Exploratory Action Research supports whole school development by developing the workforce's capacity in the municipal education system.
Exploratory Action Research (EAR) is a methodology designed to investigate research questions that have not been previously explored in-depth. In Nepal, teachers in community schools often face significant limitations in both opportunities and funding to conduct research. The Action Research and Mentoring Scheme (ARMS) 2023/24 aimed to address this gap by motivating teachers to engage in classroom-based action research. This practice provides valuable evidence for enhancing teaching and learning activities.
ARMS 2023/24 was implemented over three months in Mathagadi and Waling Municipalities, involving 72 teachers under the guidance of super mentors. These mentors provided crucial support to the teachers, enabling them to conduct meaningful research in their classrooms. Among the participants, Mrs Menuka Thapa emerged as a standout researcher, excelling in her action research and presenting her findings at the 7th Education Symposium.
Mrs Thapa's research focused on a significant challenge in her multilingual classroom, where students from an indigenous ethnic community struggled with pronunciation during assembly commands. Recognising this as a problem, she implemented a targeted action research project to address it. She employed drilling techniques to teach pronunciation, using various teaching aids such as flashcards, speakers, microphones, mobile phones, and drum sets. Her approach was both innovative and effective, resulting in her class six students gaining confidence and mastering the correct pronunciation for assembly commands.
The success of her research was evident when several of her students confidently performed drill commands in front of 500 peers during assembly. Reflecting on her experience, Mrs Thapa shared that impactful teaching does not always require grand gestures; small, thoughtful steps can significantly enhance student learning and lay the groundwork for future success. She emphasised the importance of teachers being dynamic, continually learning, and maintaining an explorative attitude to drive improvement in their teaching practices. Her work exemplifies the potential of classroom-based action research in transforming educational outcomes.
