Grade Elementary Students Research Articles

Enhancing reading comprehension in Araling Panlipunan of Grade 5 learners through differentiated instruction

The lack of instructional resources and reading comprehension skills in Araling Panlipunan education resulted in significant learning gaps among elementary-grade students. This study aimed to test the effectiveness of differentiated instruction in closing these gaps in Araling Panlipunan among fifth-grade students. The experimental sampling method research design was utilized through tutorial classes where the respondents received differentiated instruction based on multiple intelligences and learning styles. Aiken's V coefficient method and Cronbach's alpha were used to ensure the validity and reliability of the research instrument. The validation process achieved a result of 0.92, which signifies high validity. Additionally, the reliability test used Cronbach's alpha, obtaining a score of 0.60. The results indicated significant progress in the experimental group's performance in reading comprehension skills after implementing differentiated instruction. The experimental group's mean post-test score, 16.10, suggests an outstanding level of performance. This underscores the effectiveness of differentiated instruction in enhancing reading comprehension skills among Grade 5 pupils. Hence, educators are encouraged to utilize differentiated instruction to enhance the learners' reading comprehension.

보편적 학습설계와 증거기반교수를 적용한 수학 수업이 초등학생의 곱셈·나눗셈 성취도와 수학적 학습 태도에 미치는 효과

Objectives The purposes of this study was to examine the effects of mathematics instruction, incorporate Universal Design for Learning(UDL) and evidence-based instruction, on the multiplication and division achievement and mathematical learning attitudes of 4th grade elementary school students with typical or low achievement in mathematics. Methods The study involved 46 subjects, comprising students from two 4th-grade classes in a public elementary school in Seoul. The subjects were divided into experimental and control groups, with each group further subdivided based on their level of mathematics achievement. The experimental design employed a pretest-posttest control group design along with a repeated measures design. Improvements in students’ multiplication and division achievements were analyzed using a hierarchical linear growth model, while differences in attitudes towards mathematical learning were assessed using paired samples t-tests and analysis of covariance(ANCOVA). Results First, the rate of change in multiplication and division achievement among students with typical math performance in the experimental group was statistically significantly higher than that in the control group. Second, the rate of change in multiplication and division achievement among students with low math performance in the experimental group was significantly higher than that in the control group. Third, within the experimental group, students with low math performance demonstrated a significantly greater rate of improvement in achievement compared to students with typical math performance. Fourth, students in the experimental group showed statistically significant improvement in most areas of mathematical learning attitudes. Finally, there was no statistically significant difference in mathematical learning attitudes between the two subgroups of the experimental group, except for their level of confidence in multiplication and division. Conclusions First, mathematics instruction incorporating Universal Design for Learning (UDL) and evidencebased instruction was effective in improving multiplication and division achievement as well as mathematical learning attitudes among 4th grade elementary students. Finally, it can be inferred that this approach could be an effective method for ensuring foundational academic skills and bridging achievement gaps in general education settings with diverse student characteristics.

Recreational screen time and obesity risk in Korean children: a 3-year prospective cohort study

BackgroundStudies have shown that prolonged television watching increases obesity risk among children. However, few studies examined the associations with other types of screen time, such as computer and smartphone use, using a prospective cohort study design. Further, little is known about the specific non-screen time activity that may yield the most benefits when reallocating screen time to other activities.MethodsWe conducted a prospective cohort analysis using 3-year follow-up data from the Korean Children and Youth Panel Survey 2018 (n = 2,023; 4th grade elementary students who were not obese at baseline). Average time spent watching television, using computer and smartphone, and other after-school activities were self-reported at baseline. Weight and height were also self-reported at baseline and follow-up surveys through 2021. We performed multivariable logistic regression models to estimate odds ratios (ORs) and 95% confidence intervals (CIs) for the associations between screen time and obesity incidence, adjusting for potential confounders. We also performed isotemporal substitution models to examine the associations of reallocating screen time to other non-screen time activities (physical activity, sleeping, hanging out with friends, reading, studying, and chatting with parents) in an equal time-exchange manner.ResultsLonger combined screen time (≥ 240 vs. <120 m/d) was statistically significantly associated with an increased obesity risk (OR [95% CI] = 1.68 [1.03, 2.73]). The direction of associations with television watching (≥ 180 vs. <60 m/d: OR [95% CI] = 2.86 [1.58, 5.20]), computer use (≥ 120 vs. <60 m/d: 1.38 [0.52, 3.64]), and smartphone use (≥ 180 vs. <60 m/d: 1.42 [0.76, 2.65]) were all positive, although the association was most apparent and statistically significant for television watching only. The associations did not change after additional adjustment for other lifestyle factors, including physical activity, sleep, and breakfast skipping. In the isotemporal substitution models, reallocating 1-hour of screen time to reading (OR [95% CI] = 0.67 [0.48, 0.93]) was associated with a decreased obesity risk. Reallocating 1-hour of screen time to physical activity was only marginally significantly associated with obesity risk (0.79 [0.62, 1.01]).ConclusionsOur data suggest that more efforts should focus on reducing screen time and increasing time for other non-screen time activities, particularly reading, for obesity prevention in children.

Effectiveness of Exploratory activities Based on Engineering and Science Practices of Next Generation Science Standards in Developing Exploratory Thinking among Elementary Students

The present research paper aimed to identify the effectiveness of exploratory activities based on engineering and science practices of Next Generation Science Standards (NGSS) in developing exploratory thinking among elementary students in Mecca, Saudi Arabia. The author utilized the quasi-experimental method based on the control and experimental groups. Moreover, the sample consisted of (64) 4th grade elementary female students. The "Unit of Energy" was restructured based on engineering and science practices of NGSS among the 4th grade elementary students. A teacher guide and a student notebook concerning the activities of the "Unit of Energy" were prepared. Moreover, an exploratory thinking test was developed and applied to the participants over 6 weeks. The results showed statically significant differences at the level of ≤0.01 between the mean scores of the experimental and control groups at exploratory thinking post-test and in each domain. The study recommends the need for teacher preparation programs at Colleges of Education on preparing the pre-service teachers according to NGSS that should be involved in teaching practices to evaluate pre-service teachers’ performance in practicum.

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES = .14), domain-general reading comprehension (ES = .11), and mathematics achievement (ES = .12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES = .12) and mathematics achievement (ES = .16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

초등고학년 다중지능 검사 개발 및 타당화

The purpose of this study was to develop a self-report test to measure the multiple intelligences of elementary school students in grades 4-6, and to verify the reliability and validity of the test. For the study, domestic and international prior research related to measuring multiple intelligences was first reviewed. To operationally define multiple intelligences and develop test items, a panel of 13 experts underwent two rounds of Delphi surveys, resulting in 155 preliminary test items. A preliminary test was administered online to 375 participants, and after item analysis, 122 items were selected for the main test. The main test was administered to 1,062 participants, and after verifying item quality and considering test practicality through research team meetings, 97 final items were confirmed. The final developed test confirmed construct validity through confirmatory factor analysis, and the reliability of the eight multiple intelligence domains ranged from .811 to .878, which is satisfactory. To verify concurrent validity, 87 of the main test participants took the Career Development Competency Test for Elementary Students, confirming significant correlations between competencies measuring similar domains and intelligences.

비형식적 통계적 추리 교수·학습에서의 행위자-네트워크 분석

This study started from a critical awareness of the ontological position of technology in mathematics teaching and learning. Based on the perspective of Actor-Network Theory(ANT), we consider teaching and learning as a network and focus on the agency that emerges from the combination of human actors and non-human actors. The results of research with comparing data sets tasks based on the concepts of distribution and sample with elementary school students in grades 5 showed that the key actors were teachers and students, technology such as graphs, diagrams, TinkerPlots, and the concepts of distribution and sample. Through the translation of these actors, it was possible to confirm how the network is constructed. Bar graphs interessement students through the length or color of the bars, dot plots interessement through an environment for drawing various diagrams, and TinkerPlots interessement through utilizing different functions. Non-human actors have changed students from focusing only on a single data to considering various aspects of distribution. In addition, students form a concept image of distribution and make a inference using representative values and distribution. This means that mathematical concepts are expanded and distributed among various actors in the mathematics teaching and learning network.

Education of Clean and Healthy Living Behaviors for Students of UPT SPF SD Negeri 101900 Lubuk Pakam

Clean and Healthy Living Behavior (PHBS) is behavior that is implemented in daily life based on initiatives originating from learning outcomes so that it can change individuals or groups so that they can play an active role in their health in society. School-age children are children who are in childhood, which is clearly in contrast to adulthood. During childhood, there are generally many health problems that are critical in determining the quality of a child's health in the future. Community service is the key to efforts to spread knowledge about PHBS. This community service was carried out for elementary school students in grades 4, 5, and 6 at SD Negeri 101900 Lubuk Pakam, as many as 100 people. This activity will play a role in raising students' awareness of implementing PHBS behavior and infectious disease prevention behavior at school. This activity is held through counseling, and public campaigns, where PkM will be able to increase understanding about washing hands before and after carrying out activities, brushing teeth, not littering, and not snacking carelessly. Evaluation of this activity is carried out through review activities by asking questions to elementary school students. The results of this PkM show that there has been a significant increase in awareness, knowledge, and prevention efforts in implementing PHBS at SD Negeri 101900 Lubuk Pakam. It is hoped that students will remain consistent in implementing PHBS in their daily activities.

Analisis Kesulitan Siswa dalam Membaca Lancar Kelas II Sekolah Dasar

This research aims to describe the characteristics of difficulties in reading fluently and the factors that influence students’ reading fluency in class II. This research was conducted on second grade elementary schoo students. The type of research used is descriptive qualitative. The data collection techniques used by researchers in this research were oral tests, interviews, observation, and documentation. The research focus in this study was on second grade elementary school students and their parents. The result of the research show that the characteristics of difficulty reading fluently in class II are mispronouncing words and sentences, reading spelling, omitting letters and words, adding words, flat voice intonation and not paying attention to punctuation, not being able to put words together, letters blend together, halting reading, no expression in reading and not understanding the content of the reading. Factor causing difficulty in reading fluently are internal and external factors. Internal factors include (lack of familiarity with letters, omotting letters and words, lack of interest in reading, and physical factors). Meanwhile, external factors include (family emvironmental factors).

PIXELS TO PROSE: A QUASI-EXPERIMENTAL STUDY ON IMPACT OF PICTURE MEDIA ON STUDENTS’ WRITING POTENTIAL

The purpose of this research was to study the effectiveness and impact of pictures media upon elementary grade students writing competencies. The study employed a quantitative research method of the quasi-experimental design. The subjects of the research were eighth grade students at a private sector elementary school. Total 30 students were formed experimental and control groups. Experimental as well control group consisted of 15 students respectively. The sampling technique used in this research is the purposive sampling. Pre-test and post tests were conducted to evaluate the impact of picture students’ writing achievement/scores. The data were analyzed using descriptive statistics of the percentage as well as mean score and standard deviations. The results of study offered significant information that further helps in reaching the desired conclusion and making the suitable decisions. The result suggests that pictures technique as writing instruction enhances the writing skill of students. However, the results further suggest that series of intervention is needed to achieve the objective of improving the students’ writing skills.

Development of Flash Cards to Help Write Short Stories for 5th Grade Elementary Students

This study investigates the effectiveness of "ALICE" Flash Cards as a learning medium to assist 5th-grade students in writing short stories. Recognizing the importance of writing in fostering creativity and critical thinking, the research addresses the challenges faced by students at SDN Sidorejo Lor 03 Salatiga, such as difficulties in developing themes, plots, and organizing sentences. The study employs a Research and Development (RnD) approach, integrating Sugiyono's methodology with the ADDIE model, encompassing analysis, design, development, implementation, and evaluation phases. Initial needs analysis through teacher and student questionnaires identified a lack of engaging media for writing instruction. Consequently, "ALICE" Flash Cards were designed, incorporating theme, plot, and setting cards to guide story development. Expert validation rated the media as highly suitable, leading to revisions that included simplifying instructions and adding story examples. Field testing involved pre-tests, media treatments, and post-tests. Small group trials indicated high practicality with an 80/100 score, while the effectiveness was rated 78/100 based on students' writing performance. Evaluations from students and teachers confirmed the media's effectiveness, with scores of 75/100 and 84/100, respectively. Statistical analysis using the Wilcoxon Signed Ranks Test showed a significant improvement in students' writing abilities, with a p-value &lt; 0.05, confirming the media's positive impact. In conclusion, "ALICE" Flash Cards proved to be a highly effective educational tool, significantly enhancing 5th-grade students' ability to write short stories. This research recommends their use as a practical and engaging aid in elementary writing instruction.

The role of moral disengagement and classroom collective efficacy in social support and bystander behavior of elementary school students: A multilevel moderated mediation analysis.

Few studies have examined the process of the relationship between social support and bystander behavior, and previous research has primarily focused on individual- or group-level correlates of bystander behavior without a full understanding of these correlates and their interactions. To address this research gap, the present study examined whether social support and moral disengagement at the individual level, as well as collective efficacy at the classroom level, were associated with bystander behavior in school bullying situations. Questionnaires were administered to 1,310 elementary school students in Grades 4-6 (Mage = 10.97 ± 0.98 years) from 61 classes in the Zhejiang Province of China. Multilevel moderated mediation analyses revealed that higher levels of social support were directly related to more defender behavior and less reinforcer and outsider behavior, and social support was also related to bystander behavior through the indirect role of moral disengagement. In classrooms with higher levels of collective efficacy to stop peer bullying, students tended to show more defender behavior and less outsider behavior. Higher levels of classroom collective efficacy did not moderate the relationship between moral disengagement and defender behavior, although it did inhibit the reinforcer and outsider behaviors of those with high levels of moral disengagement. This study sheds light on the relationship between multiple factors and bystander behavior at both the individual and classroom levels and contributes to the understanding of school bullying in the context of peer group interactions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

초등 영어몰입교육에 대한 학습자와 학부모의 인식 비교 연구

Objectives The purposes of this study were to investigate the perceptions and opinions of elementary school stu-dents and parents regarding English immersion education in the context of the EFL environment in Korea, in order to understand the role of English immersion education in promoting natural and autonomous language acquisition. Methods A survey was conducted among elementary school students in grades 3-6 and their parents residing in Gangbuk district, Seoul, to assess their perceptions of English immersion education. Independent sample t-tests were performed to analyze the data. The survey instrument covered various aspects of English immersion education, including general satisfaction, learning styles, academic achievement, and the effectiveness of English language skills. Results The results of this study indicate that both learners and parents showed high satisfaction with English im-mersion education, with no significant differences between the two groups. English immersion education had a positive impact on learners and parents in terms of affective domain, learning style, and general academic achievement. Particularly, parents perceived that English immersion education had a greater effect on enhancing learners' learning interest and confidence. Furthermore, both learners and parents recognized the positive effects of English immersion education on reading, writing, listening, and speaking skills, with differences in perception and effectiveness ranking observed, especially in reading and speaking domains. Both learners and parents showed minimal awareness of the drawbacks of English immersion education. Furthermore, both groups ex-pressed a positive attitude towards the full implementation of English immersion education, recognizing its po-tential to enhance English proficiency and practical communication skills. Conclusions Based on the findings of this study, both learners and parents acknowledge the positive effects of English immersion education, highlighting its potential to enhance students' English proficiency and practical communication skills, thus playing a crucial role in achieving the goals of elementary English education.

Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study

Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results indicate that students who received DBDM to intensify STRIVE and students who received STRIVE alone outperformed students in a business-as-usual comparison condition on a researcher-designed vocabulary mastery measurement. Other findings, future directions, and implications for research and teaching are also discussed.

Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals

BackgroundUpper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology‐based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.MethodsThis study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth‐ and fifth‐grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole‐word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole‐word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross‐classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross‐level interactions.ResultsFindings showed no significant difference in meaning recall and spelling measures between morphological and whole‐word conditions. Students performed significantly better in the morphophonemic condition than in the whole‐word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.ConclusionsMorphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.

초등 일반 학생과 과학영재 학생의 인공지능에 대한 태도와 윤리의식 수준 및 관계 비교

This study compared the level and relationship in attitudes and ethical awareness toward Artificial Intelligence (AI) between elementary general and science-gifted students. For this purpose, 90 elementary general students in grades5-6 and 87 elementary science-gifted students in grades 5-6 were selected, and their attitudes toward AI and ethical awareness toward AI were tested. The results of the independent samples t-test showed that the means of the science-gifted students were statistically significantly higher than those of the general students in the overall and all sub-scales of attitudes toward AI. In addition, the means of the science-gifted students were statistically significantly higher than those of the general students in the overall and three sub-domains (‘stability and reliability’, ‘transparency and explanability’, and ‘robot rights’) of ethical awareness toward AI. However, the mean differences between the two groups were not statistically significant in two sub-domains (‘no discrimination’ and ‘employment’) of ethical awareness toward AI. The correlation analysis showed statistically significant correlations between attitudes and ethical awareness toward AI in both elementary general and science-gifted students. In particular, five sub-domains of attitudes toward AI were significantly correlated with the overall of ethical awareness toward AI and three or four in the five sub-domains of ethical awareness toward AI with high reliability. The correlation coefficients between ethical awareness and attitudes toward AI, especially the two sub-domains of ‘emotional interaction with AI’ and ‘social influence of AI’, were statistically significantly larger for the science-gifted students than for the general students. Educational implications of these findings are discussed.

Development of an Islamic-based English textbook for third Grade Elementary Students

Development of an Islamic-based English textbook for third Grade Elementary Students

How Much Do Elementary School Students Know About Climate Change? A Report from Java's Primary School Students

Climate change is a global issue that must be immediately responded to by the community. Responding to climate change requires awareness of climate change issues, from symptoms to impacts. Due to its complexity, the issue of climate change needs to be realized and understood by all levels of society, including elementary school students. This study aimed to describe the knowledge of elementary school students related to climate change. The method used was descriptive quantitative. The instrument used was a questionnaire using a Likert scale (1-4). A total of 1,410 elementary school students in grades 4-6 from several regions on the Island of Java participated in filling out a questionnaire distributed online. Knowledge data related to climate change were analyzed descriptively. The findings showed that, on average, students had limited knowledge and misconceptions about climate change. Minimal knowledge was shown about the causes, symptoms, effects, and efforts to mitigate and adapt to climate change. The implications of the research findings suggest the importance of explicit learning related to climate change starting at the elementary school level. Keywords: Climate Change, Elementary School Students, Java’s

The Effectiveness of Repeated Reading and Supported Cloze Procedure to Improve Beginning Reading Skills in Elementary School Slow Learner Students

Literacy plays a very important role in the academic performance and overall development of elementary school students. However, many elementary school age children experience problems in reading, including fluency, accuracy and reading comprehension. This affects the learning process and causes poor academic results. The initial reading ability of 4th grade elementary school slow learner students at MI Salafiyah Mahbubiyah still has not received special treatment to improve their reading ability. Improving initial reading skills in slow learner students must be done in the right way, one of which is repeated reading and supported cloze procedures. To overcome this problem, the intervention was carried out using the repeated reading method and supported cloze procedure. The aim of this research is to see the effectiveness of repeated reading and supported cloze procedures to improve the beginning reading abilities of slow learner students in grade 4 of elementary school. This intervention aims to improve early reading skills in elementary school children who experience slow learning. This research uses a single case experimental design, where the subjects are 4th grade elementary school students. The development of the subject's reading ability was measured using Gickling and Armstrong's checklist, namely Reading Proficiency and Error Checklists. The results of the research show that there is a difference after being given the repeated reading and supported cloze procedure technique and before being given the repeated reading and supported cloze procedure on the subject. This means that (Ha) is accepted and (Ho) is rejected. So, it can be concluded that the repeated reading and supported cloze procedure is effective in improving the initial reading skills of slow learner students in grade 4 of elementary school.

Study of myopia progression and risk factors in Hubei children aged 7–10 years using machine learning: a longitudinal cohort

BackgroundTo investigate the trend of refractive error among elementary school students in grades 1 to 3 in Hubei Province, analyze the relevant factors affecting myopia progression, and develop a model to predict myopia progression and the risk of developing high myopia in children.MethodsLongitudinal study. Using a cluster-stratified sampling method, elementary school students in grades 1 to 3 (15,512 in total) from 17 cities in Hubei Province were included as study subjects. Visual acuity, cycloplegic autorefraction, and height and weight measurements were performed for three consecutive years from 2019 to 2021. Basic information about the students, parental myopia and education level, and the students’ behavioral habits of using the eyes were collected through questionnaires.ResultsThe baseline refractive errors of children in grades 1 ~ 3 in Hubei Province in 2019 were 0.20 (0.11, 0.27)D, −0.14 (−0.21, 0.06)D, and − 0.29 (−0.37, −0.22)D, respectively, and the annual myopia progression was − 0.65 (−0.74, −0.63)D, −0.61 (−0.73, −0.59)D and − 0.59 (−0.64, −0.51)D, with the prevalence of myopia increasing from 17.56%, 20.9%, and 34.08% in 2019 to 24.16%, 32.24%, and 40.37% in 2021 (Χ2 = 63.29, P < 0.001). With growth, children’s refractive error moved toward myopia, and the quantity of myopic progression gradually diminished. (F = 291.04, P = 0.027). The myopia progression in boys was less than that in girls in the same grade (P < 0.001). The change in spherical equivalent refraction in myopic children was smaller than that in hyperopic and emmetropic children (F = 59.28, P < 0.001), in which the refractive change in mild myopia, moderate myopia, and high myopia children gradually increased (F = 73.12, P < 0.001). Large baseline refractive error, large body mass index, and high frequency of eating sweets were risk factors for myopia progression, while parental intervention and strong eye-care awareness were protective factors for delaying myopia progression. The nomogram graph predicted the probability of developing high myopia in children and found that baseline refraction had the greatest predictive value.ConclusionMyopia progression varies by age, sex, and myopia severity. Baseline refraction is the most important factor in predicting high myopia in childhood. we should focus on children with large baseline refraction or young age of onset of myopia in clinical myopia prevention and control.