Grade Primary School Students Research Articles

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 Relations of Using Digital Media and Physical Activity with the Physical Fitness of 4th and 5th Grade Primary School Students

The study purpose was to determine the relations of using digital media and physical activity with the physical fitness of 4th and 5th grade students of the state of Ngablak Elementary School in the academic year 2019/2020, Turi, Sleman Regency both individually and wholly.
 Materials and methods. This research is a correlative study, which aims to find out whether there is a relationship between independent variables and dependent variables. The population of this study was 49 students from 4th and 5th grade of the state of Ngablak Elementary School in the academic year 2019/2020, Turi, Sleman. All of them were used as research subjects. The data collection technique is surveys. The surveys are done by applying collection techniques using surveys, tests and measurements. The instrument used in this study was a questionnaire both for digital media variables and physical activities, as well as the physical fitness test for Indonesian physical fitness variables. Data analysis techniques are regression and correlation analysis, both in simple way and double way through the prerequisite tests for normality and linearity.
 Results. The results showed that at the level of 5% error means the correlation between the use of digital media and physical activity and the physical fitness of students in 4th and 5th grade of the state of Ngablak Elementary School in 2019/2020 academic year Turi, Sleman Regency, it was Fcount = 11.072 > Ftable = 3.20.
 Conclusions. Since Fcount > Ftable, it can be concluded there is a significant relation between the use of digital media and physical activity and physical fitness.

La pronunciación y fluidez en el aprendizaje de una segunda lengua a partir de estrategias socioafectivas

A qualitative research study is presented with a methodological approach based on case studies; in which pronunciation and fluency in learning a second language, in this case English, were examined. The data were obtained from the population made up of fifth grade primary school students, aged between 9 and 11 years. Pronunciation and fluency were examined through the socioaffective strategies proposed by authors such as Oxford (1990) and Vivanco (2001) since they allow us to analyze the impact that socio-affective strategies have on learning the foreign language. In addition to strengthening oral competence of the students. Regarding the results, it was found that student learning is significant with the implementation of socio-affective strategies that allow the student to participate in relaxation exercises, in addition to feeling comfortable in environments where emotions are generated with which the participants are They motivate them to talk and communicate with their classmates and teachers.

Coronavirus in the Children’s World: Discourses and Drawings

More than 1.5 billion students and young people worldwide have been affected by school and university closings due to the COVID-19 outbreak. With the closure of schools due to the COVID-19 pandemic in Turkey, a free distance education system was launched by the Ministry of Education on 23 March 2020 with a national level television and internet-based curriculum. The opinions of the children who have just started primary school but whose school has been closed due to the pandemic in the spring term are considered to be necessary. The aim of this study was to determine the perspectives of 1st grade primary school (6.5-7 years old) students on the Coronavirus and its effects. In current study, the perspectives of 1st grade primary school students on Coronavirus and its effects were investigated. In this context, interview and document analysis techniques were used within the scope of qualitative research methods. A total of 16 primary school students from four provinces in different geographical regions of Turkey were included in the study to ensure maximum diversity. These students formed the working group of the research. In the study, semi-structured interviews and pictures drawn by students were used to reveal students’ perspectives on Coronavirus and the effects of the virus. In the research, semi-structured interviews were used for content analysis, and the pictures drawn were utilized for document analysis. In the study, it was assumed that 1st grade primary school students have the consciousness that Coronavirus has tremendous and adverse effects on human life and threatens health. it was concluded that 1st grade primary school students gained awareness about proper handwashing, using masks and gloves as a means of protection from Coronavirus.

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.

Instructional leadership: teaching evaluation as a key element for 6th grade student's achievement in mathematics

PurposeThe paper discusses the influence of instructional leadership on effective teacher teaching practices and learning outcomes. In particular, the paper examines one of the instructional leadership practices, namely teaching evaluation, and seeks to investigate the influence on the effective teacher practices and on the achievement of 6th grade primary school students studying mathematics in the Cyprus educational system.Design/methodology/approachA quantitative research approach was deemed appropriate and employed for the purpose of the research subject, and in particular for the type of questions studied. Data were collected from 81 principals, 139 6th grade teachers and 1,553 students in the Cyprus educational system. In addition, data analysis was performed using structural equation models (SEM).FindingsThe instructional leadership approach assumes that principal evaluations influence high learning outcomes. Findings demonstrated that the principal evaluation has a positive and statistically significant impact on effective teaching practices and student achievement.Originality/valueIt is important to acknowledge that in the Cyprus educational leadership field the corellation among the instructional leadership, the effective teaching practices of teachers and the students achievements were not examined through the above parameters. Furthermore, the survey provided important insights into the principals, teachers, pupils and, more generally, on Cyprus's educational policy.

Integration of Buddhist Doctrines to Promote and Develop Core Values of Third Grade Primary School Students of Wat Sukantharam School in Phra Nakhon Si Ayutthaya province, Thailand

Integration of Buddhist Doctrines to Promote and Develop Core Values of Third Grade Primary School Students of Wat Sukantharam School in Phra Nakhon Si Ayutthaya province, Thailand

The development of robotic-based learning media in improving critical thinking abilities and learning outcomes of primary students

This study aims to develop robotic-based learning media that can improve students’ critical thinking skills and students’ learning outcomes. The method used in this research is the experimental research method, with 4th grade students of primary school as a subject. The instruments used include test, questionnaire, and observation sheet. The data analyzed were the results of the application in learning and student response questionnaires. The results showed that the developed robotic-based learning media could improve students’ critical thinking skills and student learning outcomes with a gain value up to 0.85 (high criteria). The highest increase in thinking ability occurs in the indicator of analyzing and clarifying questions, answers, and arguments. Student learning outcomes after using robotic-based media showed a significant increase, this was indicated by the gain value reaching 0.78 (high criteria). The results of the response questionnaire showed a value up to 75.59%.

Argümantasyon Tabanlı Öğretimin İlkokul Öğrencilerinin Akademik Başarılarına, Bilimsel Süreç Becerilerine ve Fen Bilimlerine Yönelik Tutumlarına Etkisi*

The present study aimed to investigate the effect of argumentation-based instruction on academic achievements, scientific process skills of primary school 4th grade students and their attitudes towards the science course. The study was designed as a quasi-experimental research, and the study group included 47 4th grade students during the 2016-2017 academic year. Academic achievement test, scientific process skills test and attitudes towards science course scale were used as pre-tests and post-tests in the study to collect data. Independent groups t-test, paired groups t-test, Mann Whitney U test and arithmetic mean, standard deviation, frequency and percentage analysis were employed to analyze the study data, and .05 confidence interval was accepted as significant. The study findings demonstrated that argumentation-based instruction had a positive impact on academic achievements and scientific process skills of 4th grade primary school students; and the instruction led to a significant difference that favored the experimental group in attitudes towards the science course.

Mejora de los niveles de atención y estrés en los estudiantes a través de un programa de intervención Mindfulness

Mindfulness is the quality of being conscious and aware of the present moment harmonizing mind and body. This study presents a six-week intervention program carried out in four educational establishments in Granada with 5th and 6th grade primary school students and 1st, 2nd and 3rd year secondary school students. The aim was to find out whether Mindfulness has positive effects in terms of improving students’ attention and reducing stress. The samples were 320 students; a quasi-experimental design was used. We collected socio-demographic and family data and carried out a pre-test to measure the attention variable by means of the d2 questionnaire and the stress variable with the Inventory Questionnaire of Childhood Stress. Following the intervention, we carried out a post-test using the same instruments. A mixed linear model was used to study the effects of the Mindfulness program. The results show that applying a Mindfulness program improves attention and reduces stress in these students, with differences by sex, school- and ages.

The Implementation of Islamic Concepts to Create a Green Environment

Love for the environment must be instilled in students. It has a good impact on the teaching and learning process. Students will be more comfortable in the school. Islam has taught about cleanliness and love for the environment. In primary school of Sumberagung 01, students do not realize that protecting the environment is very important. There are many of garbage scattered, bare garden, messy parking lot and students lack discipline. This research conducted on fourth grade students of primary school of Sumberagung 01. It aims to improved discipline and cleanliness in maintained and created a Green Environment by applying the Islamic concepts. The research method used a descriptive qualitative method. The results of this study indicated that students can apply the Islamic concepts in creating a Green Environment. Students also proved that they awareness in keep the school health.

Values Education Using the Digital Storytelling Method in Fourth Grade Primary School Students

In today’s world where technology develops rapidly and young people keep up with this technology, students should both improve their digital literacy and make their learning permanent. Digital storytelling is also a method where the student is active in the learning environment and improves his technological literacy. The present study aims to investigate the use of digital storytelling method in values education in primary school fourth grade. The study was conducted with a case study design, one of the qualitative research methods. The participants of the study consist of 31 students studying in the fourth grade of a primary school in the northwest of Turkey in the spring semester of the 2018-2019 academic year. The data were collected through observations, semi-structured interviews with students and teachers, products produced in the digital storytelling process, and the diaries kept by the second author and students. The descriptive analysis method was used for the analysis of the data. The data obtained in the digital storytelling stages were analyzed using students’ products, video recordings, observations, and the diaries kept by students and the second author while the data obtained from the interviews were analyzed by showing themes, sub-themes, frequencies, and percentages in tables. As the results indicated, the students expressed that their use of technology and story writing skills developed during the digital story process and that they liked dubbing and the picture drawing processes but experienced difficulties due to not being equipped. In addition they underlined that the story presentations allowed them to reinforce and internalize their knowledge about the value of justice.

The Effect of PBL-based STEAM Approach on The Cognitive and Affective Learning Outcomesof Primary School

The purpose of this study was to discover the existence of cognitive and affective learning outcomes of students using Project Based Learning (PBL) - based STEAM (Science, Technology, Engineering, Art, and Mathematics) with scientific learning with inquiry learning models. The type of research was a quasi experimental design. Data were collected by means of test analysis, observation, interviews, and documentation from all fifth grade students of primary school. Data analysis used t-test technique. To discover the effect of PBL-based STEAM approach on cognitive learning outcomes obtained from the pretest-posttest results, while affective learning outcomes were obtained through observation using the measurement data scale in the rubric.The results showed that there were significant differences between the experimental class and the control class on cognitive learning outcomes, however, there were differences in affective learning outcomes. It is expected to strengthen the results of the discussion in the long term to strengthen cognitive and affective learning outcomes.

THE INFLUENCE OF LEARNING MODEL TYPE OF JIGSAW AND LITERACY ABILITY TO STUDENT’S ACHIEVEMENT OF CIVICS IN 5TH GRADE OF PRIMARY SCHOOL 040443 KABANJAHE FOR YEAR ACADEMIC 2020/2021

This study aims to determine the effect of the use of cooperative learning model Jigsaw and literacy ability on students learning outcomes on the material of right, obligations and responsibilities in the 5th grade of primary school 04043 Kabanjahe for year academic 2020/2021. The type of this research is quasi experiment with 2 x 2 factorial design. The population of this research is all the fifth grade students of primary school 04043 Kabanjahe with total population 60 students. The selection of sample is conducted by total sampling technique that is from two existing classess as a whole as sample. Thus, the sample is devide into two classes of VA and VB. The determination of the class for implementation of the learning model was determined by class VA that consisted of 30 students for class which are taught with conventional learning model, while the VB was taught with Jigsaw type learning model. The instrument of this study were using multiple choice with total 30 questions. The instrument of literal ability was in the form of essay with total questions 15 items. All of instruments were valid and reliable. The data of this research were analyzed by t test. The result showed that the learning outcomes of Civic learer who were taught using model of jigsaw learning gain the higher score than the conventional one. The result of learning Civics of students who have a positive literacy ability is higher than the learning outcomes of students who have a negatif literacy ability. There is the effect of different learning model on learning outcomes.

Learning Math for 1st Grade Primary School Students using Intelligent Tutoring Systems

Primary education after early childhood education is an important momentum in the education stage of a human being, in this case, education at the grade 1 level of elementary school. Where the delivery of subject matter properly and correctly at the early stages of this primary education will affect human education in the future. As well as the importance of early education at the elementary level, mathematics is an important initial subject to be given properly and correctly, so that the specter that says mathematics is a difficult subject is not true when a student in the early stages of basic education gets a good and correct mathematics education. Moreover, The Covid19 pandemic period is one of the parameters of the difficulty of knowledge transfer for students in the early stages of basic education, where physical meetings are not allowed to avoid Covid19 transmission in the classroom. Therefore, integrated tutoring systems (ITS) are a knowledge transfer tool that can help teachers, students, and parents in the delivery of subject matter, especially mathematics subjects which have a track record of being a scourge, scary and difficult to learn. In this paper, a simple ITS specifically for tutoring mathematics lessons for grade 1 elementary school students in Indonesia is tried to be implemented using the Unified Modeling Languages ​​(UML) tool as an object-oriented modeling tool. Use case diagrams are applied to describe business processes in the ITS system that we built and use class diagrams modeled database table designs. Not to forget, the user interface (UI) from the results of the implementation prototype was displayed as a communication medium for users, both children, and tutors, in using applications built using Personal Home Pages (PHP) and MySQL.

Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter?

ABSTRACT In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade primary school students. To measure students’ social citizenship competences, a video-based situational judgement test (skills) and the Citizenship Competences Questionnaire (knowledge, attitudes and reflection) were administered to 791 students in 54 classes in Flanders (the northern part of Belgium). Socio-ethnic classroom diversity variables were measured by means of a student and parent background questionnaire. A regression analysis with a two-level design at student and classroom level was conducted for each of the social citizenship scales. The results indicate that differences in students’ social citizenship competences are mainly explained by student-level variables. Variables measuring socio-ethnic diversity in the classroom showed that students in more social and ethnic diverse classrooms had more positive attitudes towards dealing with differences, whereas no significant relation with other social citizenship scales was found.

Improvement of attention and stress levels in students through a Mindfulness intervention program

Mindfulness is the quality of being conscious and aware of the present moment harmonizing mind and body. This study presents a six-week intervention program carried out in four educational establishments in Granada with 5th and 6th grade primary school students and 1st, 2nd and 3rd year secondary school students. The aim was to find out whether Mindfulness has positive effects in terms of improving students’ attention and reducing stress. The samples were 320 students; a quasi-experimental design was used. We collected socio-demographic and family data and carried out a pre-test to measure the attention variable by means of the d2 questionnaire and the stress variable with the Inventory Questionnaire of Childhood Stress. Following the intervention, we carried out a post-test using the same instruments. A mixed linear model was used to study the effects of the Mindfulness program. The results show that applying a Mindfulness program improves attention and reduces stress in these students, with differences by sex, school- and ages.

An Examination of the Decision-Making Skill Perceptions of Third Grade and Fourth Grade Students in Primary School

Our life is shaped by the decisions we make. Our experiences show how these decisions affect our lives. Decision-making is a thinking skill and can be taught over the process. Primary school is an educational institution where the foundations of students’ future experiences are laid and where students overcome problems by taking part in decisions. The experiences acquired in those ages undoubtedly impact their future experiences. A review of the literature reveals a need for decision-making studies on primary school students in Turkey. The purpose of this study is to examine the decision-making skill perception of third and fourth grade students in terms of several variables. Students' gender, age, grade level and their teachers' and parents', participation in the decision were covered as variables in this study using the survey model, a quantitative research method. The population of the study comprises Istanbul province while five schools based in the European and Asian sides of Istanbul constitute the sampling. The easily accessible sampling method was used in the selection of sampling. “The Marmara Decision-Making Skill Perception Scale for Primary School Students” was used for data collection. The scale is a four-point Likert-type scale with 5 factors and 17 items. According to the results, students’ decision-making skill perception is at a medium level. Based on gender, students’ decision-making skill perception differs significantly in favor of the male students, although there is no significant difference in terms of age, grade, and whether or not the student’s opinion is asked in decision-making processes at home and school

An investigation on primary school students’ dispositions towards programming with game-based learning

In the modern education system, new technological teaching aids are used to support learning, to increase motivation and adaptation of students. Game-based Learning (GBL) is one of such aids that it can be successfully integrated to improve teaching and learning in diverse courses. In computer science courses, the concept of programming is found confusing and difficult to understand by students. This study is conducted to investigate and analyze the disposition of 5th grade primary school students on programming through a digital game-play. Sixty-three 5th grade primary school students, with little or no programming knowledge, performed various activities through a digital game framework. The study is based on a descriptive survey model and was carried out by using convergent mixed method design for data collection process. The data were collected through quantitative and qualitative approaches consecutively after the students were experimenting on the given digital game-based activity. The findings indicated that digital game-play helped the students to understand the concept of programming and it is observed that students have developed positive disposition towards programming through game-based activities even if they can have preconceptions.

Sexual Differentiations of Morphological and Postural Status of Lower Grade Primary School Students

A system of fifteen variables (7 morphological and 8 variables for assessing postural status) was applied to a sample of 284 male and female students from the first to the third grade of primary school, with the aim of determining the differences between boys and girls. The results showed that there were statistically significant differences between the examined samples in the following morphological variables: in the first class (body weight and skin fold of the triceps), in the second class (body height, body weight, skin fold of the triceps and skin fold of the biceps) and in third grade (body height, skin fold of triceps, skin fold of back, skin fold of biceps, and skin fold of lower leg). Statistically significant differences in the variables for assessing postural status exist in the following variables: in the first grade (head posture, shoulder posture, shoulder posture, chest shape and leg shape), in the second grade (shoulder posture, chest shape, and spinal deviation in frontal plane) and in the third grade (deviation of the spinal column in the frontal plane, holding the anterior abdominal wall and the shape of the legs). Based on the obtained results, it can be concluded that in the younger school-age in morphology there is a significant sexual dimorphism and with it in connection with the change of postural status.