ABSTRACT
Any school-based action research study is fraught with problems. There are so many factors that can affect pupil behavior and learning. Every school is unique with a different catchment area, organization, and curriculum. The charisma or otherwise of particular teachers can have dramatic, positive or negative influences. Issues like these make it very difficult to distinguish the individual and special contribution of one particular intervention. Beyond this, proponents of FIE argue that there is “ n o quick fix in cognitive modifiability” (Link, 1977). In other words, the program takes time to work, and to monitor its effects a longitudinal study of at least 2 years is required. However, longitudinal studies pose problems. Apart from the time involved, there are difficulties in maintaining and monitoring coherent pupil groups over long periods. Furthermore, the longer the study, the greater the chance of other home and school related factors influencing pupil change.
