Comparison Of Pupils Research Articles

Application of Sakamoto Math Method in Solving Mathematical Word Problems for Year 5 Pupils

Mathematical word problem solving skills has always been a concern in Malaysia because pupils are unable to cope with the word problems given. Thus, Sakamoto Math method was introduced to deal with the pupils' difficulties in solving word problems. The purposes of this study were to investigate the effectiveness of using Sakamoto Math method and to compare the pupils' performance in solving word problems between the application of Sakamoto Math method and conventional method. In addition, comparison of pupils' attitude towards the application of Sakamoto Math method and conventional method in solving word problems was also investigated. Quantitative methods were employed in this study. Year 5 pupils in a Chinese elementary school (SJKC), Nusajaya, Johor were assigned as a control group and an experimental group with 33 participants in each group. All the participations took part in the pre-test and post-test and the results were analysed through inferential statistics which are Paired Samples T-test and Independent Samples T-test. Pupils' attitude was then recorded in the questionnaire and analysed by using Wilcoxon-Signed Ranked test. There was a significant difference on pupils' performance and pupils' attitude between the application of Sakamoto Math method and conventional method. It proves that Sakamoto Math method is effective in solving word problems. In conclusion, this study suggests that different visualization approaches could be prepared to overcome the pupils' difficulties in solving word problems.

Comparison Of Pupils’ Completion Rate Before And During 2006/2007 School Feeding Programme In Selected Public Primary Schools In Rivers State, Nigeria

The study titled ‘Comparison of pupils’ completion rate before and during 2006/2007 school feeding programme in selected public primary schools in Rivers State, Nigeria was carried out to determine the impact of the feeding programme on the pupils’ completion rate. The study compared the completion rate of pupils before and during the feeding programme and also investigated the completion rate on the bases of boys and girls as well as urban and rural pupils. Out of 868 schools in Rivers State, 44 schools were randomly selected for the study. The Head teachers of the selected schools were requested to supply relevant records of the pupils’ enrolment, dropout, return and completion rates using the admission and attendance registers as well as the result schedules. The figures generated from the records were analyzed using simple percentages. Based on the analysis, the study established that completion rate during the feeding programme was higher than when there was no feeding among pupils in Rivers State. The study further established that there was no significant difference between the completion rates of the urban and rural pupils during or before the feeding programme and also established that more males completed primary education than females during the feeding programme in Rivers State. It therefore recommended that the government should re-introduce the feeding progamme and also carry out enlightenment campaign among the rural dwellers to enable them fully utilize the opportunity as well as seek for participation of philanthropists in funding the programme in all the nooks and crannies of the state so that all and sundry shall benefit.

Comparison of Pupils’ Academic Performance by Region, in Integrated Science at the Basic Education Certificate Examination, between 2005 and 2007 in Selected Junior Secondary Schools in Sierra Leone

The study compared pupils' academic performance by region in integrated science at the Basic Education Certificate Examination (BECE) in selected junior secondary schools between 2005-2007 in Sierra Leone. Descriptive research of a survey design was adopted. The target population comprised of all the junior secondary schools that were compiled in the Handbook for Junior Secondary Schools in Sierra Leone in 1994, all the junior secondary school pupils that sat to integrated science at BECE in 2005, 2006 and 2007 academic years in Sierra Leone, Integrated Science Teachers and Integrated Science Heads of Department. Out of the population, sample of 100 junior secondary schools, were purposively chosen by the researcher. To ensure representative samples in the four regions, stratified random sampling technique was employed. The main research instrument used to collect data on pupils' performance at BECE within the years under review was the Basic Education Certificate Examination results published by WAEC in 2005, 2006 and2007 academic years. Data were analysed using statistical tools. Firstly, descriptive statistics which entails frequency counts and percentages were used to address the research questions while the Chi- Square statistic was employed to test the Null hypothesis at 0.05 level of significance through Statistical Package of Social Sciences(SPSS)Software. These results were displayed on bar charts and line graphs for meaningful interpretations.The findings of the study revealed that unsatisfactory performance of candidates in integrated science at BECE between the periods 2005 and 2007across the regions exist, which is deteriorating. This unsatisfactory performance of pupils across these regions is said to be attributed to many factors which is a grave concern to the nation .Based on the findings it was recommended that government through the Teaching Service Commission ensures that well trained and qualified teachers in integrated science with vast experience should be recruited across the regions in Sierra Leone to teach integrated science. This will help to meet the needs of the learnersFurthermore, it was recommended that the teacher training colleges, polytechnics and universities should intensify the training of teachers especially in Science Education pedagogy .Finally, the Ministry of Education should ensure that in each region, infrastructural facilities are been provided to reduce congestion in the classrooms. And there should be a pupil teacher ratio of 1:40 to ensure effective and efficient class management and control.

Child Creativity in the Context of Education at Standard and Alternative Schools in Slovakia

Abstract The contribution gives a review of the research findings mapping (survey) the pupils’ creativity level. It provides information about education in alternative schools: Montessori, Waldorf and the Integrated Thematic Instruction (ITI), where the research was realised. The Torrance test (TTCT) and Urban test (TSD-Z) were used for the identification of pupils’ creativity. The procreative tendency of the teachers was examined by the Self-Rating Scale of the Creatively Oriented Personality (SRSCP). The comparison of pupils’ and teachers’ results from standard and alternative schools brought diverse results. Our findings regarding the creativity level of pupils attending the second grade of Montessori and Waldorf schools (N=50) in comparison with the children in standard schools suggest no significant differences. The pupils of the alternative classes of ITI (N= 206) achieved significantly higher scores of originality than those of standard schools (N=194). A link between the teachers’ creative orientation and their pupils’ creativity has not been found.

What counts as evidence for the long-term realisation of whole-class scaffolding?

To promote whole-class scaffolding of mathematical language, a teacher was encouraged to employ a repertoire of seven strategies (e.g., reformulating) in a multilingual primary classroom (22 pupils; aged 10–12). This paper investigates whether the enactment of these strategies has led to long-term whole-class scaffolding as identifiable by its key characteristics: diagnosis, responsiveness and handover. Comparison of pupils' pre- and post-test scores on three linguistic key elements all yielded statistically significant differences with large effect sizes, thus confirmed handover. A statistically significant shift from high-support to low-support strategies revealed responsiveness to pupils’ levels over nine lessons. A qualitative analysis showed interrelatedness of performed strategies and scaffolding characteristics (e.g., diagnosis). The results provide empirical evidence of the long-term realisation of whole-class scaffolding.

A Comparison of Adolescents Consumption of Micro and Macro Nutrient Rich Foods

The study involves a comparison of pupils’ consumption of macro and micro nutrient rich food as well as healthy and less healthy snacks after being exposed to a teaching model on balanced diet developed by the researcher which takes into cognisance pupils’ prior knowledge of healthy eating. Healthy snacks are snacks that are low in fat and sugar while less healthy snacks are snacks that are high in fat and sugar. The study was carried out in Britain, United Kingdom in summer term of 2007. Participants were year 7 pupils of Ceredigion Local Education Authority in rural Mid-Wales, they were requested to fill-in a Food Diary of food consumed at breakfast, lunch and dinner times including mid-morning and mid-afternoon snacks for five days (Thursday to Monday). This is to include both food consumed at home at weekend as well as school meals consumed at school during weekdays. There was evidence of increase of consumption of healthy snack as well as the consumption of macro nutrients (carbohydrate, fat and protein) and micro nutrients (vitamin, mineral and fibre); all six classes of food that makes up a balanced diet [1] after the intervention compared to before the intervention, although the rate of increase in the consumption of micro nutrient was not statistically significant compared to the increased in the consumption of macro nutrient. This study revealed that though the teaching model was able to alter eating behaviour in the desired direction of healthy eating which is the consumption of micro nutrient. More has to be done to encourage adolescents to consume more vitamin, mineral and fibre rich food items.

A picture is worth a thousand words: a comparison of pupils’ images of intelligence in Finnish and Russian Karelia

The study set out to examine Finnish and Russian children’s images of intelligence as contextualized in the systems of the school and gender. Finnish and Russian pupils, aged 11–12 years, were asked to draw pictures of an intelligent and an ordinary pupil and a good and an ordinary pupil. A distinctive feature shared by the children in both countries was that intelligent pupils were depicted as positively orientated to knowledge and studies and as similar to good pupils. The Russian children’s pictures emphasized academic performance, suggesting that the contribution of the school to children’s representations was greater in Russia than in Finland. In regard to gender appearance, the intelligent pupil was usually pictured in gender-neutral or childish features, suggesting that being defined as intellectually competent entailed deviating from the heterosexual ideal. In the discussion, the ambivalence associated with social definitions of intelligence is addressed.

A Comparison of the ‘Prompting Effect’ of Out‐of‐School with that of In‐School Contexts on Certain Aspects of Critical Thinking

Summaries English The teaching of science closely linked to everyday situations has been strongly recommended in order to achieve stronger motivation, and, in particular for the less intellectually gifted, easier cognitive development. The development of critical‐thinking habits has long been regarded as a task for which science education is particularly suited. Such habits have been said to possess inherent non‐specific transfer value. This opinion rests on the assumption that the logical structures of contextually different situations are perceived as equivalent by pupils. This contention was queried in this study by means of two tests, which permitted: (1) the diagnosis of pupils’ recognition of logical fallacies in everyday, as compared with that in logically equivalent biological situations; and (2) a comparison of pupils’ ‘disposals of unsound proposals’ who had first encountered such proposals in everyday situations, with pupils’ having encountered them in biological situations. The effect exerted ...

A comparison of pupil and teacher perceptions of pupil problems.

A comparison of pupil and teacher perceptions of pupil problems.

A Comparison of Pupil Functioning on the Pintner Intermediate Test and the Henmon-Nelson Test of Mental Ability

A Comparison of Pupil Functioning on the Pintner Intermediate Test and the Henmon-Nelson Test of Mental Ability

The Performance of Academic and Vocational High School Pupils on the Cooperative Mathematics Test

It is commonplace in educational thinking to accept, without reflection, the observation that academic high school students enrolled in courses in mathematics will show better achievement than pupils completing the same basic courses in a vocational high school. Such comparisons, of course, do not take into consideration the basic inequality in intellectual status which characterize the two groups of students. Any approach to a consideration of the relative achievement of academic and vocational school pupils should, if one is to arrive at valid conclusions concerning the effectiveness of student mastery of skills and knowledges in mathematics, be based upon a comparison of pupils of equivalent intellectual ability.

A Further Comparison of Pupils in “Activity” and “Non-Activity” Schools

The findings reported in this paper supple ment results that were reviewed in a section of an article published in this Journal in December, 1939.* Since the date of that publication, which dealt with findings of an evaluation of newer educational procedures in the New York City elementary schools, the evaluation project** has been continued along various lines. One of the several meth ods of measurement that have been used con sists of a series of tests designed to measure critical thinking in the social studies, knowledge of current affairs, social beliefs and attitudes, and personality adjustment. These tests were devised by Wrightstone. Since the time of the report mentioned above, the series has been augmented by tests re lating to the natural sciences, including tests of Working Skills, Explaining Facts, Applying Generalizations, and a test of What Do You Believe? in the natural sci ences. The latter tests have been constructed by Goldman and Wrightstone and their associates.

Pupil Reaction to School Reports. II

These items were used because they were urged by a committee of graduate students in a university class in secondary-school administration as the most desirable items to be marked on a highschool pupil's report. The results therefore provide a comparison of pupil and teacher preference regarding the items in question. They obviously do not indicate all the items which pupils might suggest if they were given the opportunity. Table I shows the preferences expressed. The column headed "Composite" indicates that 65.1 per cent of the pupils expressed a desire to have "preparation" marked on their reports, etc. A study of the table reveals some interesting facts. In no school does the ranking of the several items agree entirely with the composite ranking; the instances of agreement vary from five in the case of the Eastern High School to none at all in the case of the Lincoln School. Apparently, the preferences are to a great extent responses to elements in the school environment to which the pupils are accustomed. Considering the rankings assigned by the boys and by