Grade Learners Research Articles

Transcoding of French numbers for first- and second-language learners in third grade.

Transcoding is the process of translating between spoken and written numbers, and it is correlated with other mathematical skills. In the present study, we investigated the link between French number writing of 49 students in the third grade (aged 7-9 years) and their language skills. Transcoding in French is of particular interest because the spoken number language system does not completely correspond to that of the written digits (e.g., quatre-vingt-dix [four-twenty-ten] and 90). We hypothesised that the complex linguistic structure of spoken numbers in French would be challenging for students who are learning to transcode. First and second French-language learners' accuracy and errors were recorded during a writing task of 3- to 7-digit numbers. Children also completed linguistic tests (e.g., receptive vocabulary, receptive syntax). Results showed that first- and second-language learners did not differ in their transcoding accuracy. Number size, decade complexity of stimulus number words in French (i.e., numbers containing a complex decade, operationalized as a number between soixante-dix, 70, and quatre-vingt-dix-neuf, 99), and receptive vocabulary predicted children's French transcoding skills. Students were more likely to produce errors (e.g., 68 or 6018 for 78) when they transcoded complex decade numbers compared with simple decade numbers. When an error was made on the complex decade portion of a number, it was likely a lexical error. In conclusion, third graders, both first- and second-language learners, found complex decade numbers challenging and their performance was related to their general vocabulary skills.

Primary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery initiatives induced during school closures

Globally, the COVID-19 pandemic caused unprecedented disruptions in education. School closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries put in place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity.

Application of Discovery Learning Learning Model to Improve Learning Outcomes of Fourth Grade Learners

The purpose of this research is to improve learners' learning outcomes through the application of Discovery Learning models. The type of research used is Class Action Research (PTK). The subject of the study was a class IV student of SDN Talagasari 3 Karawang City. Data collection techniques use tests, observation data, and rubric activities of Teachers and Learners. Data analysis techniques are used in the form of quantitative and qualitative descriptive. The learning outcomes of 28 learners in the first cycle study of IPA subject content with KKM 67 showed that as many as 19 learners had reached KKM if it was percentage to 68%. While 11 students have not reached KKM if the percentage becomes 32%. Then the results of the Second Cycle study increased when compared to cycle I which was (93%) or as many as 26 completed learners. Based on these data, it can be concluded that learning outcomes in cycle II have reached the target of 85%. Thus thr application of the Discovery Learning learning model can improve the learning outcomes of class IV learners of SDN Talagasari 3 Karawang City.

Enhancing Early Grade Learners' Critical Thinking Skills for Self-Reliance

Although most Nigerian schools are yet to meet the demands characterising 21st-century learners, they must be equipped to fit into a global society constantly striving toward self-reliance. Therefore, there is a need for Nigerian teachers to adopt 21st-century learning skills, such as the critical thinking skills learning approach, to develop self-reliance in early grades. The research context was in pre-primary and primary schools in the Owerri Education Zone of Imo State, Nigeria. The authors adopted a qualitative research methodology employing Participatory Action Research (PAR) as the design. Data were collected using semi-structured interview questions. The data were then analyzed using thematic data analysis procedures. The study's findings revealed that the critical thinking skills learning approach developed self-reliance in early-grade learners. In conclusion, the authors recommended an adequate continuous professional development program for teachers to improve their knowledge of 21st-century learning pedagogy. Further research should be conducted using other aspects of 21st-century learning pedagogy to enhance self-reliance.

Developing Early Graders' Collaborative Skills through Group-Work, Play-Based Pedagogy

This study aimed to develop early grade learners' collaborative skills through group work and play-based pedagogy because collaboration is among the twenty-first century's core skills needed among learners. Thus, its development among early-grade learners is paramount, if they are going to fit seamlessly into the twenty-first century. Participatory-action research, as a research design and professional development workshop, guided this study. Three public primary schools (n = 3) and nine teachers (n = 9), who were purposely sampled, constituted the sample for the study. The study was conducted in the Owerri Education Zone, and the data were captured by using semi-structured interviews and learners' performance-rating scales. Respondent validity was employed through member checking to ensure the validity and reliability of the research instrument. Thematic data analysis was used to determine the results and the indings of the study. It was discovered that teachers' knowledge of group work play-based pedagogy was inadequate, thus hampering the development of collaboration skills among early-grade learners. Professional development workshops were mounted to solve the problem through teachers' capacity to use group play-based pedagogy to develop collaborative skills. Among the proffered recommendations was continuous in-service teachers' professional development of current collaborative pedagogical practices that encourage the active participation of early-grade learners.

School Physical Education Program Impact on Psychological Well-Being and Cognitive Ability of Primary School Children

Study purpose. This study aimed to determine the impact of school Physical Education programs on well-being and cognitive ability (CA), as measured by mathematics achievements, in primary school children. Materials and methods. The study participants selected from three schools were 100 girls and 102 boys aged 9–10 years. According to Kliziene et al. (2022), the CA diagnostic test for mathematics in Grade 4 is grounded in Feuerstein and Lewin-Benham’s (2012) dynamic cognitive modality assessment theory, as well as the General Curriculum for Primary Education approved by the Minister of Education and Science of Lithuania (ISAK-2433, 2008). This test designed for learners in Grade 4 encompasses mathematics. The study aimed to assess the level of enthusiastic well-being by examining three primary dimensions: somatic anxiety, personal anxiety, and social anxiety. To measure anxiety, the Revised Children’s Manifest Anxiety Scale (RCMAS) was used, which consists of 37 items, with 28 of them assessing anxiety and the other 9 measuring the child’s defensiveness. In this study, a pre-/post-test experimental methodology was used to avoid any interruption of educational activities, due to the random selection of children in each group. The methodology depended on dynamic exercise, intense repetition of motor skills, differentiation, seating and parking reduction and physical activity distribution in the classroom model. Results. The CA diagnostic test was analyzed in terms of the learners’ levels of achievement (satisfactory, basic, advanced) and cognitive functions. The systematic exploration function was used to achieve systematic, non-impulsive, planned behavior when collecting data or checking information. There was a strong difference between students at the satisfactory and advanced levels in the ability to orient themselves in space and follow directions (score for boys, Post-test 2.53 (0.25) points; for girls, Post-test 2.91 (0.32) points out of a maximum 4 points; p<0.05). After the school PE program, the personality anxiety results decreased for both boys (2.68 ± 0.98 points) and girls (3.41 ± 0.55 points) (F = 4.98, p < 0.05, P = 0.729). Conclusions. Overall, the physical education program implemented in this study was found to have a positive effect on the psychological well-being of 9–10-year-old children, specifically in reducing somatic anxiety, personality anxiety, and social anxiety. Additionally, it was observed that the program led to statistically significant improvements in the children’s cognitive abilities across nine functions, including spatial orientation, sequencing, recognition of relationships and patterns, and information processing.

An Analysis of Errors in Present Indefinite Tense Sentences: A Case of 6th Grade ESL Learners of Sialkot, Pakistan

Reading the piece of writings in the target language is also suggested to enhance creative ability, while the basic tenets of English Grammar can also be improved through a comparative study of the grammatical concepts. The study aims to identify, discuss, explain, and categorize the grammatical errors, especially errors in present indefinite tense sentences committed by the ESL learners of 6th grade at Cantt Public High School, Sialkot, Pakistan, due to overgeneralization in written exercises. The study gathered data through a worksheet task comprising 10 items of translation sentences from Urdu to English and ten items of English fill-in-the-blanks comprised of grammatical use of present simple tense and agreement morpheme. Corder’s model (1967) of error analysis has opted to analyze the errors in the present indefinite tense. This study pays great attention to overgeneralization in Present Indefinite tense sentences of ESL learners of 6th grade. The learners overgeneralize in the use of rules used for verb forms and auxiliary verbs. The present study also found that a lack of knowledge of the rules of the target language, in addition, to overgeneralization, is the cause of such errors, for instance, the inappropriate use of prepositions. The findings suggest that teachers of English should focus their attention on the troublesome aspect of the present simple tense while also encouraging students to apply the drill practice to the study of the present indefinite tense. This study has a few limitations as it was not feasible for researchers to analyze all kinds of tenses and find all types of errors according to the opted model due to time restraints.

Application of game technologies in mathematics lessons in inclusive education

Inclusive mathematics education creates new challenges not only for students but also for teachers. Therefore, the article studies the possibilities of using game technologies in teaching of Mathematics for the 5th grade in an inclusive education. The problems of inclusive education in the UK, Uzbekistan and Kazakhstan are differentiated; the offers and methods used in these countries are studied and analyzed. The research was conducted during the lessons for a 5th grade's learner with special needs studying at home in a rural school. It is aimed at awakening of the desire to education for learners with special needs. Difficulties arising in the teaching of Mathematics are identified, effective teaching technologies are selected, and tasks are systematized. The preparation of tasks in an interesting form with using of innovative technologies, such as game technologies, develops the thinking and creative abilities of the learners has been established. In this study, the pedagogical, psychological, and methodological problems and offers for their solution given in foreign and domestic scientific articles, textbooks were used. The conclusions drawn based on the results obtained are aimed as a methodological recommendation to eliminate the difficulties that teachers faced in teaching mathematics to learners with special needs who are home-schooled in rural areas.

Multilingual Meaning Making—An Explorative Study of German-Turkish Learners’ Translanguaging Processes Regarding the Part-Whole-Concept

Educational Research in Multilingualism indicates that multlingual students’ thinking-and-speaking processes might be associated with different nuances when interpreting concepts and notions. From a subject-didactical perspective, this leads to the question, if or how these nuances can be reconstructed and which possible relevance they possess for mathematical learning trajectories. In a design-based study from the German context, the activation of multilingual resources in the conceptual development of German-Turkish 6th grade learners is examined. Follwing the translanguaging-paradigm, the learners were allowed to use all of their linguistic resources in a small-group-setting with a mulilingual learning environment for conceptually understanding fractions (with the share-notion being focussed), being designed according to a content-and-language-integrated approach. This article outlines the synthesis of the interdisciplinary theoretical background as well as the main research outcomes regarding the form and function of multilinguals’ learning trajectories by reconstructing conceptual fields and further analysing these with the linguistic translanguaging-paradigm in an interdisciplinary approach.

Evaluation of Listening Skills in Grade 5 English PCTB Textbooks

Textbook Evaluation refers to the procedure under which the decision is made about the selection of textbook by emphasizing the need of learning-teaching scenario. This paper seeks to evaluate the listening skills in Grade 5 English Textbook for apprehending what role listening skill has to play in textbook of this level by analyzing the recruitment of listening skills at the primary level. This research addresses what percentile the listening activities are given along with the other activities in the book. This research also lists the problems seen as per the implication of listening skills. The research methodology focuses on the quantitative and qualitative analysis of listening skills through Cunnings worth’s framework to assess what kind of activities are involved and are they beneficial for learners. From Cunning worth’s model, three main aspects are looked at in detail: Appropriacy, motivation for the learner and learners’ content, and pedagogic analysis and language content. The findings reveal that the first two sections contribute more as compared to pedagogic content. The textbook authors should revise the textbook content related to listening skill after consulting listening skills theory and its evaluative perspectives for primary grade learners. Thus, the findings imply that book has some shortcomings as more activities can be incorporated promoting communicative and linguistic competence and critical listening skills

Relationship between Perceived Teacher Support and Learning Engagement in EFL Context: The Mediating Role of Achievement Emotions

The facilitative effect of teacher support on students’ consequential learning outcomes has been validated across student populations at all levels. However, few studies have explored the mediating mechanisms between teacher support and learning engagement, especially in English as a foreign language (EFL). The present study seeks to explore whether achievement emotions mediated the relationship between teacher support and learning engagement in learning EFL. Data were collected from 527 Chinese secondary EFL learners in Grades 7 and 8 through convenience sampling. Results of structural equation modelling (SEM) and mediation analysis showed that perceived teacher support was significantly associated with foreign language (FL) achievement emotions. FL achievement emotions, in turn, predicted learning engagement. These findings add to the evidence base for the beneficial effect of teacher support on EFL learners’ learning engagement. Implications and directions for future studies are discussed

An exploratory analysis of divergent patterns in reading progression during a tablet-based literacy program

We conducted exploratory research on divergent patterns in reading progression among early grade learners in a low-resourced community to identify key determinants of high versus low reading progress. The sample comprised 30 learners who were purposively selected from participants in a 13-month tablet-based literacy program at a peri-urban Malawi primary school to represent high and low progressing readers. We employed stepwise logistic regression to test the independent contributions of (1) a composite measure of home literacy and language environment, and (2) a direct assessment of working memory skills, to a binary measure of reading progress status, controlling for children’s age. Our results showed that children’s working memory skills uniquely predicted high versus low progress in reading over and above other known predictors of early literacy development. These findings point to the importance of working memory skills as a key determinant of reading progress in the context of a tablet-based literacy program in a developing country. As education technology programs proliferate in low-income countries, results from our study offer an evidence-based strategy for identifying and supporting learners who are at risk for non-progress in reading during a tablet-based literacy intervention.

The Effect of Computer Simulation on Grade 11 Learners’ Conceptualisation of Stoichiometric Chemistry

This study, titled <i>The Effect of Computer Simulation on Grade 11 Learners’ Conceptualisation of Stoichiometric Chemistry</i>, was carried out at a school in the Frances Baard District of the Northern Cape province of South Africa. Poor conceptualisation of stoichiometric chemistry by learners in Grades 10-12 in South Africa and, hence, their failure to apply the concepts to problem-solving in the same and other topics in chemistry, is a cause for concern. The study was conducted with the theoretical framework of activity theory. A mixed method design that consisted of a pre-test post-test experimental design, a questionnaire and interviews were used for the study. Two Grade 11 physical sciences classes which consisted of a control and experimental group were taught stoichiometric chemistry after the SCAT pre-test. The experimental group obtained an intervention comprising computer simulations during teaching, while the control group was taught using the lecture method. The ANOVA results showed that learners of the control and experimental groups were comparable in terms of prior knowledge of the topic of stoichiometric chemistry. The paired t-test showed that both groups improved their performance in stoichiometric chemistry. However, the ANCOVA results showed that the experimental group had a greater improvement in performance than the control group. The results of the SCAT post-test, observation of lessons, questionnaire and interviews showed that the experimental group conceptualised stoichiometric chemistry better than the control group. The quantitative and qualitative data was triangulated, and it also indicated that the experimental group conceptualised stoichiometric chemistry better than the control group. It is therefore suggested that using computer simulations for the teaching and learning of stoichiometric chemistry is a better method to improve its conceptualisation in the FET phase of schools in South Africa.

Online Recorded Video Lectures: Effects on Grade 7 Learners’ Achievement and Retention Levels in Algebra

This experimental study investigates whether learners in Grade 7 achieve higher levels of achievement and retention through online recorded video lectures or online lectures during a pandemic COVID 19 time.A pretest-posttest-retention test control-experimental group design was used to two (2) groups of Grade 7 learners in algebra. T-tests were used to determine whether there was a significant difference of groups means scores at 0.05 level of significance.The t-test for achievement level revealed a significant difference in the mean scores between the control and experimental groups. However, although the control group had higher mean gain score than the experimental group, on the average both groups revealed a no significant difference in terms of gain scores. Furthermore, results revealed that there was no significant difference between the control and experimental groups in terms of retention levels. This indicates that both Online Lectures and Online Recorded Video Lecture contributed almost the same amount of information retained. However, learner’s perception from Math Journals and Interview results showed that learners exposed to Online Recorded Video Lectures appreciated the teaching strategy for giving them equal opportunity to learn. Therefore, Online Recorded Video Lectures is recommended to learners who do not have stable internet connection. Keywords: Achievement Level, Online Lectures, Online Recorded Video Lectures and Retention Level DOI: 10.7176/JEP/14-6-12 Publication date: February 28 th 2023

An Action Research on the Chunk Teaching in a Middle School English Writing Class

<p>The present study aimed at investigating the effects of learning lexical chunks on the writing performance of EFL Chinese learners of Grade three students in Middle school, and at the same time taking into consideration the examining participants’ use of lexical chunks and their knowledge of them. After two rounds of action research, through questionnaire, test, interview and classroom observation data analysis, the author found that: 1. The average writing score of students increased by 1.67 points, with an obvious improvement effect. Second, students' writing confidence, chunk writing awareness and writing methods have also been greatly improved. 3. The number of language chunks written by students increased on the second test, but decreased on the third test. According to the author's interview on students' familiarity with writing topics, students think that familiar writing topics make them more able to express their ideas.</p>

The Application of Coorperative Script in Economics Lesson to Improve Learning Outcomes

This study aims to improve learning outcomes in economics subjects by applying the cooperative script method. This type of research applies class actions with two cycles. The subjects of the study were 10th grade learners who took economics lessons on the topic of consumer and producer behavior. Learning outcomes are measured using multiple choice tests. After two cycles, learners increased their learning outcomes from an average of 77.14 to 79.04. The percentage of students who met learning completion increased from 80.95% to 100%. These results explain that the cooperative script method has the potential to improve learning outcomes. An aspect that is thought to be a success factor is the convenience of learning with group work.

A critical multimodal discourse analysis of drawings to ascertain identity and self-concept

Background: Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1–3 are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans becomes the medium of instruction. Yet, many parents prefer that their children be taught in English. It is the assumption that young learners’ self-concept and identity affect English language learning and academic achievement.Aim: The study analysed the interplay between self-concept, and identity in Grade 1’s literacy practices.Setting: The study was conducted in a Grade 1 class in KZN, South Africa.Methods: The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect, analyse and interpret data. Four participants were purposefully chosen to participate in the study. Data were generated from children’s drawings and online interviews.Results: The findings showed how learners’ self-concept and identity were influenced by their family contexts, and feelings experienced in homes. This study suggests that primary caregivers and teachers create spaces for literacy practice to increase learners’ self-concept and identity as speakers and writers of English. Using alternative communication strategies allow learners to (1) think more deeply about what they value, (2) gain an understanding of who they are in relation to their family members and (3) reveal what their cultural preferences are.Conclusion: The study argues that besides peripheral factors, including family, teachers, and the community, children’s self-concept and identity are influenced by their experiences within their social sphere, including school. The study recommends further research to explore teachers influence on young children’s self-concept as English Second Language speakers.Contribution: The study’s contribution towards knowledge is captured through CMDA to discover and understand learners’ self-concept and identity as English language speakers and writers.

Problem-Solving Abilities of Mildly Gifted Learners in Grade 3 Mathematics Using Self-Regulated Learning without Direct Teaching

Problem-Solving Abilities of Mildly Gifted Learners in Grade 3 Mathematics Using Self-Regulated Learning without Direct Teaching

Understanding Problems Encountered by Dyslexic Learners in Mathematics: A Qualitative Inquiry

Dyslexic learners often experience difficulties in mathematics, which can hurt their academic achievement and future success. This study aimed to understand the problems encountered by dyslexic learners in mathematics. The study involved five dyslexic learners in grades V and VI from public schools in the Kathmandu Valley. Data were collected through in-depth interviews and analyzed using thematic analysis. The analysis revealed five themes: difficulty applying mathematical concepts, the impact of dyslexia on mathematics achievement, challenges related to language, comprehension, and memory, math anxiety and self-esteem, and individual differences and support systems. The results of this study highlight the need for targeted support and interventions that address the specific needs of dyslexic learners in mathematics education to improve their overall academic performance. It is recommended that a multi-faceted approach be implemented to support dyslexic learners in mathematics education, which should support the learners to overcome their challenges and achieve success in mathematics.

Impact of Mind Maps on Student's Reading Comprehension at Secondary and Higher Secondary Levels in District Buner

This study aims to determine how mind-mapping strategies develop the reading comprehension of English language learners in grades ten and twelve. The study focuses on teaching English grammar and text, keeping in view their textbooks. The researcher has used a quasi-experimental design. The study sample comprised sixty students, thirty from the tenth and thirty from the twelfth grade. Thirty students were placed in the experimental group and thirty in the control group. The experimental group received the mind mapping treatment for one month, whereas the control group was given instructions via traditional methods. The researcher analyzed both qualitative and quantitative data from pre-and post-tests and an interview to test the impact of mind-mapping strategies on the participants' reading comprehension. The data were analyzed through a t-test. The statistical analysis showed a significant difference in the mean score of both groups and showed that mind-mapping strategies positively impact the students reading comprehension.