Fifth Grade Of Primary School Research Articles

The Frequency of Music Improvisation Activities in the Fourth and Fifth Grade of Primary School

The aim of the present study was to investigate and compare the frequency of the implementation of music improvisation activities in music lessons by classroom teachers and subject teachers teaching music in the fourth and fifth grade in Slovenian primary schools. We also explored the teachers’ sense of competence to implement music improvisation activities, reasons for the infrequent inclusion of such activities and solutions for more frequent inclusion. A descriptive nonexperimental method of research was used, collecting data with a questionnaire. The study found that teachers occasionally carry out music improvisation activities, most often rhythmic improvisation. The results showed no differences between the frequency of improvisation activities between classroom teachers and subject teachers. However, subject teachers do feel more competent to perform music improvisation activities than classroom teachers and there was a weak correlation between the sense of competence and the frequency of improvisation activities in music lessons. Teachers cite a lack of time, knowledge and self-confidence as the key reasons for the infrequent implementation of music improvisation activities. They see solutions for the more frequent inclusion of music improvisation activities in additional music improvisation training and changes in the music curricula, advocating for more flexible and broadly defined learning objectives. Due to the small sample size, the results are not generalisable, but they do provide an insight into the current state of the integration of music improvisation activities in music lessons in the fourth and fifth grade of primary school.

A Content Analysis of Speaking Materials in English Textbook “My Next Words” used by Fifth Grade Elementary School

The aim of this study is to find out the quality of the materials in the English textbook for the fifth grade of primary school. The analysis of speaking sections from the elementary school English textbook is the main goal of this study. It was a descriptive research study that used quantitative data from textbook assessment scores that were gathered using a textbook evaluation sheet. The sheet's framework was created using theories by Bao (2013) about the constituting aspects of a good textbook and learning resource selection. The research revealed that the textbook's speaking material was sufficient. This indicates that the textbook's speaking materials fall short of the requirements outlined in the framework. Based on the research findings, the researcher proposed that the textbook's speaking materials should be enhanced. As a result, the textbook's content should be taken into consideration by both ELT teachers and textbook authors in light of Dat Bao's framework for the improvement of the materials

Effectiveness of Acceptance and Commitment Therapy on Psychological Flexibility, Emotional Self-Regulation, and Stress Coping Styles in Mothers of Children with Specific Learning Disorders

Objective: This research aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological flexibility, emotional self-regulation, and stress coping styles in mothers of children with specific learning disorders. Materials and Methods: This quasi-experimental study employed a pre-test, post-test, and a three-month follow-up design. The study population included all mothers of children with specific learning disorders enrolled in the fifth grade of primary schools in District 17 of Tehran during the 2021-2022 academic year, from whom 40 participants meeting the inclusion criteria were selected through purposive sampling and randomly assigned into two groups of 20. Data collection was conducted using the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010), the Emotional Self-Regulation Questionnaire (Larsen & Prizmic-Larsen, 2004), and the Coping with Stressful Situations Questionnaire (Parker & Endler, 1994). Data analysis was performed using mixed ANOVA with SPSS version 25. Findings: Results indicated that Acceptance and Commitment Therapy is effective in improving scores of psychological flexibility, emotional self-regulation, and stress coping styles (P<0.001). Conclusion: Given the effectiveness of Acceptance and Commitment Therapy in mothers of children with specific learning disorders, psychologists and counselors working in this field are advised to utilize these educational and therapeutic methods to enhance psychological flexibility, emotional self-regulation, and stress coping styles in this population.

SIGNIFICANCE AND FREQUENCY OF WORKS OF ART AND REPRODUCTIONS USE IN DEVELOPMENT OF ARTISTIC AESTHETIC ASSESSMENT OF CHILDREN OF LOWER PRIMARY SCHOOL AGE

The aim of this paper is to examine a teacher’s role in the development of artistic-aesthetic communication, based on the representation of the use of works of art and their reproductions in art education. The research was conducted on a sample of 220 respondents, of which 200 of them were students and 20 were homeroom teachers. The research part presents the results and interpretation of surveys conducted among teachers and students. The t-test was calculated to determine whether there are significant differences between the obtained results on certain variables, that is, those related to demographic data. The results indicate that homeroom teachers are insufficiently involved in the development of art-aesthetic communication, that is, child's communication with a work of art. Regardless of the fact that 70% of teachers believe that it is important for students from the first to fifth grade of primary school to learn about and analyze valuable works of art, 35% of teachers and more than half of the students (55%) claim that they never use art textbooks. Also, 54% of students declare that they never or rarely discuss art problems with the teacher, even though art problems form the backbone of a lesson, and are found in works of art or their reproductions. When it comes to visiting a gallery, museum or other exhibitions, 51% of students and 54% of teachers claim that they never visit these institutions, while 40% of teachers said that they visit them once a year. The t-test determined that there are no significant differences between the responses of respondents (a sub-sample of teachers) in relation to demographic data. Keywords:work of art, textbook, artistic-aesthetic communication, art language.

Longitudinal relationships between grit, self-esteem, and academic achievement among Korean primary school students

In a competition-driven meritocratic learning environment, academic achievement can have a direct effect on self-esteem and self-concept. As such, academic achievement can act as an antecedent to grit and self-esteem. This study examined the longitudinal reciprocal relationships of academic achievement, consistency of interest (CI), perseverance of effort (PE), and self-esteem among fourth-grade and fifth-grade primary school students in South Korea, who were under heavy pressure in a performance-oriented learning environment. Data pertaining to 2,240 students were extracted from the 2018 Korean Children and Youth Panel Survey conducted by the National Youth Policy Institute, and cross-lagged structural equation modeling was conducted to examine the longitudinal relationship between three variables. The results revealed that academic achievement had a statistically significant positive relationship with CI, PE, and self-esteem; CI had a statistically significant positive relationship with PE; and PE had a statistically significant positive relationship with self-esteem through the mediation of academic achievement. In addition, self-esteem demonstrated the highest level of stability, and although CI and PE demonstrated similar levels of stability, CI displayed slightly greater stability compared to PE. Findings from this study suggest the need to support grit and self-esteem among Korean students under pressure in performance-oriented academic environments.

Analysis of the content of the mathematics book for the fifth grade of primary school in the light of the criteria of integrative organization in the Kingdom of Saudi Arabia

هدفت الدراسة الحالية إلى تقديم معايير التنظيم التكاملي التي ينبغي تضمينها في محتوى كتاب الرياضيات للصف الخامس الابتدائي. والتعرف على مدى تناول محتوى كتاب الرياضيات للصف الخامس على معايير التنظيم التكاملي. وذلك من خلال استخدام المنهج الوصفي، حيث قامت الباحثة بإعداد قائمة بمعايير التنظيم التكاملي وبناء بطاقة تحليل محتوى كتاب الرياضيات، تكونت عينة الدراسة من كتاب الرياضيات المقرر من قبل وزارة التعليم للصف الخامس الابتدائي لعام 1439/1440هـ (الفصل الدراسي الأول). وأظهرت النتائج أن مجالات التنظيم التكاملي قد تضمنها كتاب الرياضيات للصف الخامس الابتدائي بنسب متفاوتة، حيث جاء في المرتبة الأولى مجال المحتوى وبدرجة توافر عالية جدًا، بينما مجال الأنشطة قد جاء في المرتبة الأخيرة وبدرجة توافر منخفضة وحصل مجال الأهداف على درجة توافر عالية اما مجال طرق التدريس والتقويم على درجة توافر متوسطة.

Investigation of the next generation science standards including in the science book according to E-learn : analytical study

This article briefs educational, In recent years, interest has increased in including standards for the next generation in science books from (k-12), and the main goal of these suggested modifications is to match science instruction to current technological developments and support what students will need to learn in the future. by including NGSS in science textbooks. For the fifth grade of primary school in Iraq, our study analysis of the science book, using online questionnaires on primary school science instructors of the fifth grade before the stage of putting the analysis processes into practise. For this study, 40 replies from schools in waist City made up the data collection. According to the study, the majority of teachers lacked the knowledge and skills necessary to integrate the proposed standard modifications into the existing curricula and their lesson plans. Based on their assessments of the pupils' level of readiness, the teachers offered a number of recommendations.

Education of students from Greek schools regarding natural disasters through STEAM

The goal of our research is to educate students at primary schools in Greece on rapid ongoing natural disasters through the holistic-interdisciplinary science, technology, engineering, art, and mathematics (STEAM)-based method. As a learning tool, an integrated program was designed with a variety of actions and activities aiming to experientially educate students in a holistic-interdisciplinary STEAM-based way. These are based on science, technology, engineering, art, and mathematics. This three-month program was chosen to be conducted in a private school of Attica, Greece, for the course “skill laboratories”. It was conducted to students of the second (seven years old) and the fifth grade of primary school (10 years old). In the beginning and the end of the program, the 133 participating students were given questionnaires, in order for the program to be assessed as to whether it managed to accomplish the initial goals. A total of 266 digital questionnaires were collected through ArcGIS survey123 application (part of geospatial cloud by Esri), which is an integrated solution for the creation, distribution and analysis of survey data. From the statistical analysis of their answers, the conclusion was that the vast majority of the students felt stress, confusion, depression and shock when they saw a forest fire. Most kids stated that they have thought of the consequences of extended wildfires and the flood events that follow.

Implementation of a Teaching Scenario for Fifth-Grade Students Using the Software “MATHEMA” as a Teaching Tool: The Phenomenon of Light Reflection

In this paper the implementation of a teaching scenario on the phenomenon of light reflection for 55 students of the fifth grade of primary school is analyzed in detail. The novelty of this teaching scenario lies both in the fact that it is based on the use of the teaching tool/simulation software “MATHEMA” as a cognitive tool and in the fact that the pedagogical approach used is based on the principles of the constructivist approach. This teaching scenario consists of the following two parts: a) The teaching organization guide and b) The students’ worksheets. The SOLO method - taxonomy - is used to assess the learning outcomes. Based on the learning outcomes, a significant shift in students’ responses towards the scientific model was observed after the experimental interventions. Consequently, a conceptual change was achieved, to some extent, after performing the virtual experiments. The results presented in this study support the argument for the learning value and contribution of simulation software as a teaching tool in science teaching and learning.

THE EFFECTIVENESS OF THE PROBLEM TREE STRATEGY IN THE COGNITIVE MOTIVATION AMONG FIFTH GRADE FEMALE STUDENTS IN SCIENCE

The research aims to identify the effectiveness of the problem tree strategy among fifth grade female students in science and their cognitive motivation. The researcher adopted the experimental approach with an experimental design for two equal groups. The science subject will be studied according to the problem tree strategy, and section (B) to represent the control group that will study the same subject in the usual manner. The total number of students in the two groups has reached (68) students; (33) students in the experimental group, and (35) students in the control group. It was statistically rewarded between the members of the two groups in the following variables: (the chronological age of the students of the two research groups calculated in months, the educational attainment of the parents, the test of previous information in the subject of science, the grades of the previous year (2021-2022) in the subject of science, the Raven intelligence test, and the cognitive motivation scale) And the researcher identified the study material with the topics from the science book for the fifth grade of primary school, then the researcher formulated behavioral goals, as they numbered (200) behavioral goals. Validity, discriminatory power, and stability were verified; Its alpha-Cronbach stability was verified with a value of (0.92); The researcher used the appropriate statistical methods to extract the data, and the results showed that the students of the experimental group outperformed the students of the control group in the measure of cognitive motivation.

THE EFFECTIVENESS OF BACK-TO-BACK STRATEGY IN IMAGINATIVE THINKING AMONG FIFTH GRADE PRIMARY FEMALE STUDENTS IN SCIENCE SUBJECT SUBJECT

The current research aims to identify the effectiveness of the back-to-back strategy in imaginative thinking among fifth grade students in science subject subject.
 The researcher relied on the experimental design with partial control and represents the research community of the fifth-Grade primary school pupils in the girls' primary schools of the General Directorate of Education of Diyala Governorate, Balad Rose, the academic year 2022 2023, and Harran Primary School for Girls was chosen as the research sample. It included 78 pupils distributed in two divisions and in a random draw method. The 38 pupils represented the experimental group that will study science according to the back-to-back strategy, while the 40 pupils represented the control group that teaches science according to the usual method. The researcher conducted an equivalence between the pupils of the two research groups before starting the experiment in a number of variables, namely (the age of the pupils calculated by months, IQ test, Imaginative thinking test)
 The scientific material to be taught, which included the first three units of the science textbook dedicated to teaching the fifth-grade primary school year (2022/2023), and the researcher formulated behavioral goals for the subjects she will study, which are (209) behavioral goals according to Bloom's classification of the cognitive field and its three levels (remember, understand, apply) and prepared daily plans to teach the two research groups. The researcher prepared the research tool represented in the Imaginative thinking test in the science material, as it consists of (15) test items of the multiplechoice type, and its validity, reliability and psychometric characteristics were verified. After the end of the experiment, the researcher applied the Imaginative thinking test to the two research groups. After analyzing the results statistically using the T-test for two independent samples, the research results resulted in the strategy of the back and back having a positive effect on the Imaginative thinking of the students of the fifth grade in the science material, since it is more effective than the method of habituality and based on its dependence, the result was reached from the presentation of the recommendations and proposals in the fourth chapter, which will be presented in the fourth chapter.

Perspectives of Primary Teachers, Students, and Parents on Homework

The purpose of this research was to examine the experiences of teachers, students, and parents on homework purpose and student feedback in primary school. The qualitative methodology was adopted for this research. This qualitative study used data from 20 teachers, 20 students, and 20 parents of the fifth-grade primary school in four municipalities of Kosovo. Data were collected through semistructured interviews and were analyzed through the thematic analysis method. The research results provided an overview of the reality of the way teachers approached homework. Research showed that there was a lack of a general standard, in almost all schools, related to homework assignments and there was a lack of teachers’ professional development for homework planning. Also, this research showed that the purpose of homework was closely related to how teachers planned and understood the role of homework, as well as how teachers built collaboration with students.

Assessing children’s information and knowledge organisation competency in elementary schools of Hong Kong

This article evaluates the information and knowledge organisation competency of third- to fifth-grade primary school students in Hong Kong directly or indirectly. The majority of the students are aged 8–11 years. The types of information and knowledge organisation schemes to be identified or organised include shallow taxonomies (e.g. a list of entities, a list of features of an entity, a list of events) and simple descriptive ontologies (e.g. a sequence of events, reasons of events, relation between entities or events). A total of 86 students participated in the study. Each student was asked to read an English book and a Chinese book, and to answer assessment questions about the content within the books. The questions ask children to identify members of a flat taxonomy and organise simple descriptive ontologies. The children’s overall information and knowledge organisation competency is found to be weak, but children’s information and knowledge organisation capabilities are not equally weak. The children identify features of an entity significantly better than a list of events, and identify reasons significantly better than flat taxonomies and relations. The findings have theoretical and practical implications for book writers, book cover designers, teachers, librarians and designers of information systems for children.

Primary Students’ Math Literacy in terms of Higher Order Thinking Skill

Primary students' math literacy is still inadequate. This is due to the limited number of problems based on math literacy, while studies analyzing math literacy require high-order thinking skills (HOTS). This study aims to develop instruments and analyze primary students' math literacy by reviewing high order thinking (HOTS). The study participants were 30 fifth-grade primary school students by grouping students into three HOTS levels: low, medium, and high. The study method uses a mixed-method (quantitative and qualitative) with an explanatory sequential design. The research instrument is an initial math literacy test (ML-T) that focuses on content, context, process, and level. Data analysis used descriptive statistics. The results of the study resulted in 15 ML-T which had been declared valid and reliable, divided into 6 items at levels 1-2 (easy), 5 items at levels 3-4 (enough), and 4 items at levels 5-6 (hard). The results of another study show that the success of primary students' math literacy depends on the level of ML-T problems and students' HOTS abilities. Higher ML-T levels tend to be completed with math literacy in the perspective of higher HOTS levels of students. This study's implication is to contribute to developing authentic math literacy instruments and analyzing the success of primary students' math literacy by looking at the HOTS level.

Evaluating the level of primary school students in the light of reading skills

The aim of the current research is to (evaluating the level of primary school students in the light of reading skills), and to achieve this, the researcher relied on the descriptive approach, and a research tool was built, which is the questionnaire, which consisted of (22) paragraphs distributed on six main skills: recognition, pronunciation, understanding, taste, criticism. , the evaluation and put three alternatives for each paragraph (available, available to some extent, not available), and the researcher made sure of the validity and reliability of the tool. , Hashemite District, amounted to (382) male and female students for the academic year (2021-2022 AD) and after applying the tool and unloading the data, analyzing it and treating it statistically with the Statistical Package for Social Sciences (SPSS).The researcher reached a number of results, the most important of which are: The level of availability of reading skills for primary school students (fifth grade of primary school) was very poor

Knowledge of Fractions of Learners in Slovakia

In this research, we set two main goals: to provide empirical data that point to the knowledge of fractions among fifth-grade primary school pupils on a national scale; and to determine the level of knowledge about fractions among university students, including future primary school teachers. We used two tests—the national-wide test T5 for the fifth-graders (a research sample of approximately 45,000 pupils), and the modified fraction test based on Sfard’s theory of reification, for the university students (162 students). At the end of the study, we focused on a content analysis of the university students’ solutions. We identified persistent difficulties with concepts of fractions not only by fifth graders but also by future primary school teachers.

Klimatické vzdělávání na prvním stupni: vztah žákovského sebehodnocení, environmentálních postojů, znalostí a proenvironmentálního chování

This paper presents the results of a quantitatively designed pedagogical research conducted in the winter of 2021/2022 among students (n = 144) in the fifth grade of primary schools in the Czech Republic. The questionnaire survey investigated climate knowledge, environmental values and attitudes, and pro-environmental behaviour. The results showed significant differences in the dimensions of willingness to act and appreciation of nature, in which girls scored higher than boys. The self-assessment questions captured significant differences in climate change knowledge between children from different participating schools. The regression model showed a significant influence of the dimensions of nature appreciation and willingness to act on pro-environmental behaviour. Analysis of the self-assessment questions revealed a significant relationship between students’ self-assesed knowledge of and interest in nature and climate and the dimensions of appreciation of nature, willingness to act, and pro-environmental behaviour.

Evaluating Learning Media on Mathematical Literacy Through Student’s Logical Thinking Skill: Mobile Learning Integrated Ethnomathematics as Strategy to Improve Student’s Logical Thinking Skill

This study aims to evaluate learning media on mathematical literacy towards the achievement of logical thinking skills and determine strategies to build students’ logical thinking skills. The subject in this study were 79 fifth-grade primary school students in Surakarta and Boyolali. The data in this study is quantitative data and qualitative data. The instrument used to collect quantitative data was a mathematical literacy test consisting of five aspects of logical thinking skills that are understanding, planning, determining, solving, and conclusion. The instrument used to collect qualitative data was the scientific journal. The results showed that percentage achievement of students’ logical thinking skills in solving mathematical literacy is understanding (55,82%), planning (51,08%), determining (47,85%), solving (41,52%), and conclusion (31,14%). The data shows that learning media in elementary school could not be building students’ logical thinking skills. One strategy which can be used to build students’ logical thinking skills is through mobile learning integrated ethnomathematics.

Late bedtime reflects QTA30 anxiety symptoms in adolescents in a school checkup.

In adolescence, physical symptoms may develop due to psychosocial problems but such problems are not fully evaluated in school medical checkups. The aim of this study was to compare lifestyle factors with psychosomatic symptoms in adolescents using the subscales of the Questionnaire for Triage and Assessment with 30 items (QTA30) in school health checkups. The QTA30 was used in checkups for 3,414 students from the fifth grade of primary school to the third grade of junior high school in south Wakayama prefecture. The QTA is a self-completed questionnaire with five subscales of physical symptoms, depression symptoms, self-efficacy, anxiety symptoms, and family function. Each subscale is divided into three groups of clinical, borderline, and healthy, based on the subscale score. Subscale scores were compared with lifestyle items of gender, grade, habits, life events, and school attendance. The clinical rate for all subscales was significantly higher for a higher grade (P<0.001). Anxiety symptoms were correlated with physical symptoms (r=0.560). Anxiety and physical symptoms were significantly higher for students who went to bed at a later time with no absences in the last month and who had problems with friends and teachers (both P<0.001). Family function correlated with self-efficacy (r=0.418) but not with other subscales. Study time was most related to self-efficacy (P<0.001). The QTA30 subscale scores facilitated detection of psychosomatic stress and latent risks of psychosomatic disease at an early stage. Thus, the use of the QTA30 in a school medical checkup may permit early intervention for psychosomatic stress in adolescents.

Examining the Necessity of Reflective Module: Literacy Numeracy Skill of Students Elementary School

The research aims to describe the need for reflective modules in building literacy skills of primary school students. The research used a quantitative descriptive method. The population was the fifth-grade primary school students that implement the 2013 curriculum with A accreditation—the data collection technique used non-test with observation instruments, questionnaires, interview guidelines, and literature review. The sample was taken using a purposive random sampling technique. The sample in this study was 126 students. The results showed that students and teachers need a reflective module to build numeracy literacy. The reflective module has the potential to build numeracy literacy skills. Literacy skill is closely related to reflective thinking processes, in which reflective thinking is a critical thinking process for making an assessment. Self-assessment aims to measure the extent of an individual's abilities to encourage the individual to develop self-potential.