3rd Grade Students Research Articles

문맥 및 형태 추론 중재에 따른 초등 2~3학년 아동의 파생어 습득 효과

Objectives The purpose of this study was to investigate the growth of acquisition of derivatives and the effectiveness of two intervention approaches; contextual versus morphological inference interventions.
 Methods In this study, forty-two 2nd to 3rd-grade elementary students were divided into two groups and each group respectively completed either a contextual interference intervention program or a morphological interference intervention program. As the program aimed to assess the efficacy of meaning acquisition in derivatives, they were implemented in two second-grade classroom and two third-grade classrooms, centering on the learning of four ‘prefix-root’ words and six ‘root-suffix’ words.
 Results Results showed that both programs were effective in the meaning acquisition, showing no meaningful difference between the contextual and morphological inference programs. There were no disparities according to grades and programs as well. Such results imply that in terms of vocabulary acquisition, morphological interference intervention programs are as fruitful as the previously validated contextual interference intervention programs.
 Conclusions This may be elucidated by the developmental features of second to third-grade children, whose morphological awareness as well as their semantic interference and monitoring ability are in the course of maturity. Meanwhile, the children in each program also showed rather different reactions. While the children of the contextual interference program were shown to conjugate their newly acquired vocabularies in different contexts regularly, children from the morphological interference program displayed frequent morphological analysis, concentrating on both partial and general meaning.

Barrier-Free Science Education for Visually Impaired Students: An Activity for Life Cycle in Plants

This research aims to design and apply a lesson plan to satisfy 3rd-grade inclusive education students’ individual learning needs on the subject of plant life cycle, and to develop three instruction materials based on this lesson plan. In the first stage of this three-staged research, visually impaired students’ individual learning needs were determined by conducting workshops with science teachers, elementary school teachers, and special education teachers. Then, the learning outcomes of science education programs were determined. In the second stage, teaching materials suitable for students’ personal characteristics were designed by the teachers after assessing the students’ needs. Visually impaired students also participated in the process of developing the educational material. In the last stage, students were taught according to the lesson plan with the materials prepared according to the 5E learning model. After the lessons, data were collected through semi-structured interview forms to determine the students’ opinions on the lessons and materials. Descriptive analysis was used to analyze the qualitative data obtained. The research results showed that the teaching material responded to the needs of the students and contributed positively to their conceptual learning.

Application of Problem-Based Learning Models to Improve Ability to Understand Geometry Materials in SD Muhammadiyah 11 Surabaya

One of the successes of student learning is influenced by the quality or ability of the teacher in managing the learning process. This study aims to (1) describe the application of the problem based learning model to improve student learning outcomes in geometry material (2) to determine the increase in student learning outcomes using the problem based learning model. This research is a class action research (CAR). The research subjects were 3rd grade students of Adh Dhuha SD Muhammadiyah 11 Surabaya. The results of this study are (1). The research was conducted in two cycles, where each cycle had four stages, namely planning, implementing, observing and reflecting. (2). The increase in learning outcomes starting from the pre-cycle was 68.62, cycle 1 was 83.1, cycle 2 was 94.14 and the percentage of classical completeness in the pre-cycle was 65.51%, cycle 1 was 79.31% then experienced an increase of 13, 79% cycle 2 to 93.10% included in the good category. The development of student learning outcomes in affective and cognitive aspects has also increased. The affective aspect of students increased by 11.37% from cycle I of 68.97% to 80.34% in cycle II. While the psychomotor aspects of students experienced an increase of 18.11%, namely from cycle I of 72.84% to 90.95% in cycle II. Student learning outcomes in all aspects have achieved success. From the research results obtained, it was concluded that the problem based learning model could improve the learning outcomes of 3rd graders of Adh Dhuha SD Muhammadiyah 11 Surabaya. This research can be used by elementary school teachers as a reference to improve grade 3 student learning outcomes in geometry material.

The Impact of a Comprehensive, Evidence-Based Approach to Summer Literacy Intervention on the K-3 Reading Skills of Economically and Culturally Diverse Students

Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement. These differences may be further exacerbated by summer learning loss (SLL), in which student academic progress stagnates or declines during the summer months. Providing summertime academic interventions, specifically in reading, has been one proposed solution for mitigating SLL. The present exploratory study examined the impact of a comprehensive approach to summer literacy intervention that included evidence-based reading instruction in foundational reading skills (phonemic awareness, phonics, fluency) and more advanced disciplinary literacy skills on student reading-related outcomes for rising 1st-3rd grade students. on student reading-related outcomes for rising first, second, and third graders from an under-resourced, urban school. The majority of students who participated in the programming were from historically marginalized populations and low-income families and included students with diverse literacy needs. with 70% of students qualifying for free or reduced-price lunch, and included students with diverse literacy skills, students with developmental disabilities, and emergent bilingual learners. Students were assessed pre-post using norm-referenced assessments of phonemic segmentation, nonsense word reading, and oral reading fluency as well as curriculum embedded Mastery Tests. Results indicated that students made significant growth or maintained measured reading skills. Results indicated that rising first grade students made significant growth pre-post on measures of phonemic segmentation fluency, nonsense word reading, and Mastery Tests. Rising 2nd grade students demonstrated significant growth on Mastery Tests measures and maintained on other measures. Rising 3rd grade students demonstrated significant growth on aspects of nonsense word reading and maintained on other measures. Findings from this study indicate that a summer literacy intervention designed to address both foundational and disciplinary literacy skills may improve reading-related outcomes for students from economically and culturally diverse backgrounds.

Editors’ Introduction

Editors’ Introduction

Building a tool to test and evaluate learning outcomes on the topic Basketball for 3rd grade students towards capacity development

Building a tool to test and evaluate learning outcomes on the topic Basketball for 3rd grade students towards capacity development

Ecological Awareness among 3rd Grade Students of Primary School

Presented research aimed to determine the extent to which third-grade students in two Slovene regions have ecological awareness. Ecological awareness is a competence that empowers individuals with knowledge of the environment, the relationship between humans and nature, and the ability to recognise and solve environmental problems. The research focuses on whom the students think is the biggest polluter, whether they talk about this issue at school, how they take care of a clean environment at school and home, and what kind of packaging they use for transporting food from the store. The study involved 200 students from all elementary schools in the region. A descriptive and non-experimental empirical method of pedagogical research was used in the study. Results showed that students are good at identifying the biggest polluters. They are most aware of the concern for a clean environment and behave environmentally consciously. They collect garbage separately, save a lot of electricity and water, and often learn about this topic at school.

Math self-regulated learning assisted by metacognitive support by reviewing sex differences in mathematics anxiety

The study aims to analyze the effect of mathematics self-regulated learning (MSRL) assisted by metacognitive support (MS) by reviewing sex differences (SD) in mathematics anxiety (MA). The reason is that MA causes students to have difficulty in learning, so good strategies and approaches are needed. In several studies, there is a relevant relationship between MA, SRL, and MS. This research is quantitative research using Spearman Rho analysis and ordinal regression analysis, with the research population being 3rd-grade students of primary schools in Sidoarjo, East Java. The instruments used in data collection were questionnaires and tests declared valid and reliable. The validity and reliability of the instrument were obtained through content validity assessment and item analysis testing. The results showed a relationship between SRL and MS to MA. There was a positive effect of MS-assisted MSRL in terms of SD on MA. Furthermore, the average student had a positive MS and a high MSRL. The highest MA students are at the moderate level, with a percentage of 79%, and are dominant in the affective aspect. However, when viewed from the SD, the MA showed that female students were more anxious than male students. Thus, the MS-assisted SRL has a good influence when viewed from SD to MA. The recommendation from this research is so that MS and SRL strategies can be implemented optimally. Teachers must prepare and explore the implementation of using the strategies and approach more deeply.

EDUCATION FOR THE PREVENTION OF POOR NUTRITION AT TUGU ELEMENTARY SCHOOL

The purpose of this study was to provide education regarding the prevention of malnutrition in early childhood at Tugu Elementary School, Cihideung Village, Parongpong, Indonesia. The method used is a qualitative descriptive study, which describes the situation in the field with social activities by providing educational insight on the theme entitled prevention of malnutrition at an early age. This research was conducted on 18 3rd grade students of Tugu Elementary School, Cihideung Village, Parongpong, Indonesia. With an age range of 8-9 years. Respondents consisted of 8 boys and 10 girls. This research was conducted through 3 stages, namely (1) pre-test; (2) providing education through learning media; and (3) post-test. The results obtained from this study there is a change in children's habits in consuming nutritious foods that contain carbohydrates or protein. And it can also be seen from the results of the pre-test and post-test that there is an increase in each statement given. With this research, it is hoped children can sort and choose nutritious foods or not and also with this research, it is expected to reduce the problem of malnutrition.

Parents’ (dis)satisfaction with schools: evidence from longitudinal administrative data from Spain

ABSTRACT This study uses longitudinal census data to explore the correlates of school satisfaction among parents of 3rd and 6th grade students from the Canary Islands, a large administrative region in Spain. We use logistic regression to model parental dissatisfaction with their children’s school and teachers. Our results illustrate how parents value academic performance in reading and mathematics equally, while also placing equal emphasis on the development of cognitive and non-cognitive skills. Yet, we find that what matters the most to parents is their children’s happiness at school, rather than their educational progress. We also find that teachers may be able to improve parental satisfaction by providing regular feedback to parents about their children’s progress. Lastly, we discuss some implications for schools to meet parental needs; for example, schools should promote activities such as specialised workshops for parents on various topics ranging from child development to emotional development, stress management and self-confidence.

EDUCATION FOR THE PREVENTION OF POOR NUTRITION AT TUGU ELEMENTARY SCHOOL

The purpose of this study was to provide education regarding the prevention of malnutrition in early childhood at Tugu Elementary School, Cihideung Village, Parongpong, Indonesia. The method used is a qualitative descriptive study, which describes the situation in the field with social activities by providing educational insight on the theme entitled prevention of malnutrition at an early age. This research was conducted on 18 3rd grade students of Tugu Elementary School, Cihideung Village, Parongpong, Indonesia. With an age range of 8-9 years. Respondents consisted of 8 boys and 10 girls. This research was conducted through 3 stages, namely (1) pre-test; (2) providing education through learning media; and (3) post-test. The results obtained from this study there is a change in children's habits in consuming nutritious foods that contain carbohydrates or protein. And it can also be seen from the results of the pre-test and post-test that there is an increase in each statement given. With this research, it is hoped children can sort and choose nutritious foods or not and also with this research, it is expected to reduce the problem of malnutrition.

Covid 19 Pandemisi ile Değişen Mimari Tasarım Eğitiminde Öğrenci Deneyimleri

Tüm dünyayı etkisi altına alan Covid-19 pandemisi, hayatın pek çok alanı gibi eğitim faaliyetlerini de etkilemiştir. Salgının ülkemizde de hızla yayılması sonucu tüm eğitim kurumlarında eğitime ara verilmiş, sonrasında da süratle çevrim içi eğitim sistemine geçilmiştir. Ancak uygulamalı yürütülen dersler için bu geçiş beraberinde bazı sorunlar getirmiştir. Özellikle de mimarlık eğitimi gibi uygulamalı dersleri teorik derslere göre ağırlıkta olan bölümler, bu değişime adaptasyonda zorluklar yaşamışlardır. Tüm mimarlık bölümlerinde 2019-2020 yılının bahar döneminin 7 haftası ve 2020-2021 yılının tamamı çevrim içi eğitim ile sürdürülmüştür. 2021-2022 eğitim döneminde salgının etkisinin aşılanma sayesinde zayıflaması sonucu, YÖK’ün aldığı kararla hibrit (karma) eğitim sistemine geçilmiş, tüm uygulamalı dersler yüz yüze, teorik dersler çevrim içi eğitimle gerçekleştirilmiştir. Bu çalışmada Trakya Üniversitesi Mimarlık Bölümü özelinde, yüz yüze eğitim, çevrim içi eğitim ve günümüzde uygulanan hibrit eğitim sistemlerinin, tasarım eğitimi üzerindeki olumlu ve olumsuz etkilerini öğrenci gözünden değerlendirmek ve gelecekteki ideal mimarlık eğitim sistemi hakkında tespit ve önerilerde bulunmak amaçlanmıştır. Yöntem olarak çalışmada, nitel araştırma yöntemlerinden fenomenolojik yaklaşım kullanılmış, elde edilen veriler betimsel analiz yöntemiyle değerlendirilmiştir. Her üç eğitim sistemini de deneyimlemiş Mimari Proje 4-5 ve Diploma Projesi öğrencilerinden gönüllü olarak 17 öğrencinin katıldığı anket çalışması ve öğrencilerle gerçekleştirilen birebir yüz yüze görüşmeler neticesinde elde edilen veriler analiz edilmiştir. Çalışmanın sonuç bölümünde de öğrencilerin yüz yüze, çevrim içi ve hibrit eğitim modelleri kapsamında, proje derslerinin verimliliğine ait bakış açıları değerlendirilmiştir. Araştırma sonuçlarına göre; mimari tasarım eğitiminin, çevrim içi olarak sürdürülmesi halinde gelişmiş teknolojilerin sağlanması ve sanal gerçeklik kavramının uygun sürümlerle hayata geçirilmesi gereklidir. Hibrit eğitim sisteminde, teorik derslerin çevrim içi eğitimle sürdürülmesi ve kayıt altında olması öğrencinin zaman kazanımı yaşaması nedeniyle proje derslerindeki başarısını artırmaktadır. Geleneksel yüz yüze ve çevrim içi eğitimin bir arada kullanılarak uygulandığı hibrit eğitim sisteminin, her iki sistemin de avantajlarını kullanan dezavantajlarını ortadan kaldıran ve gelecek için en verimli eğitim sistemi olduğu düşünülmektedir.

THE IMPACT OF EFFECTIVE RECESS DURATION ON ACADEMIC PERFORMANCE OF ELEMENTARY SCHOOL CHILDREN

Background: It always remained important for school administrators and policy makers to improve student’s achievement scores. Reducing recess or break time to increase instructional time, has become a common practice in many parts of the world. Breaks during continued subjective undertakings should lessen psychological obstruction and boost learning and accomplishment.
 Objective: The objective of the study was to analyze the effect of increased recess time on English reading and Recall scores of 3rd and 4th grade students.
 Methodology: The study employed an experimental research design with pre-test and post-test scheme, experimental and control group, having 30 students each group from two elementary schools of District Okara, Pakistan. 3rd and 4th grade experimental group was assigned with an increased recess time of 60 minutes and the control group with 30 minutes a day. Sample was taken from these schools by stratified sampling using equal allocation, providing same difficulty environment. A scoring system was developed based on standardized tests. Statistical analysis was done by using t- test.
 Results: Results indicate a significant difference between Reading and Recall scores, in both groups.
 Conclusion: Policy makers and educationists must review policies and procedures regarding recess, and must note its role in the academic performance.

Education For The Prevention Of Poor Nutrition At Tugu Elementary School

The purpose of this study was to provide education regarding the prevention of malnutrition in early childhood at Tugu Elementary School, Cihideung Village, Parongpong, Indonesia. The method used is a qualitative descriptive study, which describes the situation in the field with social activities by providing educational insight on the theme entitled prevention of malnutrition at an early age. This research was conducted on 18 3rd grade students of Tugu Elementary School, Cihideung Village, Parongpong, Indonesia. With an age range of 8-9 years. Respondents consisted of 8 boys and 10 girls. This research was conducted through 3 stages, namely (1) pre-test; (2) providing education through learning media; and (3) post-test. The results obtained from this study there is a change in children's habits in consuming nutritious foods that contain carbohydrates or protein. And it can also be seen from the results of the pre-test and post-test that there is an increase in each statement given. With this research, it is hoped children can sort and choose nutritious foods or not and also with this research, it is expected to reduce the problem of malnutrition.

PRADINĖS MOKYKLOS TREČIOS KLASĖS MOKINIŲ PAŽINTIS SU ŽMOGAUS KŪNO ORGANŲ SISTEMOMIS

In 2022, general programmes were updated, therefore, we had a goal – “to test” some of the topics of the world cognition textbook being prepared for grade 3 (YES series) in a real class of third graders, to make sure what content is suitable, and what needs to be corrected, excluded or supplemented, so that these topics also correspond to the age of the students, and the new science education programme in primary school. Two world cognition lessons were organised for the 3rd grade students, thereafter, they were analysed and discussed. By observing and analysing students’ activities, methods, ways of working, what results were achieved, it is possible to identify whether the content is appropriate for the children of this age, what difficulties can be experienced in the activities, etc. The content studied about the digestive and circulatory systems was interesting and engaging for the third graders. The students created the model of the digestive system faster than expected. Visual materials, teacher’s explanation, model creation and the continuous information exchange creating it, allowed the students to memorize and understand the food pathway. It was not difficult for the students to understand the meaning of the circulatory system, to name what it is made up of, to describe the functions of the organs. Creating a model of the heart’s work motivated and involved the students, however, when faced with difficulties, the students were disappointed. Therefore, in the world cognition textbook, being prepared for class 3 (YES series), the idea arose to adjust the description of the heart action model, to make it a little simpler and to provide more detailed advice in the teacher’s book. All these observations and discoveries made in the lessons are significant for improving the topics of the textbook on the digestive and circulatory systems. On the other hand, research – practical activities are not necessarily successful, sometimes they have to be repeated. Each failure develops patience and diligence – necessary qualities of a researcher and develops parts of cognitive competence – ability to learn, problem solving. Keywords: model creation, primary school students, science lesson, world cognition

고교학점제와 성취평가 도입에 따른 진로선택과목 운영 및 이수에 대한 고교생의 인식

Objectives The purpose of this study is to examine students’ perception of taking career-related subjects in the high school credit system and the standard-based assessment to understand how career-related subjects are operated in high schools, what factors are related with students’ selections, how career-related subjects are related with the university admission system.
 Methods A questionnaire was administered to the 3rd grade students in general academic high schools located in capital areas, who entered in high schools in 2019 when the standard-based assessment began to get implemented to career-related subjects. It consisted of 30 items for student background and five domains related with the operation of career-related subjects and the factors influencing students’ selections of subjects, and the association between career-related subjects and university admission. For the purpose of the study, descriptive statistical analyses, regression analysis, correlation analysis, and ANOVA were made.
 Results The results showed that the major factor for students’ selecting subjects was their career and aptitude, but students were found to require more professional counseling. Also ‘common curriculum’ and ‘online curriculum’ need to be developed to provide the variety of subjects for students. To help students select subjects for their own career and aptitude, the reliability of standard-based assessment should also be ensured. For students’ satisfaction of taking subjects, the quality of teaching should, first of all, be improved. Finally, it was found that students considered the career-related subjects they had taken should be reflected for university admission.
 Conclusions Career-related subjects tend to be operated in high schools appropriately for the purpose of the high school credit system, but more efforts should be made with the consideration of students’ selective curriculum-related conditions, standard-based assessment, and university admission system.

Malnutrition among adolescents

Malnutrition among result from inappropriate eating behavior that leads to changes in body weight. Consuming excessive amounts of salt, sugar, carbonated drinks, alcohol or inactivity causes overweight or obesity. To prevent malnutrition, it is necessary to prevent nutrition and to motivate prohealth behaviors that should be targeted at a given group of society. Thanks to this, it may limit or even exclude the emergence of eating disorders, which intensify the increase in the incidence of civilization diseases. The aim of the article is an attempt to present selected elements of lifestyle. The survey was addressed to 3rd grade students from 2 public secondary schools (189 boys and 178 girls). A proprietary questionnaire entitled “My health – I care for them” was used for the study. The questionnaire included questions about the diet, forms of spending free time and participation in physical education classes at school. Watching TV is the most common form of spending free time (37% boys and 32% girls). Only 7% of girls and 18% of boys chose participation in sports as a form of spending their free time. 28% of boys and as much as 31% of girls admitted that they do not participate in physical education classes. The type of drinks consumed by students was significantly dependent on their gender. The sandwich is chosen by 31% of boys and 23% of girls. Fruit is declared by 28% of the surveyed girls and only 2% of boys. Research has shown that there are many abnormalities in the diet of adolescents. The widespread belief that a slim figure is an asset nowadays prompts many people to use many slimming diets or fasting, which when used excessively can pose a threat to the developing organism. The respondents also show insufficient physical activity. Students more and more often choose passive recreation, because physical activity does not give them as much satisfaction as playing on a computer.

The Effect of formative assessment on reading comprehension

The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovası district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively.

The Effect Of PBL Model On Learning Outcomes Theme 5 Subtheme 3 Learning 1 In Grade 3

This study aims to determine student learning outcomes of critical thinking before using the PBL model on theme 5 sub-theme 3 learning 1 in grade 3 SDN Gedangan Student learning outcomes in critical thinking after using the PBL model on theme 5 sub-theme 3 learning 1 in grade 3 SDN Gedangan 1, and To find out the response after learning to think critically using the PBL model on theme 5 sub-theme 3 learning 1 in grade 3 SDN Gedangan 1. The results of this study are expected to provide ideas that can be used as a source of information to increase knowledge, as well as input and consideration for institutions that related to the PBL learning model. The design of this study was pre-experimental and the design used was a one group pretest-posttest design. The research subjects were 3rd grade students of SDN Gedaangan 1 Sumobito Jombang for the academic year 2021/2022. Data collection techniques using tests. The study was conducted in the even semester of January 2022. Students were given pre-test and before learning using the PBL learning model in learning theme 5 sub-theme 3 learning 1 in grade 3 SDN Gedangan 1, from the pretest and posttest tests carried out, the average pretest result was 62 with 18 students scored below the KKM and 16 students scored above the KKM, while the posttest average was 90, none of the students scored below the KKM. The positive response of student questionnaire data is 68.6%. These results indicate that the use of the PBL model in learning theme 5 sub-theme 3 learning 1 in class III SDN Gedangan 1 can have a positive effect on student learning outcomes and interest in learning.
 Keywords: PBL Model, Critical Thinking Learning Outcomes

간호대학생의 학업적 자기효능감, 학습민첩성 및 셀프리더십이 학업만족에 미치는 영향

Objectives The purpose of this study was to determine the effects of academic self-efficacy, learning agility, and self-leadership on learning satisfaction of nursing students who experienced non-face-to-face classes due to COVID-19. Methods This study conducted an online survey of 180 nursing students in 3rd and 4th grade. Data collection was conducted using a self-report questionnaire measuring academic self-efficacy, learning agility, self-leadership, and academic satisfaction. Data analysis was performed using descriptive statistics, t-test and ANOVA, Pearson correlatiom coefficients, and stepwise multiple regression using the SPSS 25.0 program. Results According to the study, academic self-efficacy, learning agility, self-leadership and learning satisfaction were significant static correlation. The variables that had a significant effect on learning satisfaction were academic self-efficacy, self-leadership, and average grades, and explanatory ability is 49%. Conclusions Based on the results of this study, it is necessary to develop and apply various teaching and learning strategies and programs that can improve academic self-efficacy, self-leadership, and grades for the academic satisfaction of nursing students in non-face-to-face classes during COVID-19.