Fourth Grade Primary School Students Research Articles

Effect of Peer Teaching on the Academic Achievement of Fourth Grade Primary School Students

This research aims to examine the effect of peer teaching on the academic success of primary school fourth grade students. The biggest difference of this research from other researches is the application of a different method in peer teaching. This research is in the pretest-posttest experimental design with an unequal control group. The research sample consists of fourth-grade students in a primary school in the province of Alanya, Antalya, Turkey. There are two fourth-grade classes in the primary school. One of these classes was determined as the experimental group and the other as the control group. There are 32 students in the experimental group. There are 28 students in the control group. The primary school fourth grade academic achievement test developed by the researchers was used as a data collection tool. The research was carried out in December 2021 and January 2022. A seven-week application was made in the fourth grade of a primary school in Alanya as part of the study project. Students in the fourth grade of a primary school participated in an experimental technique.SPSS 25 program was used in the analysis of the data. The statistical test computed was a t-test analysis, indicating that the peer teaching experimental group have a mean of 62,96 on the academic achievement scale. But the control group has a mean of 47,85, a difference of 15,11 points between the two groups.

İlkokul Öğrencilerinin Yazma Becerilerine İlişkin Makalelerin İncelenmesi: Tematik İçerik Analizi

The foundation of writing skill, which has an important place in the academic and social lives of individuals, is laid in primary school. Examining the studies on the writing skills of primary school students provides information about the writing skill levels of the students, and also contributes to the examination of new methods and techniques in writing teaching. For this reason, in this study, it is aimed to examine the articles prepared on the writing skills of primary school students (1-4. grades) between the years 2012-2020 through thematic content analysis. In the research, 64 articles on the writing skills of primary school published between the years 2012-2020 were reached with the criterion sampling method. The articles were accessed from the ULAKBİM TR index and SSCI journals scanned in Turkey. Articles have been examined in accordance with 8 parameters including publication years, aims, methods, sample levels, data collection tools, data analysis methods, results and suggestions. The data obtained regarding the categories and sub-categories reached as a result of the analysis are presented in the tables together with the codes and frequency values given to the articles. As a result of the research; It has been determined that the articles examined were mostly published in 2018 and 2020, that were mostly studied with primary school fourth grade students and that research methods were used more frequently. In the articles examined, it was determined that suggestions were made for researchers, to the ministry of national education, families, schools, practices and universities.

Developing the Draft Papers of Primary School Fourth-Grade Students Through Review and Feedback-Based Editorial Study

Developing the Draft Papers of Primary School Fourth-Grade Students Through Review and Feedback-Based Editorial Study

Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

One of the most fundamental subjects of primary school mathematics, the concept of fraction plays a key role in students' educational background. Students experience difficulties and misconceptions regarding this concept. Therefore, it is of great importance to understand this subject well and to use different teaching methods and techniques. Various methods can be used in learning mathematics, such as invention method, computer-assisted teaching, problem solving, creative drama and discussion. Argumentation method is a scientific discussion of a claim on a subject by providing data, warrant and backing, and by revealing the rebuttal and the invalidity of the claim. Students gain more skills by interacting with teachers or collaborating with their peers, and that they possess skills that have not been obtained before or that are too difficult to achieve on their own. Therefore, the argumentation method was chosen for its effect on the development of primary school students’ fraction calculation strategies. Having a case study design, this study was conducted with 28 primary school fourth-grade students and 10 open-ended questions prepared by the researchers were used during interviews. The results suggested that primary school students were able to develop fraction calculation strategies through the argumentation method. In general, inventing strategies, using representations, number sense, addition and subtraction, using unit fractions and proportional reasoning were used as fraction calculation strategies. It recommended to use the argumentation method in other critical subjects of mathematics as well.

A SCHOOL NURSING HEALTH SCREENING PROGRAM IN TURKEY: A PILOT STUDY

Aim: With the school health nursing screening program, which was carried out as a pilot study, it was aimed to examine the health status of school children and the affecting factors.
 Method: This study was conducted with 115 third- and fourth-grade students in a state primary school in Istanbul. Within the scope of the health screening program, the students underwent a three-stage evaluation including growth assessment, blood pressure measurement, and physical examination. Examination findings were recorded in a standard form and analyzed using chi-square test and logistic regression analysis. 
 Results: It was determined that 18.3% of the students in the study were overweight and 17.3% were obese. Evaluation revealed dental caries in 53.9% of the students, vision problems in 35.7%, dirt in the outer ear/ear canal in 33.3%, runny nose in 27%, swollen lymph nodes in 14.8%, cough in 13%, nail biting in 11.3%, itchy skin in 9.6%, poor posture in 7%, and head lice or nits in 6.1%. Student age was associated with the prevalence of dental caries, nasal discharge, and dirt in the outer ear/ear canal (p ≤ 0.05). 
 Conclusion and Suggestions: The study results indicate that regular health screening is important in identifying student health problems, with dental caries, runny nose, and dirt in the outer ear/ear canal being the most important health problems detected during screening. In addition, it is noteworthy that the rates of overweight and obesity are high in children.

The Relation between Primary School Fourth Grade Students’ Attitudes towards Reading and Reading Comprehension Levels

This study aims to determine the relation between primary school fourth grade students’ attitudes towards reading and reading comprehension levels and make a comparative analysis of these variables in terms of number of books read in a month, reading frequency, and regular reading habits. Population of the study is primary school fourth grade students studying in public schools. “Reading Attitude Scale” developed by Yurdakal and Kırmızı (2019) and “Reading Comprehension Achievement Test” developed by Ergen and Batmaz (2019) are used as data collection tools of the study. The scales were applied to 300 students in spring semester of 2019-2020 educational year. The results of the study revealed that students’ attitudes towards reading were at a positive level; however, their reading comprehension achievements were at medium level. There was a weak positive correlation between attitude towards reading and reading comprehension achievement level. It was also found that as number of books students read, time allocated for reading, and regular reading habits increased, their achievement levels increased as well.

Digital Storytelling Experiences of Primary School Students in Distance Education: An Analysis on Students' Perceptions of Collaborative Working

This research aimed to examine primary school students' experiences of preparing and using digital stories and their perceptions of collaborative work in distance education. This qualitative case study consisted of 36 fourth grade primary school students determined by easily accessible case sampling. Data were collected through questionnaire and semi-structured interviews prepared by the researchers. The survey data were subjected to descriptive statistics and content analysis was employed in the analysis of semi-structured interview data. The results indicated that primary school students could work collaboratively, prepare and present homework with the use of digital storytelling (DS) in distance education. In addition, primary school students were able to express themselves, interact with each other and had a high level of participation in the lesson conducted with DS. Based on the results of this research, it is suggested to conduct collaborative studies such as digital storytelling in distance education.

Çocuklarda Sosyal Destek Kaynakları ve Kadın Kariyerine Yönelik Tutumlar Arasındaki İlişkilerin İncelenmesi

It has been stated for many years that the career development process should be approached in a developmental context. In this respect, it was predicted that early life experiences can affect both subjective career development and attitudes towards the careers of others. In the present study, the association between primary school students' attitudes towards women's career choice and having a career and social support resources was examined. The research group consisted of 194 primary school fourth grade students. The research group had a homogeneous distribution in terms of gender (97 males, 97 females). The mean age of the research group was 9.89 (SD = .54). The Attitude Towards Gender-Based Career Choices Scale and Social Support Appraisals Scale for Children and Adolescents were used as measures. According to the findings of the correlation analysis, attitudes towards women's career choice were negatively associated with perceived social support from family and teachers. There was a positive and significant relationship between the attitudes of women towards having a career and the perceived social support from their friends. Structural equation modelling showed that gender and perceived social support from friends significantly predict attitudes towards women's having a career. It was determined that the attitudes towards women's career choice were only associated with perceived social support from the teacher. The research presented empirical findings that will enable the development of attitudes towards career choice and having a career in early life to be approached in the context of both gender and social support.

Development of a Mathematical Language Scale in Fraction Teaching (MLSFT)

This study aims to develop a valid and reliable measuring instrument that can measure the level of mathematical language used by students and their teachers during the teaching of fractions to fourth-grade primary school students. This study is a methodological validity and reliability study. In total, 999 students from fourteen different secondary schools were separated into two other sampling groups, where they participated in the sample of the survey for Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). These stages are identified as the item pool stage, the testing validity of scope stage (expert opinion stage), the factor analysis stage (construct validity), and the reliability stage. Mathematical language scale in the teaching of fractions consists of the student approach, the use of fraction language and the use of symbols, and the written expressions of sub-dimensions. The exploratory factor analysis method (EFA) shows that the instrument can be built on three factors. It is also confirmed by the confirmatory factor analysis (CFA). It can be accepted according to NFI indexes. As a result, the mathematical language scale is found to be valid and reliable in fraction teaching. To this end, it can be stated that the MLSFT scale can be used in fraction teaching for elementary school students to reveal their abilities and the skills of teachers in terms of mathematical language used.

İlkokul 4. Sınıf Öğrencilerinin Kesirler Konusuna Yönelik Çözümleri ve Çözümde Kullandıkları Modeller

Purpose: This study aims to define the solutions towards fractions and solving models case of fourth grade primary schoolstudents.Design/Methodology/Approach: Case study of qualitative research was used in this study. Selected by means of convenientcase sampling, 113 fourth grade primary school students were included in this research. Fractions test developed by theresearchers was applied to the students and the data obtained from the students were analyzed with descriptive analysis.Findings: Primary school 4th grade students were able to rank equal fractions of units and denominators, and add andsubtract operation in fractions and solve problems that require these operations. It was seen that students who could modelfraction types (simple, improper, whole number of fraction) could not determine the fraction of a multiplicity, but they couldshow the fraction of the multiplicity on at model. Students modelling types of fractions (proper, improper, mixed) are notable to define a fraction of multiplicity whereas they seem to determine the fraction on a model.Highlights: It has been determined that students who can model ordering fractions with equal denominators cannot modelordering unit fractions, addition and subtraction, and problems that require these operations.

Znak jednakosti - problem učenja rane algebre i kako ga rešiti

The equals sign is one of the most important concepts and symbols in mathematics, the understanding of which is crucial for learning and understanding all mathematical content, especially algebra. The paper will draw attention to the problems related to the formation and understanding of this concept, and present a methodological approach to learning based on the context modeling of real-life situations (modeling length, balance, etc.), with the aim of overcoming this misconception. In the empirical section of the paper, we examined the effects of the methodological framework of learning algebra on the understanding of the equals sign through an experiment with parallel groups, and on a sample of the fourth-grade students of primary school (N = 257). The obtained results show that the methodological approach based on the context modeling of real-life situations improves student understanding of the equals sign, as a symbol of mathematical equivalence and their ability to solve problems containing this sign.

Efekti projektnog učenja o klimatskim promenama

The study presented in this paper looks at how the problem of climate change can be adequately presented to students in the early grades of primary school, aiming to examine the relationship between project-based learning and the development of student competencies and achievements in this area. Project-based learning took place over the course of two months, as part of the elective environmental club attended by 30 fourth-grade primary school students. Students' initial and final knowledge about climate change was assessed using a test designed for this purpose. Data on the assessment of students' performance and the monitoring of their engagement were collected using a control list for tracking the development and use of student competencies (research, collaborative and personal), while students' views about the realized project were elicited with a questionnaire. The obtained results suggest an increase in students' achievement in the area of environmental content, while students themselves rate their experiences as positive. Systematic observation revealed the development of a series of abilities in students. Of the three categories of abilities, over the course of the project the greatest progress was observed in the category of research abilities, while in the other two categories progress was less pronounced, suggesting that a longer period is needed for their development as well as a more frequent implementation of projects in instructional practice.

Student experiences and attitudes towards the school subject Visual Arts

In modern school, students become active subjects in their education. The aim of this research was to determine the status of the school subject of Visual Arts in the eyes of students, therefore we studied student opinion, perception and experience related to Visual Arts classes. A total of 192 students participated in the research, including 78 fourth-grade students (40.6%) and 114 eighth-grade students (59.4%). The research was conducted in several Croatian villages and smaller towns in Split-Dalmatia County and Šibenik-Knin County. We used a survey questionnaire containing six hypotheses and research questions: results processing was done by the use of percentages, arithmetic mean, and standard deviation, as well as a t-test for independent samples. The research results show that more than half of the surveyed students would like to have the weekly number of lessons of Visual Arts increased. Although they love to participate in classes, unfortunately as many as 70% of them never visit museums and exhibitions to communicate with the contents of Visual Arts, and when they do go to cultural institutions, they are mostly taken there by their parents. The research proved that fourth-grade students of primary school perceive the subject better than eighth-grade students and assess different aspects of Visual Arts classes with higher grades. No gender differences were observed in the perception of the subject of Visual Arts. Finally, we notice that most students consider Visual Arts an important and useful subject in their education, and most students are happy to attend Visual Arts classes as this makes them feel relaxed.

Development of a Rubric to Evaluate the Critical Writing Skills Levels of Fourth-Grade Primary School Students

In this study, it was aimed to develop a rubric for evaluating the critical writing skills of primary school fourth-grade students. The research was designed in quantitative research method and scanning design. The study group of the research consists of 215 students studying in the fourth grade of five different primary schools determined by the purposeful sampling method, taking into account their gender and socioeconomic status. Research data were collected during the development stages of the rubric and lasted for four weeks. In this process, opinions were received from 54 classroom teachers, 12 Turkish teachers, 8 doctoral students continuing their graduate education in the field of Classroom Education and Turkish Education, and 16 academicians who are experts in the field of Basic Education. In addition, the students in the study group were asked to write critical articles and the written products were evaluated through the developed scoring key. The collected data were analyzed with a statistical program. In order to ensure internal consistency in the research, Cohen's Kappa coefficient was determined in order to determine the reliability of the evaluations of the raters who scored the data. Cronbach Alpha coefficient was determined in order to determine that the dimensions and items in the developed rubric were items that were consistent with each other and that examined the same feature. As a result of the findings, it was concluded that there was a high level of consistency between the evaluations made by different raters. In addition, in line with the expert opinions received during the development of the rubric, It was concluded that the rubric exactly measured what was intended to be measured and the rubric was valid and reliable.

Fourth Grade Primary School Students’ Critical Writing Skill Levels

In this study, it was aimed to determine the critical writing skill levels of fourth grade Primary School students. This study is a quantitative research and was designed in a scanning pattern. The study group of the research consists of 175 students attending in the fourth grade of three different Primary Schools, which were determined by the purposive sampling method, by taking into account their gender and socioeconomic status. The research data were obtained as a result of the evaluation of the critical writings written by the students in the study group with using the critical writing rubric. The obtained data were presented as descriptive statistics (frequency, min. and max. values, arithmetic mean, standard deviation) with the help of statistical program, and analyzed with independent samples t-test and one-way analysis of variance (ANOVA). As a result of the research, it was determined that the students’ scores on critical writing skills were generally at a low level. In general, students are insufficient in the dimensions of planning, presenting evidence and persuading, questioning, and multidimensional thinking of critical writing; fluency and clarity and shape/form dimensions were found to be sufficient. In addition, it was determined that student achievements differed significantly according to socioeconomic level (in favor of high socioeconomic level) and gender (in favor of female students).

Developing Scientific Practices in Primary School: Benzene Ring Heuristic (BRH) Application

This study aims to develop primary-school students’ understanding of the scientific practices in the Benzene Ring Heuristic (BRH) and to determine how BRH applications would affect student perceptions about science, scientific knowledge, and scientists. An interpretative qualitative research design was used in the study. The study group consisted of 9 fourth-grade students (6 girls, 3 boys) in a public primary school. To identify the students’ thoughts and perceptions about science, scientific knowledge, and scientists, the study employed open-ended questions as well as the “Draw-a-Scientist Test”. In addition, a poster activity was used to determine how well students understood the scientific practices in the BRH. The drawing test results showed that students drew scientists in general as female, young, most often with a neat-looking physical appearance in enclosed areas mainly representing a laboratory environment, and who is experimenting. An analysis of the posters produced by the students as part of the BRH suggested a certain amount of improvement. These results have educational implications and should be helpful for teachers and teacher educators to better understand the effects of using BRH in science education.

Fourth-Grade Primary School Students’ Misconception on Greatest Common Factor and Least Common Multiple

This study is aimed at determining students’ misconceptions on the teaching material of the greatest common factor and least common multiple. The sample of this study consisted of 124 fourth-grade elementary school students in the academic year of 2019–2020 in areas of Mataram, West Lombok, North Lombok, and East Lombok at West Nusa Tenggara Province. The instrument of this study is a test covering five questions in the form of open questions. The data are analyzed based on the students’ explanations while they answer the test. The students’ wrong answers are grouped into categories. The interview activities are carried out for students who have a misconception. Then, researchers create a table of frequencies/presentations relating to each type of students’ misconception. The results show that students experience misconceptions due to factors, including having a weak multiplication concept, having a weak prime number concept, determining the least common multiple of two numbers by multiplying the two numbers, and inability to distinguish between multiples and factors of a number. In light of the findings, a number of conclusions are obtained and several implications are put forward.

Science learning through problems in gifted and talented education: reflection and conceptual learning

ABSTRACT This explanatory case study aims to investigate conceptual changes on the part of gifted and talented students and describe their reflective thinking with regard to problem-solving as part of the problem-based learning (PBL) process. Twenty-two gifted and talented fourth grade primary school students participated in the study. The students were taught with problem-based science modules for eight weeks. The data collection tools used were “structured reflective diaries with regard to problem-solving” and a “semi-structured interview form with regard to conceptual learning”. Data analysis revealed that the PBL enriches the conceptual science learning of gifted and talented students. The reflective thinking of such students with regard to problem-solving was mostly involved questioning and evaluation. In their diaries, the students’ reflections included explanations of, and questions about, the issues and concepts in the problem-solving process, evaluations of the comparison of solutions among their peers, and new problems in the subject area. However, students only explained the operations they performed in solving the problem superficially. Therefore, students’ reflections, which included their awareness of the activities they had performed as part of PBL, were limited.

The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools

ABSTRACT Social participation is a crucial condition for successful learning in inclusive primary schools. Unfortunately, students with non-compliant classroom behaviour are at risk of being socially excluded from their class. Recently, students’ attitudes have been identified as the central indicator of the social participation of students with non-compliant behaviour in the classroom. However, the determinants of students’ attitudes are unclear. In accordance with the ‘contact theory’ and the principle of ‘homophily’, we investigated the relationship between students’ attitudes towards peers with non-compliant behaviour, their contact experiences with peers with non-compliant behaviour, and their experiences of having behavioural difficulties or formally assessed special educational needs (SEN) themselves. 589 fourth grade primary school students completed a questionnaire on their contact experiences and attitudes towards peers with non-compliant behaviour. Additionally, teachers provided information on students’ behavioural difficulties and formal SEN. Results from a multilevel regression analysis revealed that students’ attitudes towards peers with non-compliant behaviour could be explained by their contact experiences. Overall, our findings emphasise the importance of students’ contact experiences in relation to their attitudes towards peers with non-compliant behaviour and mark an important initial point for the implementation of future interventions (e.g. peer-mediated learning) that foster valuable contacts and positive attitudes.

The Roles of Social-Emotional Development, Academic Grit and Subjective Well-Being in Primary School Students’ Reading-Writing Motivation

This study aims to evaluate the roles of social-emotional development, academic grit and subjective well-being in reading-writing motivation. Altogether 582 fourth-grade primary school students were sampled and invited to complete four different scales. The findings are: (1) Social-emotional development is correlated with reading-writing motivation, academic grit and subjective well-being. (2) Academic grit and subjective well-being play full mediating role in the relationship between social-emotional development and reading-writing motivation. (3) Although social-emotional development can be high in line the proposed model, the students with low academic grit and subjective well-being might have low reading-writing motivation. Practice or Policy: The results may provide a contribution for programs that could be prepared in relation to in these fields.