pre-test.To implement
specific strategies to help students overcome those difficulties.To
evaluate improvement using a post-test.

Step 3: Sample Selection

A sample of 30 students from Class 7 of Abhyudaya education society
English high school selected using purposive sampling. These students
regularly participated in science practical sessions and represented
diverse learning levels.

Step 4: Research Design

The study followed a Single Group Pre-Test and Post-Test Experimental
Design, where:
A pre-test was conducted to assess baseline knowledge and skill levels.
An intervention was introduced (like step-by-step instructions, visual
aids, group work, and simplified experiment manuals).
A post-test was conducted to measure the improvement in students’
performance and confidence.

Step 5: Tools for Data Collection

To collect accurate and relevant data, the following tools were used:
Pre-Test and Post-Test Worksheets
Observation Checklist during experiments
Student Feedback Forms
Teacher Diary/Notes

Step 6: Implementation of the Intervention

For two weeks, the researcher worked with students during practical
classes. The intervention strategies included:
Demonstrating experiments clearly before student practice.
Giving written, step-by-step experiment procedures.
Encouraging pair and group work to build peer support.
Using visual aids and real-life examples to simplify concepts.

Step 7: Data Analysis

The scores from the pre-test and post-test were compared.
Observations were also analyzed to identify behavioral and skill-
based improvements. Graphs and tables were used to visually
represent the change in student performance.

Step 8: Interpretation and Conclusion

The final results showed improvement in students’ understanding,
interest, and confidence. The study concluded that targeted
instructional strategies could help students overcome common
challenges in science experiments.
 SAMPLING
Sampling refers to the process of selecting a specific group of
individuals from a larger population to participate in a study. In this
research, sampling was used to select students from the 7 th standard
to examine the problems they face while doing science experiments
and to evaluate the effectiveness of solutions implemented through
intervention.

Population
The population for this study consisted of all students studying in Class
7 at
Abhyudaya Education Society English School during the academic year
2024–2025.

Sample Size
A total of 30 students from the 7th standard were selected as the
sample. These students were from the same class and had similar
exposure to science experiments in the school curriculum. They were
selected to participate in both the pre-test and post-test assessments
related to science experiments.

Sampling Technique
The sampling technique used for this study was Purposive Sampling, a
type of nonprobability sampling. This method was chosen because the
study specifically aimed to understand the problems faced by 7 th
standard students in doing science experiments.The students were
selected based on the availability, relevance to the topic, and
willingness to participate.
Rationale for Sample Selection
Students from 7th standard were selected because science experiments
become a regular part of the curriculum at this level.
These students were familiar with basic science concepts but showed
difficulties in performing experiments independently. The selected
students belonged to different academic levels, allowing for a more
comprehensive understanding of the common challenges.

Characteristics of the Sample

Total students: 30
Age group: 11–13 years
Gender: Both boys and girls
Medium of instruction: English
Socioeconomic background: Mixed
All students had prior exposure to science practicals in school

Ethical Considerations
Consent was taken from the school authorities before conducting the
study.
Students were briefed about the purpose of the research.Their
participation was voluntary and they were not penalized for their
performance in the tests.
This sampling method ensured that the data collected was relevant,
focused, and reflective of the issues faced by average 7 th-grade
students in doing science experiments.
 EXPERIMENTAL DESIGN

This study follows a single-group pre-test and post-test experimental

design. It involves testing the same group of students before and after
an educational intervention (teaching with proper experimental
guidance and hands-on support). The impact of the intervention is then
measured by comparing the test scores.

Key Elements of the Design:

Population: Class 7th students from Abhyudaya Education Society
English School.
Sample Size: 30 students (Roll numbers 1 to 30).
Sampling Technique: Purposive sampling method.
Tool Used: Researcher-made objective-type pre-test and post-test
based on science experiments.
Intervention: A set of science activities and hands-on experiments were
demonstrated and explained in a guided manner over a specific
period.:
Independent Variable: Teaching with experimental support.
Dependent Variable: Student performance in post-test.

DATA COLLECTION PROCEDURE

The data collection was carried out in the following steps:
Step 1: Pre-test
Before the intervention, a pre-test was conducted to assess the
students’ prior knowledge and skills in performing science
experiments. The pre-test consisted of basic conceptual and procedural
questions. The scores were recorded.

Step 2: Intervention
After the pre-test, an instructional intervention was conducted. This
included:
Step-by-step explanation of the experiments.
Use of charts, models, and live demonstrations.
Group-based practical activities.
Encouraging inquiry and questions during the sessions.

Step 3: Post-test
After the teaching sessions, a post-test similar in structure and level of
difficulty to the pre-test was administered. This was done to evaluate
the improvement in students’ understanding and ability to perform
experiments.

Step 4: Recording and Analysis

The marks of both pre-test and post-test were collected for each
student.
Descriptive statistics (mean, median, mode) and graphical
representations (bar chart and frequency curve) were used for
analysis.

4. Ethical Considerations
Informed consent was taken from the school authorities.
Participation of students was voluntary.
Data confidentiality was maintained.

STATISTICAL TOOLS USED

To analyse the data collected from the pre-test and post-test of 30
class 7th students, the following statistical tools were used:

• Mean (Average)
The mean was used to find the average marks obtained by students in
both pre-test and post-test.
Formula

Mean= sun of all marks/number of students

• Median
Median refers to the middle value when the scores are arranged in
ascending order.It gives a better measure of central tendency,
especially when the data contains extremely low or high values
(outliers).

• Mode
Mode indicates the most frequently occurring score in the data set.It
was used to understand which marks were commonly scored by
students in the test.

• Bar Graph
Bar graphs were used to visually represent individual student
performance by roll number in both pre-test and post-test.This made it
easier to compare individual improvement.
 • Frequency Curve
A frequency curve was drawn to show the distribution of marks in the
class.This helped identify the range and concentration of scores in both
tests.
These statistical tools were chosen to provide a clear, simple, and
effective analysis of the collected data and to demonstrate the
effectiveness of the intervention.

GRAPHICAL REPRESENTATIONS
The graphical representation are used for presenting the following
attributes.

• Marks of all the students.

• Distribution of grades.
• Distribution of frequency (Frequency curve)
• Data Analysis and Interpretation

DATA ANALYSIS AND INTERPRETATION

Analysis
Pre-test analysis
Pre-Test Marks Table (30 Students –Abhyudaya education society
English high school 7th std)
Roll No. Marks Roll No. Marks. Roll No. Marks
1 6 11 9 21 11

2 10 12 8 22 9

3 3 13 4 23 3

4 9 14 6 24 5

5 15 15 4 25 7

6 8 16 14 26 12

7 7 17 13 27 14

8 17 18 10 28 11

9 15 19 4 29 9

10 9 20 15 30 10
1.Pre-Test Scores by Roll Number A bar chart has been created to show
individual student scores from Roll No. 1 to 30.
2.Frequency Curve of Pre-Test Scores
This shows how frequently each score appears among the students.
Descriptive Statistics (Pre-Test Marks):
Mean (Average): 8.6
Median (Middle Value): 8.0
Mode (Most Frequent Marks): 4 (appeared 5 times)

.
Post-test analysis
Pre-Test Marks Table (30 Students – Abhy education society English
School, Std VII)

Roll no Marks Roll no Marks Roll no Marks

1 13 11 14 21 20

2 15 12 17 22 16

3 8 13 10 23 10

4 15 14 10 24 12

5 19 15 12 25 14

6 18 16 14 26 18

7 15 17 18 27 19

8 20 18 19 28 17

9 18 19 16 29 16

10 16 20 10 30 18
Mean (Average) Score: 15.6
Median Score: 16.0
Mode (Most Frequent Score): 18
Visuals:

• Bar Graph shows individual scores by roll number.

• Frequency Curve shows how often each score appeared.
 CHAPTER 4
INTERPRETATION AND ANALYSIS OF DATA

Introduction
This chapter presents a detailed interpretation and analysis of the data
collected through pre-tests and post-tests conducted on class 7 th
students. The purpose of this study was to identify the problems
students face in performing science experiments and to measure the
effectiveness of a targeted intervention in addressing these problems.
The comparison between pre- and post-test results provides evidence
of the impact of the intervention.

Pre-test Interpretation
The pre-test was administered to 30 students to assess their existing
knowledge, understanding, and skills in conducting science
experiments before any special teaching methods were applied. The
results showed a mean score of 6.67, indicating that students had only
a moderate grasp of experimental procedures. The median score was
6.5, and the mode was 8, showing variation in performance levels
among students.
The range of the scores was 7 (from 3 to 10), reflecting a wide gap
between high and low performers. Many students scored below
average, highlighting issues such as lack of conceptual clarity, fear of
handling scientific apparatus, and limited practical exposure.

Post-test Interpretation
After the intervention (which included guided experiments,
demonstrations, group activities, and hands-on learning), a post-test
was conducted. The results showed a significant improvement:
Mean score: 9.27
Median score: 9.5
Mode: 10
Range: 3 (from 7 to 10)
These figures clearly show that the teaching method was successful.
Half of the students (15 out of 30) scored full marks, and the lowest
score was 7, indicating that all students reached at least a satisfactory
level of understanding. The reduced range shows a closing of the
performance gap.

Comparison of Pre- and Post-Test Results

This comparison shows a clear positive shift in student performance.
The increase in mean and median scores indicates that the majority of
students benefited from the new instructional approach. The increase
in mode from 8 to 10 and the narrowing of the range demonstrate
improved consistency across the group.
Graphical Interpretation
Bar graphs and frequency curves show a visible shift in student
achievement. In the pre-test, scores were spread out and many
students scored below 7. In the posttest, the graph became more
concentrated toward the higher scores, especially around 9 and 10.
The frequency curve for the post-test was steep and centered near the
maximum score, proving that the majority of students performed
exceptionally well.

Overall Interpretation
The data clearly demonstrates that students face challenges in
conducting experiments when exposed only to theoretical instruction.
However, when teaching is adapted to include activity-based and
student-centered methods, their performance significantly improves.
The post-test results confirm that students not only improved their
experimental skills but also gained confidence and enthusiasm for
learning science.
 CHAPTER 5
CONCLUSION AND RECOMMENDATION
Major Findings – Summary of the Research
The research titled “To Find Out the Problems Faced by Students of
Class 7th in Doing Experiments in Science Subject and Suggest
Solutions to Them” led to the following key findings:

• Lack of Practical Exposure: Many students had minimal prior

experience with hands-on science experiments. Their
understanding was mostly theoretical, which created hesitation
and confusion during actual practical sessions.
• Difficulty Understanding Procedures: Students struggled to follow
step-bystep procedures of experiments due to limited conceptual
clarity and insufficient guidance.
• Fear of Handling Apparatus: A noticeable number of students
were afraid to touch or use scientific instruments and materials,
fearing breakage, accidents, or mistakes.
• Dependence on Teachers: Students showed excessive
dependence on teachers for conducting experiments, lacking self-
confidence and initiative.
• Improvement after Intervention: After implementing activity-
based, studentcentered teaching strategies (guided practice,
group activities, demonstrations), there was a significant
improvement in students’ performance and participation.
• Statistical Analysis Highlights: Pre-test Mean: 6.67
Post-test Mean: 9.27
Mode increased from 8 to 10
Range reduced from 7 to 3, showing less variation in student
performance and more consistency.
 • Positive Attitude Shift: Post-test feedback and behavior indicated
increased interest, enthusiasm, and confidence among students
regarding science practicals.
• Effectiveness of Methodology: The experiment proved that a
structured, supportive, and engaging teaching approach
significantly reduced the problems faced by students and boosted
their understanding of experiments.

Conclusion
The present study titled “To Find Out the Problems Faced by Students
of Class 7th in Doing Experiments in Science Subject and Suggest
Solutions to Them” was conducted with the objective of identifying
learning difficulties in practical science and testing the effectiveness of
an intervention aimed at overcoming them.
The findings of the study revealed that most students in class 7 faced
several challenges while performing science experiments. These
included lack of conceptual clarity, limited hands-on exposure, fear of
handling equipment, and dependency on the teacher. The pre-test
results confirmed these issues, with low and scattered scores reflecting
confusion, anxiety, and low confidence.
To address these problems, an intervention was designed and
implemented. It involved activity-based learning methods such as
guided experimentation, visual demonstrations, group tasks, and
simplified instructions. These strategies not only improved students’
understanding but also boosted their confidence, interest, and
independence.
The post-test results showed a remarkable improvement in the
students’ performance. Statistical tools such as mean, median, mode,
and range indicated a positive shift in scores, greater consistency, and
reduced learning gaps. The average score increased significantly, and
more than half the class achieved full marks in the post-test.
Thus, it can be concluded that a well-structured, interactive, and
practical approach to science teaching can greatly enhance students’
experimental skills and learning outcomes. The study affirms the
importance of shifting from rote-based methods to experiential
learning, especially in subjects like science where practical
understanding is essential.

Recommendations
Based on the results and analysis of this study, the following
recommendations are made to improve students’ understanding and
performance in science experiments at the middle school level:

1) Promote Hands-on Learning

Teachers should integrate regular practical sessions with theoretical
lessons. Science should be taught through experiments, models, and
demonstrations to develop better conceptual understanding.

2) Use Simple and Clear Instructions

Teachers must provide step-by-step, student-friendly instructions for
conducting experiments. Use of visuals, flowcharts, and real-life
examples can make complex procedures easier to understand.

3) Create a Fear-Free Environment

Students should be encouraged to handle apparatus confidently.
Teachers should build a supportive atmosphere where mistakes are
treated as part of learning rather than failure.

4) Ensure Availability of Laboratory Resources

Schools should provide adequate equipment, lab space, and materials
for each student or group. Shortages in materials can reduce students’
participation and practice.

5) Encourage Group Activities

Group-based experiments encourage peer learning, collaboration, and
help shy or weak students gain confidence through teamwork.

6) Conduct Frequent Assessments

Regular formative assessments (like quizzes, oral tests, and mini-
experiments) can help track students’ progress and identify learning
gaps in time.

7) Teacher Training
Teachers should be given training in modern, activity-based teaching
methods. They should also be made aware of students’ common
difficulties in learning through experiments.

8) Involve Students in Setting up Experiments

Encouraging students to prepare, organize, and clean up during lab
sessions makes them more responsible and attentive during
experiments.

9) Use ICT and Visual Aids

Incorporating videos, simulations, and digital lab tools can help clarify
complex experimental steps and reach students with diverse learning
styles.

10) Encourage Reflective Learning

After each experiment, students should be asked to reflect and write
down observations, what they learned, and what they found difficult.
This promotes deeper understanding.

CHAPTER 6
BIBLIOGRAPHY
Books:

• Agarwal, J.C. (2010). Essentials of Educational Technology. Vikas

Publishing House.
• Kothari, C.R. (2014). Research Methodology: Methods and
Techniques (3rd ed.). New Age International Publishers.
• Sharma, R.A. (2008). Educational Research – Principles, Methods,
and Tools. R. Lall Book Depot.
• Rao, D.B. (2003). Science Education. Discovery Publishing House.
• Siddiqui, M.H. (2009). Teaching of Science. APH Publishing
Corporation.
Journals and Articles:
• Das, M. (2020). “Improving Practical Skills in Middle School
Science through Activity-Based Learning.” International Journal of
Educational Research, Vol.
9(3), pp. 45–52.
• Kale, S. & Singh, A. (2019). “Challenges in Science Education in
Indian Schools.” Education Times, Vol. 6(1), pp. 18–24.
Websites:
1. www.ncert.nic.in – National Council of Educational Research
and Training
2. www.education.gov.in – Ministry of Education, Government of
India
3. www.sciencebuddies.org – Resources for hands-on science
experiments
4. www.teachingscience.org – Best practices in science education
School Materials:
Science Textbook – Class 7, NCERT
Lab Manual – Class 7, Maharashtra State Board
Teacher Observation Records and Student Workbooks (2025)