Fourth Grade Primary School Students Research Articles

Development of A Book On Cultivating Manners For Pancasila And Citizenship Education Subjects For Class IV Elementary School Students

This study aimed to create a book that can assist kids in cultivating proper etiquette.   The research employed the Research and Development (R&D) method, utilising the ADDIE model, which consisted of five stages: Analysis, Design, Development, Implementation, and Evaluation. The data was collected through interviews and questionnaires. In addition, the data was analysed using two distinct stages: the expert evaluation stage and the product trial stage. The study’s findings, derived from expert testing, demonstrated the feasibility of the courtesy book yielded percentation comprised 95% of media experts, 88% of material experts, and 92% of linguists. The user conducted trials with students and achieved outstanding results in the One to One Evaluation (96%), Small Group (94%), and Field Test (94%), respectively. These findings demonstrated that the book product designed to inculcate courteousness in fourth-grade primary school students is appropriate for implementation.  

Next-generation learning experience: The effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation

AbstractThis study aims to compare and analyse the effects of context-based vocabulary activities with technology-assisted tools and printed materials on fourth-grade primary school students’ vocabulary knowledge and learning motivation. One of the quasi-experimental designs, the “pretest-posttest control group design”, was used in the study. There were two experimental groups and one control group. Technology-assisted context-based vocabulary activities were used in one of the experimental groups, and printed materials with context-based vocabulary activities were used in the other experimental group. The implementation was carried out in the control group according to the current Turkish curriculum. It was planned to teach vocabulary by utilising sentence and text context in context-based vocabulary activities. The research was conducted with students studying in three different fourth grade classes of a primary school, which were equivalent to each other according to the pre-tests. A total of 91 students from three groups (experimental-1: 30, experimental-2: 30, control: 31) participated in the study. The Vocabulary Knowledge Achievement Test (VKAT) developed by Yaşar-Sağlık (2022) and the Vocabulary Learning Motivation Scale (VLMS) developed by Genç-Ersoy and Belet-Boyacı (2018) were used in the study. After the pre-tests were applied, 14 lesson hours of interventions were carried out over 7 weeks. After the implementation, the process was finalised by applying post-tests. The data were analysed using one-way analysis of variance (ANOVA) on the difference in scores (post-test – pre-test). Also, the Tukey post hoc test was used to determine the source of the difference. In addition, partial eta squared (η2) values were calculated to determine effect sizes. As a result, it was found that context-based vocabulary activities conducted with technology-assisted tools and printed materials were significantly more effective in improving students’ vocabulary knowledge than the current Turkish curriculum. In addition, it was also revealed that technology-assisted activities were more effective in improving students’ vocabulary knowledge than the activities carried out using printed materials. In terms of vocabulary learning motivation, the results are slightly different. It was found that context-based vocabulary activities conducted with technology-assisted tools were significantly more effective in improving students’ vocabulary learning motivation than the current Turkish curriculum and the context-based vocabulary activities conducted with printed materials. In line with these results, it is recommended that technology-assisted context-based vocabulary activities be used to increase students’ vocabulary knowledge and learning motivation.

The Influence of English Interdisciplinary Teaching to the Results of English Study in Primary School

Nowadays, the demand for comprehensive talents is more and more urgent in recent society, while traditional subject teaching narrows the way to cultivate multiple talents. Separate subject teaching ignores the integrity of knowledge, making students learn scattered knowledge and not think from different points. One subject teaching, which means teachers only master the knowledge and skills in his or her subject field, is not conducive to the complete development of students. This study takes 500 fourth-grade primary school students in Linyi Dongxing Experimental School as the research objects, conducts a case study through a questionnaire method to explore the relevance between English interdisciplinary teaching and the results of English study as well as how the implementation of English interdisciplinary subject teaching influences English learning outcomes in the process of second language acquisition for fourth-grade primary school students. Descriptive analysis and Chi-square test are involved in this study to collect the data. The research shows that interdisciplinary English teaching in primary schools has a positive influence on English learning outcomes. Students improve their different English abilities during the implementation of interdisciplinary English teaching, such as abilities in reading, speaking, listening and writing as well as other abilities, such as painting, music, etc. This study is conducive to the development and implementation of English interdisciplinary teaching in primary school education and the improvement of students' core literacy and can provide other authors with some help and suggestions to promote the future development of this field.

The effect of creative drama method in 4th grade primary school values education

The main purpose of this study is to determine the effect of creative drama method on the acquisition of "Responsibility", "Respect" and "Patience" values by fourth grade primary school students. The study was designed using the parallel mixed model, which is one of the mixed method designs. The study group of the research consists of primary school 4th grade students studying in a public school in the fall semester of 2018-2019 academic years. There were 42 students in the experimental group and 40 students in the control group. The research data were collected through the "Responsibility Scale", "Respect Tendency Scale", "Patient Behavior Scale", "Student and Teacher Diaries", "Teacher Interview Form" and "Personal Information Form". In addition, data were obtained with the "Word Association Test" to determine the conceptual change in values before and after the implementation. All in all, it has been established that the use of the creative drama method in values education is very effective in adopting values, embodying in-class learning, and encouraging the students to develop positive attitudes about the values discussed.

Investigation of e-learning readiness levels of primary school students studying in rural

This study was conducted to determine the e-learning readiness of fourth grade primary school students in villages and towns. The research was designed in descriptive survey model from quantitative research methods. The study group of the research consisted of 165 students, 85 of whom were male and 80 of whom were female. Of these students, 149 live in the village and 16 in the town. The "E-Learning Readiness Scale", which was adapted into Turkish by Bircan et al. (2022), was used as a data collection tool in the study. The research data were analyzed using descriptive statistics, independent groups t-test and one-way ANOVA. As a result of the research, it was found that the e-learning readiness of fourth grade primary school students studying in rural areas differed significantly in favor of girls in terms of gender variable; it differed significantly in favor of computer ownership and internet connection in terms of having a computer and internet connection at home; it did not differ significantly in terms of having a tablet.

Differences in the Quality of Life Relative to the Level of Cardiorespiratory Capacity of Primary School Students

As cardiorespiratory capacity is an important factor of an overall quality of life and a significant indicator of physical fitness, its development should begin from early childhood. The goal of the research is to determine the differences in the quality of life and cardiorespiratory abilities of primary education students. A total of 651 fourth-grade primary school students from the Republic of Croatia participated in the research. The average age of the subjects was 10.38±0.50 years, and the sample was divided in two subsamples according to gender, 316 girls (10.30±0.47 years) and 335 boys (10.34±0.49 years). Body height was measured with a portable altimeter, while body mass, body mass index – BMI, percentage of fat, level of obesity, and muscle mass were measured with a two-frequency body composition analyser (TANITA DC-360P). Waist circumference and hip circumference were measured with a centimeter tape, while the ratio of the waist and hip circumference (WHR index) was calculated based on their ratio. Cardiorespiratory capacity was assessed with a multi-stage 20m-running test (20MSRT Shuttle run test). For assessing the qualty of life, the researchers used a Croatian version of the KIDSCREEN-10 Questionnaire. The research results show a high mean value of the overall life quality assessment (4.33). The identification of individual differences between the researched groups demonstrated that students with a high level of cardiorespiratory capacity rate their quality of life significantly higher than students with a low or moderate cardiorespiratory capacity. According to the results, 41.01% of students have an unsatisfactory level of cardiorespiratory ability. There are statistically significant differences in morphological characteristics and cardiorespiraory capacity among the groups classified according to their level of cardiorespiratory capacity. Children with a higher level of cardiorespiratory capacity report a better quality of life and have better indeces of physical nutrition. Physical exercises used to boost the development of the cardiorespiratory capacity of children indirectly impact the prevention of obesity and can diminish other factors of cardiovascular risk.

Teaching English Using Flashcards to Improve Elementary School Students’ Vocabulary

Acquiring new English words is a challenge for students because they commonly need to learn to use the words in their daily lives, which are dominated by their first language for communication. Flashcards are instrumental in facilitating their vocabulary learning. This research examined flashcards' use in teaching and learning English language vocabulary. This research used a quantitative approach with an experimental design. The data was collected by asking students to do a vocabulary test before and after the treatment. The object of this research was fourth-grade students in a private primary school in Yogyakarta, Indonesia. The results indicated that the student's English vocabulary level on the pre-test was at the intermediate level, which showed a mean score of 52.20. Meanwhile, on the post-test, the student's English vocabulary level was at an advanced level, showing a mean score of 77.60. In addition, the Wilcoxon test showed that the p-value of asymp.sig.2tailed was 001. It means that the students’ English vocabulary significantly improved after being taught using flashcards. It indicates that the hypothesis that flashcards have significantly improved students' vocabulary was accepted.

The effect of intelligence games on primary school fourth grade students' problem solving skills

Bu çalışmada ilkokul dördüncü sınıf öğrencileri ile oynan zekâ oyunlarının problem çözme becerileri üzerinde etkisini belirlemek amaçlanmıştır. Bu amacı gerçekleştirmek üzere deneysel bir araştırma tasarlanmıştır. Araştırma, Balıkesir ili Kepsut ilçesinde 4. Sınıfta devam etmekte olan bir ilkokuldaki 40 öğrenci ile yürütülmüştür. Araştırma desenine dayalı olarak 20 öğrenci kontrol ve 20 öğrenci deney grubunu oluşturmuştur. Araştırma 8 haftalık bir süreci kapsamıştır. Bu süreçte deney grubunda bulunan öğrencilerle zekâ oyunları oynanmıştır. Kontrol grubundaki öğrenciler normal eğitim sürecine devam etmiş ve herhangi bir ilave çalışmaya katılmamışlardır. Araştırmada öğrencilerinin problem çözme becerilerini belirlemek amacıyla veri toplama aracı olarak Sezgin (2011) tarafından ilköğretim öğrencileri için geliştirilen “Problem Çözme Becerisi Ölçeği” kullanılmıştır. Araştırma verilerinin analizinde parametrik koşullar sağlanamadığından gruplar arası karşılaştırmada Mann Whitney-U Testi ile analiz yapılmıştır. Grup içi karşılaştırmalarda ise Wilcoxon İşaret Testi ile analiz yapılmıştır. Analiz sonuçlarına göre; öntest puanları açısından kontrol ve deney grupları arasında manidar farklılık olmadığı ancak deneysel işlem sonrasında grupların sontest puanları arasında yapılan karşılaştırmada deney grubu öğrencileri lehine istatistiksel açıdan manidar farklılık olduğu gözlenmiştir. Grupların öntest-sontest puanlarına dayalı yapılan analizde kontrol grubu puanları arasında farklılık gözlenmemiştir. Deney grubunda ise öğrencilerin sontest puanlarının öntest puanlarına göre istatistiksel açıdan daha yüksek olduğu belirlenmiştir. Araştırmanın sonuçları, öğrencilerin problem çözme becerilerinin gelişimi üzerinde zekâ oyunlarının anlamlı etkiye sahip olduğunu göstermektedir.

An Examination of Fourth-Grade Primary School Students' Intrinsic Motivation in Mathematics and Their Mathematics Achievement in Terms of Their Favorite Subject

An Examination of Fourth-Grade Primary School Students' Intrinsic Motivation in Mathematics and Their Mathematics Achievement in Terms of Their Favorite Subject

An examination of immigrant primary school students' attitudes towards learning the target language: The role of subjective well-being at school and academic grit

This study aimed to determine the role of subjective well-being at school and academic grit on immigrant primary school students' attitudes toward learning the target language. The study group consisted of 225 immigrant fourth-grade primary school students. The hypothetical model created for this purpose was tested through structural equation modeling. It was concluded that immigrant primary school students' subjective well-being at school significantly predicted their academic grit and attitudes toward learning the target language, and academic grit had a partial mediating role in the relationship between subjective well-being at school and attitudes toward learning the target language.

Assessing the ınfluence of scientific story on multiple aspects of primary school students' science learning

The aim of this research is to examine the effect of using scientific stories in science education courses on the science process skills and motivation of primary school 4th-grade students towards science education course. A quasi-experimental method was applied to 37 fourth-grade primary school students from two classes in a district of the Western Black Sea region. While science education courses were given in the control group (CG) with the activities available in the science education course curriculum, in the experimental group (EG), it was given with scientific stories. Quantitative data in the research were obtained by implementing a motivation scale for learning science and a scientific process skill scale as pre-test and post-test. The experimental study was carried out for five weeks, with three-hour courses in both groups. The independent sample t-test and the t-test for dependent groups were employed to assess the outcomes from the study. The research revealed that prior to the experimental procedures, the experimental and control groups did not show any difference in terms of their scientific process skills and enthusiasm for learning science and motivation to learn science. The post-tests showed a marked contrast between the experimental and control groups, demonstrating that teaching science education courses with scientific stories was beneficial. Assessing the disparity in motivation for learning science and scientific process skills in the EG between the pre-tests and post-tests revealed a heightened motivation in the post-test, leading to the realization that the implementation of scientific stories had a positive impact on motivation for learning science.

Microsoft Sway 365 to Develop Discovery Learning- Based E-module for Grade IV Elementary Students

The objective of this project was to develop e-modules using the current Microsoft Sway 365 platform, with a focus on discovery learning. The creation of the e-module dilator is driven by the discovery that current mathematics e-modules fail to effectively assist students in freely constructing knowledge and grasping topics. Students continue to see mathematics as challenging to comprehend, resulting in persistently low academic achievements in the subject. This research falls under the category of Research and Development (RD) and utilises the Plomp model. The Plomp model comprises three distinct stages: basic research, prototype phase, and assessment. The data gathering procedures employed consist of observation sheets, questionnaires, and test sheets. This study included descriptive and statistical methodologies. The investigation yields products that fall within a legitimate category value range of 4.2. This indicates that the e-module is appropriate for use by fourth-grade primary school students.

Relationships between Digital Reading Motivation, Turkish Lesson Attitude, Reading Anxiety and Reading Comprehension of Fourth Grade Primary School Students

The aim of this study is to examine the relationship between reading anxiety, digital reading motivation, Turkish lesson attitude and reading comprehension levels of fourth grade primary school students. The design of the research is relational research model. The study group consists of 123 students studying in the fourth grade of primary school. Digital reading motivation scale, reading anxiety scale, Turkish lesson attitude scale and reading comprehension tests were used as data collection tools. SPSS 26 program was used in the analysis of the data. According to the results of the research; there is a significant negative relationship between reading anxiety and reading comprehension and a significant positive relationship between Turkish lesson attitude and digital reading motivation. There is no significant relationship between Turkish lesson attitude and reading comprehension and between digital reading motivation and reading comprehension. Relational analyses can be expanded by studying the psychological factors that affect students’ reading with different study groups. Thus, arrangements can be made to improve students’ reading regardless of grade level.

The Impact of Khan Academy Learning Platform on Mathematics Achievement in Primary School Fourth Grade Students

This study aims to examine the effect of the Khan Academy learning platform on students' achievement in mathematics lessons. In the study, the difference between the achievement levels of the experimental and control groups was tested using a pre-test post-test control group design. The study group consists of primary school fourth grade students attending the support and training course. The study was conducted with a total of 60 students. The students in the experimental group were provided with mathematics course contents via the Khan Academy learning platform, and teaching was carried out using these contents. The students in the control group were taught mathematics with the Education Information Network (EBA). Firstly, a pre-test was applied to both groups, and the achievement levels of the students were recorded. Then, the Khan Academy learning platform was introduced to the students in the experimental group, and this platform was used in mathematics lessons. The students in the control group were introduced to EBA, and this platform was used in mathematics lessons. After a certain period of time, the post-test was applied to both groups, and the achievement levels of the students were measured again. The difference between the achievement levels of the experimental and control groups was statistically analyzed using the data obtained. As a result of this analysis, it was concluded that the Khan Academy learning platform had a greater effect on students' achievement in mathematics.

A question of feedback? Studying effects of academic performance and teacher feedback on primary school students' social acceptance in an experimental setting

IntroductionBeing socially accepted by peers is a fundamental psychological need, and the consequences of social rejection are manifold. Investigating the causes of social rejection, a large body of studies have already established the relationship between social acceptance and individual characteristics (e.g., academic performance). However, the overall contributions of those individual characteristics are rather small, and the cause-and-effect relationship is still unclear. In addition, following social referencing theory, studies suggest that the feedback teachers give to students might also influence their social acceptance.MethodsThis experimental study, therefore, examined the influence academic performance, as well as teacher feedback, have on social acceptance. Teacher feedback was operationalized along the following two dimensions: feedback valence (positive/negative) and feedback focus (personal/task). A total of 737 third and fourth-grade primary school students (51% girls) from North Rhine-Westphalia (Germany) rated a fictional student's social acceptance on a scale of three sociometric items before and after watching an experimental video that showed a school day of the fictional student. Participants were randomly assigned to one level of academic performance (high/average/low) and one of four feedback conditions, with each being a combination of the two factors, feedback valence and feedback focus. Data were analyzed using linear mixed models.ResultsThe results indicated that both academic performance and the valence of teacher feedback influenced participants' social acceptance of the student in the video. For instance, a high academic performance had a positive effect and a low academic performance had a negative effect on social acceptance. Further, positive teacher feedback influenced social acceptance positively, while negative teacher feedback influenced social acceptance negatively. However, this effect was moderated by the focus of the teacher's feedback. Feedback with a focus on the person had a more substantial effect on social acceptance for both positive and negative feedback than feedback with a focus on the task.DiscussionThese findings illustrate the importance teachers and their feedbacks have on students' peer relationships. They further suggest that it not only matters if teachers give positive or negative feedback but also how they do it.

INVESTIGATION OF THE RELATIONSHIP BETWEEN PRIMARY SCHOOL STUDENTS' READING AND WRITING ANXIETY

This research examines the relationship between reading and writing anxiety of primary school fourth-grade students according to different variables. In this context, the research was carried out with the correlational research model, one of the quantitative research methods. The sample of the study consists of 402 students determined by convenient sampling. The data were collected using the Personal Information Form consisting of demographic variables, the Reading Anxiety Scale used to determine students' reading anxiety, and the Writing Anxiety Scale used to measure students' writing anxiety. SPSS 24 statistical software was used in the analysis of the data. In line with the purpose of the research, a t-test for gender ANOVA was used for parental education levels. Relationships between reading and writing anxiety were analyzed using Pearson Product-Moment correlation analysis and hierarchical regression analysis. In the findings obtained, it was determined that the student's reading and writing anxiety were moderate, there was a difference in reading anxiety according to gender, and education level of the parents, and a difference in writing anxiety according to the education level of the parents. It was determined that there was a positive and highly significant relationship between reading and writing anxiety. In addition, there is a significant predictiveness of reading anxiety in students' writing anxiety.

Using Digital Tools to Improve Vocabulary in Fourth-Grade Primary School Students

he purpose of this study was to improve the vocabulary of fourth-grade primary school students through action plans based on digital tools. The study was conducted within the framework of participatory action research design, one of the qualitative research approaches. The participants were 32 fourth-grade students from a public elementary school in Konya during the spring semester of 2023. The study started with a pre-test using Bulut's (2013) vocabulary test to assess the students' vocabulary levels. Subsequently, four action plans were developed, consisting of eight activities focusing on different Turkish learning areas (listening, speaking, reading, and writing). These action plans were implemented over an eight-week period. Following the intervention, a post-test was conducted, and the pre- and post-test results were compared to assess the students' progress. Additionally, qualitative data including observation notes, digital diaries, teacher and student interviews, video recordings, and research meetings were analyzed to gather feedback on the implementation process. The results indicated an improvement in students' vocabulary skills. The use of digital tools suitable for various learning domains and the incorporation of diverse text types in the activities fostered student engagement, enjoyment, and a comprehensive approach to vocabulary development. Furthermore, the implementation of group strategies positively influenced students' motivation and willingness to learn.

Examining the Persuasive Speech Proficiency of Fourth-Grade Primary School Students

Examining the Persuasive Speech Proficiency of Fourth-Grade Primary School Students

Development of Interactive E-Modules to Increase Learning Motivation and Science Literacy in Elementary School Students

The article aimed to  produce interactive e-modules from my country that meets the qualified criteria and to know the effectiveness of the interactive e-modules of my country produced to improve the learning motivation and science literacy of elementary school students of grade IV in the nearby. The research used research and development (R&D), with ADDIE model. The subject of a pilot project for a small group trial consists of 15 students and 1teacher in SD Negeri Soka. Next, the test subject of the field trial consists of 20 Muhammadiyah Kalinampu 1 students as a control class and 20 students IV grade SD Muhammadiyah Kalipakem 1 as an experimental class. Collecting data used interview guide, observation guidelines, product assessment sheet, teacher-response scale, student response scale, and the motivational scale of study and science literary test. The results showed that: (1) the resulting interactive e-module met the criteria of "very appropriate" according to the assessment of media experts and material experts; in the one-to-one trial, it obtained the "Decent" category from the responses given by the teacher and obtained the "Easy" category. Very Feasible" from the responses of students, while in the small group trial, the category "Very Eligible" was obtained from the responses given by the teacher and students; (2) the interactive e-module was found effectively increase learning motivation and science literacy of fourth-grade primary school students. The results of the t-test and the MANOVA test showed a significant level of 0.05, indicating the interactive e-modules, 'the richness of my country,' can significantly increase the learning motivation and science literacy of fourth-grade elementary school students with a significance value of 0.000 <0.05. Keywords : Interactive E-module, Learning Motivation, Science Literacy

Primary students’ online homework completion and learning achievement

ABSTRACT Online homework has become an important teaching and learning activity due to the impact of COVID-19 pandemic-related restrictions. This study explored the relationship between primary students’ online homework completion and learning achievement. It also investigated the moderating effects of key factors including the role of the students and the involvement of their parents on this relationship. Based on a total of 3,210 Chinese online homework assigned in the Spring of 2020 to fourth grade primary school students in Wuhan, China, hierarchical linear modeling was employed to examine the relationship between primary students’ online homework completion and their learning achievement. Simultaneously, the effects of potential moderators including students’ information literacy, students’ prior academic achievement, parental digital self-efficacy, and parent – teacher partnership were investigated. The results showed a significant positive effect of students’ online homework completion on learning achievement. Moreover, students’ information literacy, students’ prior achievement, and parent – teacher partnership positively moderated this relationship. Based on the findings, practical implications for school administrators, teachers, and parents are discussed herein to promote online homework completion and enhance students’ learning achievement.