Volume 13 | Issue 10 |

 Abstract

This study aims to enhance the understanding of the concepts of mass and weight among secondary school students. Although these are fundamental ideas in physics, many students continue to confuse them because the terms are often used interchangeably in everyday life. The research was conducted among Class IX students of Rotary West School, Mysuru, with the objective of identifying and correcting these misconceptions. A quantitative approach was adopted, using a one-group pre-test and post-test design. Six students were selected through purposive sampling. To make learning more meaningful and engaging, the researcher implemented several activities including concept comparison, a spring balance experiment, a unit identification game and situational analysis. An achievement test developed by the researcher was used to assess students' understanding before and after the intervention. The results showed a clear improvement, with average scores rising from 5.33 in the pre-test to 15.33 in the post-test, reflecting about a 50% increase in conceptual understanding. The findings indicate that activity-based and experiential learning approaches help students distinguish between mass and weight more effectively and connect these ideas to real-life contexts. The study concludes that incorporating practical, interactive and student-centered methods in science teaching can significantly reduce misconceptions and promote deeper, more meaningful learning. It also highlights the need for teachers to focus on developing conceptual clarity rather than relying solely on rote learning.

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 Keywords

Mass, Weight, Misconceptions, Activity-Based Learning, Experiential Learning.

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 Abstract

Physics derivations are a challenging aspect of the 9th-grade curriculum, requiring conceptual understanding, mathematical reasoning and step-by-step problem-solving skills. Many students struggle with derivations due to weak math skills, reliance on memorization and ineffective teaching methods, resulting in low confidence and poor academic performance. This action research employed a one-group pre-test and post-test experimental design with six 9th-grade students to identify difficulties and implement targeted interventions. Three activity-based strategies-"Pathway to Solving Physics Derivation," "Match the Following," and "From Formula to Solution" were implemented. Post-test results indicated significant improvement in students' problem-solving accuracy, logical reasoning, conceptual understanding and confidence. The study highlights the effectiveness of visual aids, activity-based learning and stepwise instruction in enhancing students' derivation skills in physics.

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 Keywords

Physics derivations, Mathematical Reasoning, Activity-Based Learning, Stepwise Problem-Solving, Visual Aids, Problem-Solving Skills, Confidence in Physics

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Hygiene is a vital component of adolescent health, influencing both immediate well-being and lifelong habits. This study aimed to assess and enhance awareness of hygienic practices among secondary school students of Sri Siddeshwara High School, Vijayanagar, Mysuru. Using a descriptive quantitative approach, 24 eighth-grade students were observed over five weeks through structured checklists. Interventions included orientation sessions, video-based awareness, cleanliness and drawing competitions, dramatization and distribution of hygiene kits. Post-intervention analysis showed notable improvements across personal, hand, clothing, food, environmental and health hygiene practices, with an average increase of 23-34%. Findings highlight the effectiveness of structured hygiene education in fostering positive behavioral change. The study underscores the need for collaborative efforts by educators, parents and policymakers to sustain hygiene awareness, ensuring healthier, disciplined and responsible adolescents.

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 Keywords

Hygiene awareness, Personal hygiene, Environmental hygiene, Health Education, Behavioral change, Hygiene interventions, Adolescent health, WASH practices

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 Abstract

Algebra is a fundamental branch of mathematics that enhances logical thinking, reasoning and problem-solving skills. Yet, many middle school students find it difficult to connect algebraic expressions and identities to real-life situations, making learning abstract and less engaging. To address this, an Action Research study was undertaken to bridge this gap through activity-based learning. The study involved 24 students of Class 8 from Kamadhenu Convent, Basavanagudi, Mysuru (Hebbal cluster, Mysuru North block). The tools used were a Pre-test, Post-test, observation checklist and student feedback form to assess understanding, participation and attitude before and after the intervention. The research had three phases: Pre-test, intervention through two real-life-based activities and Post-test. The Pre-test results showed 18 students scored above 10 out of 20, while 6 scored 10 or below. To support weaker learners and reinforce concepts for all, three activities-Algebra in Cooking, Match the Expressions and Algebra in Shopping were conducted. These activities encouraged students to observe, analyze and apply algebra in real contexts. The Post-test showed clear improvement among the 6 initially low scorers and further progress among the 18 others. Observation and feedback revealed higher engagement, confidence and motivation. Students stated that activities made algebra more practical, enjoyable and understandable. The findings confirm that activity-based learning effectively connects abstract algebra with real life, improving retention and application. It is suggested that teachers adopt real-life examples and interactive methods, while policymakers promote flexible, experiential curricula. The research concludes that such approaches make algebra more meaningful and engaging.

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 Keywords

Algebraic Expressions, Real-life learning, Activity-based learning, Identities, Student engagement, Experiential learning.

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 Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed the teaching-learning process from traditional teacher-centered approaches to technology-integrated, learner-centered methods. This study explores the AI readiness and ethical attitudes of B.Ed. trainees, focusing on their awareness, confidence, and moral responsibility in integrating AI into educational practices. A descriptive survey design was employed, involving 51 randomly selected teacher trainees. Data were analyzed using statistical tools such as mean, frequency, and range. The findings revealed a moderate level of AI literacy (mean = 2.44), indicating limited conceptual understanding and technical competence. However, trainees exhibited strong AI readiness and highly positive ethical attitudes, reflecting enthusiasm toward adopting AI tools responsibly. Postgraduate and science-stream trainees demonstrated higher AI literacy and readiness compared to their graduate and arts counterparts, though ethical awareness remained high across all groups. The study emphasizes the importance of incorporating structured AI training, workshops, and practical exposure into teacher education curricula. It concludes that while B.Ed. trainees possess commendable ethical sensitivity and willingness to adopt AI, their limited technical proficiency necessitates targeted interventions to enhance AI literacy and techno-pedagogical competence. Strengthening experiential learning and ethical digital education is essential for preparing future educators to effectively and responsibly integrate AI in teaching and learning environments.

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 Keywords

Artificial Intelligence, AI Readiness, Ethical Attitudes, Teaching- Learning Process, Techno-Pedagogy

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 Abstract

The concept of percentage is fundamental in mathematics and essential for real-life applications, yet many Class 8 students struggle to understand and apply it effectively. This action research aimed to identify the difficulties faced by students in learning percentages and implement activity-based teaching strategies to enhance conceptual understanding. A sample of 13 students from Vasavi Vidyanikethana, Mysuru, who scored below average in a pre-test, participated in interventions such as "Know Your Scores," "Discount Shopping Simulation," "Real-Life Bill Analysis," and "Pie Chart Art." Pre- and post-tests revealed significant improvements, with students' scores increasing by 20% to 45%, indicating enhanced comprehension, practical application, and confidence. The study highlights the effectiveness of experiential, visual, and real-life-based strategies in fostering mathematical understanding, problem-solving skills, and positive attitudes toward learning percentages. These findings underscore the need for innovative, student-centered teaching approaches to strengthen conceptual clarity and promote lifelong mathematical skills.

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 Keywords

Percentage, Experiential Learning, Activity-Based Teaching, Real-Life Applications, Visual Learning, Problem-Solving Skills

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This action research study investigated the effectiveness of active learning strategies in enhancing the conceptual understanding of atoms and molecules among 8th standard students. The study addressed the persistent challenge of teaching these abstract concepts, which are often difficult for students to visualize and comprehend through traditional lecture methods. A one-group pre-test post-test design was employed with a sample of 20 students from Government High School, Hinkal, Mysuru. Active learning strategies--including group activities and role play, 3D molecular model construction, animated simulations, and concept mapping were implemented over a period of four weeks. Pre-test results revealed low conceptual clarity with a mean score of 6.72, indicating significant learning gaps. Post-intervention results demonstrated substantial improvement, with the mean score increasing to 14.4. Students displayed enhanced visualization of atomic structures, active participation, and improved retention of scientific concepts. The study concludes that active learning strategies are effective in addressing misconceptions, improving comprehension of abstract concepts, and fostering student engagement in science learning. These findings underscore the importance of integrating interactive, student-centered teaching methods into science classrooms to improve conceptual understanding and learning outcomes.

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 Keywords

Active Learning Strategies, Atoms and Molecules, Role Play, 3D Models, Animated Simulations, Concept Mapping, Student Engagement.

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The study explores the unique characteristics, learning preferences and engagement strategies suitable for Generation Z learners, born between 1997 and 2012. Raised in a digital-first environment, Gen Z values authenticity, inclusivity, purpose-driven engagement and flexible learning. Traditional teaching methods often fail to address their needs, creating gaps in conceptual understanding, motivation and skill development. This action research employed quantitative methodology and experimental design, incorporating teaching-learning materials, storytelling, collaborative learning, role play and digital tools to enhance cognitive, affective and psychomotor learning domains. Pre- and post-test analyses demonstrated significant improvements in conceptual clarity, retention, engagement, creativity and 21st Century skill development. The findings underscore the importance of integrating technology, interactive pedagogies, experiential learning and value-based education to foster holistic development and prepare Gen Z students for academic, emotional and social success. The study provides actionable recommendations for educators to adopt innovative, student-centered and digitally enhanced teaching strategies that resonate with the evolving mindset of Generation Z learners.

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 Keywords

Generation Z, Digital Natives, Experiential Learning, 21st Century Skills, Interactive Teaching, Conceptual Understanding, Value-Based Education

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This action research investigates the challenges faced by secondary school students in solving numerical problems related to Force and Laws of Motion in Physics. Despite understanding the theoretical concepts, many students struggle to apply them effectively due to issues such as memorization without comprehension, poor visualization skills, confusion with sign notations and weak connections between real-life situations and numerical problems. A sample of 12 students from Kannika Cauvery School, Mysuru, was selected. A pre-test was conducted to assess their existing problem-solving skills, followed by intervention strategies including role play and visualization and simulation techniques. After the intervention, a post-test was administered to measure improvement. Statistical analysis revealed that the mean score increased from 4.66 to 13, indicating a 41.12% improvement in performance. The findings highlight that interactive and visual learning strategies effectively bridge the gap between theory and application, enhance students' problem-solving skills and reduce anxiety associated with numerical problem solving. This study emphasizes the importance of innovative teaching methods in strengthening conceptual understanding and promoting active engagement in Physics classrooms.

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 Keywords

Numerical problem solving, Force and Laws of Motion, Visualization, Conceptual Understanding, Teaching Strategies, Problem-Solving Skills.

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Artificial intelligence AI has emerged as a transforming force reshaping contemporary organisation life and redefining the contours of human resource management HRM. The convergence of digital intelligence and human capital functions present both and unprecedented opportunity for strategic value creation and a profound ethical dilemma regarding concepts like fairness transparency and autonomy. This paper takes a comprehensive review of the extent literature on artificial intelligence integration into HRM processes which emphasizes its dualistic nature as both and enabler of efficiency and potential disruptor of ethical equilibrium. And curd in socio technical and ethical decision-making theories, the paper landscape of AI in HRM, identify major thematic domains.

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 Keywords

: Artificial Intelligence, Human Resource Management, Algorithmic Bias, Ethical Governance, Responsible HR Analytics, Employee Trust.

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