Group Of Fifth Grade Students Research Articles

The Impact of Integrating Critical Thinking into English Instruction on Pupil’s Academic Achievement

Critical thinking does not mean challenging thinking that does not accept coexistence with others and starts from the “ego” and aims to obliterate the other thought, eliminate it, and replace it. Rather, critical thinking is constructive and calm thinking that recognizes and respects other thoughts and calls for research into different ideas to clarify and benefit them, to improve the existing situation and to increase their effectiveness to achieve the good for all. This paper reports impact of Critical Thinking in English Teaching on Students’ Achievement, the investigator selected an experimental design with two groups one experimental and the other control in order to verify. The researcher intentionally chose the Saqur Qurash school, a group of fifth-grade students in the city of Kut. It was three groups, as the total number of students reached (100) students. The research sample was chosen after they were distributed Randomly among three groups, two groups of (66) students were selected. The investigator prepared teaching plans for those topics, and teaches the two groups and then tested the pupils of the two groups at the end of the experiment. The paper concludes with a summary of the implications of the findings for the future of learning and teaching and recommendations relevant to advancing teaching for critical thinking with children.

E-Comic Improves Understanding of Indonesian Language Learning Results

The problems currently occurring in elementary schools are limited variations in learning methods and students' difficulties in understanding spelling and the main idea of paragraphs. The aim of this research is to develop E-comics to improve understanding of Indonesian language learning outcomes. This type of research is development through 6 stages. This research involved research subjects consisting of media experts, material experts, and a group of fifth grade students consisting of 33 students. Data was collected through interviews, documentation and value assessments. The data collection instrument is a questionnaire. Data analysis techniques use descriptive qualitative, quantitative and inferential statistical analysis. The research results areThe e-comic media developed has gone through a careful evaluation and revision process and received high validation from media and material experts, exceeding the quality standard threshold. This media is considered appropriate and reliable to support learning and research. In addition, the results of the Wilcoxon test analysis show that there is a significant difference between pretest and post-test data, which shows an increase in students' understanding in the high category. It was concluded that E-comics can improve understanding of Indonesian language learning outcomes. This research is very relevant for advancing education and technology in using e-comics as a medium for learning Indonesian in elementary schools.

Interactive Multimedia Based on Project-Based Learning Model Using Articulate Storyline 3 Application on the Topic of the Human Digestive System

This development research is motivated by using media and learning models in elementary schools that could have been more optimal and decreasing student learning outcomes in elementary schools in science content. This research develops interactive multimedia based on the project-based Learning (PjBL) model using the articulate storyline of three applications on the subject of the human digestive system. Development research uses the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The subjects of this study were four experts, three teachers, six students, and 1 group of fifth-grade students. The object of this research was interactive multimedia based on the PjBL model. Data collection methods used are questionnaires/questions and tests. The data collection instrument was a closed questionnaire using a rating scale and multiple-choice test instruments. This development research shows that an interactive multimedia prototype based on the PjBL model consists of 3 main parts: the opening display, the initial display, and the main display. The average media expert eligibility score is 4.71, and the expert learning content is 4.8, a very good classification. The average practicality score by the teacher is 4.89, and by students is 4.78, with a very good classification and interactive multimedia based on the PjBL model using the Articulate Storyline 3 application effectively increases fifth-grade students' learning outcomes on the human digestive system.

EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION

Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the Do-Discuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students' individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners' development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors. Keywords: concept achievement, individual interest, inquiry learning, science education, situational interest, task order

Identidad cultural en colegios bilingües

The present research study sought to analyze if the daily and systematic teaching of a foreign culture within the context of a bilingual school in Barranquilla constituted a risk factor for mainstream cultural identity. Research objectives aimed at determining to what degree learners used foreign cultural markers and at characterizing how school community perceived status of foreign culture. Primary data collected came from a group of fifth grade students. The research study used a qualitative approach with an ethnographic case study design. Concepts explored in theoretical framework are culture, language, identity, and intercultural competences. Research results indicate that learners have not adopted a foreign cultural identity and that mainstream culture prevails in school ground. It is inferred based on results that the teaching of a foreign culture does not necessarily compromise mainstream cultural identity. However, further research is necessary to specify which factors safeguarded community’s cultural identity from foreign one.

Sociocultural Integration of Bilingualism and Biliteracy of Emiratis: Exploratory Study in a Group of Fifth-Grade Students

This study explores the sociocultural integration of bilingualism and biliteracy practices of a group of Emirati fifth-grade students, who were learning English and Arabic and using English as the medium of instruction for math and science. The explanatory, mixed methodology study examines how sociocultural aspects of language learning are integrated in the learners’ bilingualism and biliteracy practices by using both quantitative and qualitative means. In the first phase, a group of fifth-grade students (n = 350), selected for the transitional nature of their grade cycle, and their Arabic and English teachers (n = 350) were surveyed on their bilingualism and biliteracy practices, with a particular focus on sociocultural factors. The second qualitative phase featured a more in-depth investigation of these practices through interviews with two English teachers, two Arabic teachers, and three students. The results revealed that the fifth-grade students did not possess adequate bilingualism and biliteracy abilities in English or, to a lesser degree, in Arabic, for their expected grade level. The reasons included lack of continuous bilingual/biliteracy interactions, lack of parental involvement and absence of a rich school context. Further, there have been no orchestrated efforts to engage the students with the sociocultural aspect of language learning. Thus, integrating the multifaceted aspects of bilingualism and biliteracy contexts and practices is strongly recommended in order to enrich these linguistic approaches to enable fifth graders excel in both languages, and to improve cross-linguistic transfer. Keywords: ESL; Emirati Education; bilingualism; biliteracy; sociocultural aspects

It’s Not About Being Right: Developing Argument Through Debate

This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively through debates, then individually in their writing. DBR approaches afforded a description of the factors that enhanced and inhibited argument development across the debate cycles and chronicled the modifications that were put in place to refine the instruction. A retrospective analysis led to pedagogical assertions that illuminate what was learned about the interrelationship of oral and written argument and the instructional refinements that were required to support arguments as a means of solving problems.

LA PREVENCIÓN DE LOS TRASTORNOS DE LA VOZ EN ESCOLARES DE QUINTO GRADO DE LA EDUCACIÓN PRIMARIA

El artículo trata a voz, como componente sonoro de las palabras, la que constituye uno de los aspectos más importantes en el desarrollo de la comunicación oral, sus atributos, que se adquieren en el proceso fisiológico del niño o la niña, haciéndose más notables sus cambios, en la etapa de la adolescencia, la que requiere de una orientación adecuada por parte de padres y educadores en general, pues de no hacerse, o hacerse inadecuadamente pueden originarse trastornos con carácter definido, afectándose el proceso de comunicación oral y la personalidad en general, constituyendo al mismo tiempo un motivo de preocupación para padres y educadores. Asumiendo esta problemática aborda un estudio realizado en el campo de la Logopedia de un grupo de escolares de quinto grado de la educación primaria, a los que se aplica un diagnóstico inicial sobre el uso y estado de la voz y a partir de las regularidades se proponen actividades con el objetivo de prevenir trastornos de la voz. Las actividades se derivan de la aplicación de métodos y técnicas de investigación científica aplicadas desde la concepción de la atención logopédica. Los resultados obtenidos a partir de su aplicación en el contexto pedagógico avalan un adecuado nivel de factibilidad y efectividad.
 
 
 
 
 
 
 
 
 

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING BERBANTUAN MULTIMEDIA TERHADAP HASIL BELAJAR IPA

This research aims to determine the significance of the difference in science learning results between the group of fifth-grade students in Gugus I Elementary Schools, North Kuta District, in the school year of 2017/2018, that take lessons with the multimedia-assisted probing-prompting learning model and the group of students that take lessons with the conventional learning. The design of this research is a quasi-experimental research with the nonequivalent control group design. The population of this research are all the fifth-grade students of Gugus I Elementary Schools in North Kuta District that still implement the KTSP, which consists of 10 classes with a total of 339 students. The sampling is conducted using the random sampling technique. The sample in this research are the students of class VB in SD (Elementary School) No.7 Dalung, with 36 students as the experiment group and the students of class VB in SD No.4 Dalung with 28 students as the control group. The data collection is conducted using the test method in the form of the multiple choice objective test. The science learning results are analyzed using the t-test. Based on the average the experiment groups =80,89 > the control group =72,85, which means that the multimedia-assisted probing-prompting learning model has an influence on the science learning result. Based on the hypothesis test, tvalues =4,517> ttable =2,000, with dk=62 and a significance level of 5%. Based on the test criteria, H0 is rejected and Ha is accepted. Thus, it can be interpreted there is a significant difference the science learning result between the group of students that were taught using the multimedia-assisted probing-prompting learning model and the students that were taught using the conventional learning. It can be concluded that the the multimedia-assisted probing-prompting learning model has an influence on the science learning result of the fifth-grade students in Gugus I Elementary School, North Kuta District, in the school year of 2017/2018.
 
 Keywords : probing prompting, multimedia, science learning result

The Effects of Static and Dynamic Visual Representations as Aids for Primary School Children in Tasks of Auditory Discrimination of Sound Patterns. An Intervention-based Study.

It has been proposed that non-conventional presentations of visual information could be very useful as a scaffolding strategy in the learning of Western music notation. As a result, this study has attempted to determine if there is any effect of static and dynamic presentation modes of visual information in the recognition of sound patterns. An intervention-based quasi-experimental design was adopted with two groups of fifth-grade students in a Spanish city. Students did tasks involving discrimination, auditory recognition and symbolic association of the sound patterns with non-musical representations, either static images (S group), or dynamic images (D group). The results showed neither statistically significant differences in the scores of D and S, nor influence of the covariates on the dependent variable, although statistically significant intra-group differences were found for both groups. This suggests that both types of graphic formats could be effective as digital learning mediators in the learning of Western musical notation.

PENGARUH METODE LOCI TERHADAP KEMAMPUAN MENGINGAT PELAJARAN IPA PADA SISWA KELAS V SD

<p>Memorizing has become part of students’ study activities in learning. As the learning program is getting harder for primary students, they have got difficulties for maintaining what they see and hear for long time. Method of loci is known as one of mnemonic method that helps student to memorize. Method of loci is a memorizing technique which we can associate the words with familiar places. The method in this research is experimental research with between subject designs. The sample of this research is two groups of fifth grade students. Experimental group was taught by method of loci and control group was taught by reading to memorize the science learning subject. The ability to memorize was measured by giving the achievement test to students. Data was analyzed by Mann- whitney, the results revealed p = 0,0337 (p < 0,05), the experiment group memorize better than the control group. This meant teaching science with method of loci can help students to memorize the learning content better than reading.</p><p> </p><p><strong>Keywords:</strong> Method of Loci, Memorizing Ability, Learning, Fifth Grade Students</p>

Escribir ciencia: un desafío que comienza en la escuela primaria

This study considers that the science teacher should mediate in the acquisition of reading and writing abilities in the area of Natural Science. This means making students interact progressively with the specific genres of the disciplines, starting in primary school. This article proposes the approaching of the genre procedural recount with the aim of favoring the learning of scientific contents by writing about the procedure followed during experimental activities carried out in the Natural Science class. The study, made with a group of fifth grade students attending a primary school in the province of San Juan, (Argentina) consisted of two classes during which the teacher worked with contents related to the sound and its characteristics. In the analysis of the texts written by the students we considered the structure of the recount written in each instance and the scientific content stated in the students productions. The results suggest that when the structure of the genre is given to students, the written production is favored. This is shown in aspects related to the ordering of the ideas, its presentation in a more complete manner and the attempts to explain the phenomena under study, improving the use of the language of science and the learning of the discipline.

Digital citizenship through game design in Minecraft

Purpose – This study aims to describe a library project exploring innovative options for embedding information literacy skills in the elementary school library by utilizing Minecraft, a virtual world three-dimensional (3D) building game environment. Design/methodology/approach – The small-scale descriptive study, with a follow-up survey, focuses on a group of fifth-grade students in an after-school technology club facilitated by the school librarian. The students designed and built a 3D virtual world library game for younger students to help them learn digital citizenship and information literacy. Findings – Analysis of observations, interviews and videos indicated that students were highly engaged in learning information literacy elements throughout all stages of the project from design, building, implementation and testing of younger students. Research limitations/implications – Although the small number of students enrolled in the club is a limitation, the feedback provided strong evidence of motivation for learning through gamification. Further research could assess learning outcomes with the curriculum, specifically for digital citizenship and information literacy. Practical implications – Embedding information literacy into a 3D world allows students to learn computer code, mathematics, game design, and fosters collaboration while demonstrating digital citizenship. Social implications – Game design requires teamwork, a real-life skill essential for students entering the work force. Originality/value – Few articles share student-designed solutions of critical information literacy needs. This study exemplifies constructivist learning in a gaming environment.

The Effect of Science Writing Heuristic on Concept Formation of Light in 'Mirrors and Lenses' and Scientific Attitudes

We investigated the effect of Science Writing Heuristic (SWH) on elementary students' concept formation and their retention. Also we explored the interaction effect of those with scientific attitudes. We developed mirrors/lenses lessons incorporating SWH. An experimental group of fifth grade students (n=25) had been instructed with SWH lessons for six periods while a control group (n=25) taught according to the normal science lessons based on the Korean national curriculum using teacher's guides published by the Ministry of Education. Results of pre- and post-test of understanding the concept of mirrors and lenses showed a positive impact of SWH on both male and female students. However, the retention effect after post-test revealed that SWH only had an effect on female students' scientific attitudes. SWH, therefore, could be an effective teaching approach especially on concept formation, retention effects by fostering female students' scientific attitudes.

Creating Epistemological Pathways to a Critical Citizenry: Examination of a Fifth-Grade Discussion of Freedom

Background/ContextResearch has demonstrated that moving from traditional teacher-directed, monologic practices to dialogic discussions remains a daunting challenge. The reasons for this staying power are multiple: Teachers often stick with familiar canonical texts; districts often mandate the literature teachers must use; standardized tests emphasize discrete skills, strategies, and bits of knowledge rather than open-ended interpretations and responses; and many new teachers either continue to be trained with a monologic framework or have had few experiences with classroom discussions in their own education.Purpose/Objective/Research Question/Focus of StudyAlthough literature curricula and instructional goals get increasingly framed reductively in the form of mandated curricula and basal readers, and student achievement is measured through batteries of tests, findings from this study show how dialogic literature discussions and the forging of epistemological pathways can help us see children and teachers as intimately involved in the exploration and coconstruction of knowledge and ways of knowing fundamental to developing an informed, critical citizenry. The research question is, How do a group of fifth-grade students and their teacher cocreate and navigate an epistemological pathway during a whole-class literature discussion? Subquestions are, (1) What ideas are introduced, explored, and examined during the discussion? (2) What practices do students engage in during the discussion? (3) What practices does the teacher engage in during the discussion?SettingThe study took place in a multiracial fifth-grade classroom in an urban elementary school.Research DesignThis is a qualitative case study of how the examination of a key idea— freedom—unfolds during one literature-based discussion.Data Collection and AnalysisThe primary data sources for this study were a videotape and transcript of one class discussion. The ideas that were explored in the discussion and the questions asked by the students and teacher were identified. Then the specific practices of the teacher and the students as the discussion ensued were noted, which led to analytic categories associated with the content of the discussion (the nature of knowledge) and the practices (nature of knowing) that the participants engaged in.Conclusions/RecommendationsThis study demonstrates how an epistemological pathway metaphor offers a way to understand the complex and fluid web of meaning that students and their teacher coconstruct and the navigation practices that the participants enacted as they engaged in a dialogic discussion that explored students’ questions and probed the meaning of the concept of freedom. Conclusions point to the importance of creating classroom spaces for dialogue, and investigating what ideas get explored and the practices that teachers and students engage in. This leads to implications for preparing teachers to facilitate dialogic discussions.

Information creation and the notion of membership

PurposeThis article aims to examine a particular sub‐set of human information behavior that has been largely overlooked in the library and information science (LIS) literature; how people are socialized to create and use information.Design/methodology/approachNaturalism and ethnomethodology were used as theoretical frameworks to examine what a group of fifth grade students were taught about documents, how this information was imparted to them, and how social factors were manifested in the construction and form of those documents. Two concepts are shown to be critical in the explication of students as document creators and users: the notion that there is a “stock of knowledge” that underlies human interaction (some of which relates to recorded information), and that this socialization process forms part of a school's “hidden curriculum.”FindingsStudents were socialized to be good (in the sense of being competent) creators and users of documents. Part of the role of “being a student” involved learning the underlying norms and values that existed in relation to document creation and use, as well as understanding other norms and values of the classroom that were captured or reflected by documents themselves. Understanding “document work” was shown to be a fundamental part of student affiliation; enabling students to move from precompetent to competent members of a school community.Originality/valueThis research demonstrated that people possess a particular stock of knowledge from which they draw when creating and using information. Competence in this aspect of human information behavior, while partly based on one's own experience, is shown to be largely derived or learned from interaction with others.

Fifth-grade students as emotional helpers with kindergartners: Using play therapy procedures and skills.

This research study investigated the effectiveness of a filial therapy training model as a method to train fifth grade students in child-centered play therapy skills and procedures. Filial therapy is an intervention that focuses on strengthening and enhancing adult-child relationships. The fifth grade students were trained to be a therapeutic change agent for kindergarten children identified as having adjustment difficulties, by utilizing basic child-centered play therapy skills in weekly play sessions with the kindergarten children. Specifically, this research determined the effectiveness of filial therapy in increasing the fifth grade students': 1) empathic responses with kindergarten children; 2) communication of acceptance with kindergarten children; 3) allowance of self-direction with kindergarten children, and 4) involvement in play activities of kindergarten children. The experimental group of fifth grade students (N=12) received thirty-five minutes of training twice a week for 5 weeks and then once a week for the duration of the 10 weeks of play sessions. The control group (N=11) received no training during the 15 weeks of the project. Fifth grade student participants were videotaped playing with a kindergarten child identified as having adjustment difficulties in 20-minute play sessions before and after the training to measure empathic behavior in adult-child interactions. Analysis of Covariance on adjusted post test means revealed that fifth grade children in the experimental group demonstrated statistically significant increases in empathic responses, acceptance, and behavioral willingness to follow the kindergarten children's lead, and involvement. A measure of communication of acceptance of kindergarten children's feelings and behaviors although not statistically significant indicated a positive trend. This study supports the use of filial therapy as an effective training model for increasing fifth grade students' empathic behavior with kindergarten children experiencing adjustment difficulties. Filial therapy offers significant possibilities for training fifth grade students in a developmentally appropriate model for working with kindergarten children, in order to prevent future problems. The observed power of the therapeutic relationship between the fifth grade students in the experimental group and the kindergarten children suggest the continued implementation of this innovative project.

Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment, Student Attitudes, and Conceptual Development

Dull classroom environments, poor students’ attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.

The Effect of Microcomputer-Assisted Instruction on the Computer Literacy of Fifth Grade Students

AbstractThis study investigated the effect of microcomputer-assisted instruction on the acquisition of computer literacy by fifth grade students. One group of fifth grade students received mathematics drill and practice instruction using a microcomputer; the other group used an equivalent noncomputer mathematics drill and practice program. Based on the results of this study, it was inferred that the use of microcomputer-assisted instruction significantly improved the computer literacy of the fifth grade students.

IMPROVING READING COMPREHENSION THROUGH PHILOSOPHY FOR CHILDREN

The reading comprehension achievement of two groups of fifth grade students, 80 experimental and 20 control, was compared on pre and post measures using the Comprehensive Test of Basic Skills, reading comprehension subtest. The experimental group was exposed once each week to materials from the Philosophy for Children program as a supplement to their regular reading program for eight months of the school year. The reading comprehension achievement of two subsets of the experimentals, those above grade level and those below grade level on the pre‐test, was also analyzed. Results with above grade level students support previous studies indicating that including philosophical skills in the reading program leads to greater achievement than would be expected in normal development. Further, the results of the low level students reveal that such skills may also lead to improved reading comprehension achievement.