Middle School Learners Research Articles

중학교 체육수업에서 또래교사의 사전학습 유무가 운동기능학습, 인지학습, 수업만족도에 미치는 영향

중학교 체육수업에서 또래교사의 사전학습 유무가 운동기능학습, 인지학습, 수업만족도에 미치는 영향

Vocabulary Agreement between Academic Korean and Korean Language Course Textbook Review and Implications

본 연구는 2017년에 수정 고시된 개정 한국어(KSL) 교육과정과 국어과 교육과정 간의 연계성을 기반으로 한 효과적인 교육 방안을 구상할 근거를 마련하고자 하는 데에 목적을 두었다. 우선 본 연구의 대상자인 중도입국 한국어 학습자를 위해 이러한 목적을 달성하기 위하여, 개정 한국어(KSL)에서의 ‘학습 한국어’의 영역과 관련 문헌에 대한 비판적 고찰을 한 데 이어, 그 해당 어휘 목록과 국어과 교재 간의 일치율까지 검토해 보았다. 이러한 문헌 분석과 말뭉치 분석 방법(corpus analysis)을 통해 도출된 연구 결과는 다음과 같았다. 먼저 개정 전과 후의 한국어(KSL)에서의 학습 한국어 어휘 수가 크게 늘었음을 알 수 있었다. 그 다음으로는 개정 한국어(KSL)의 중·고등학교 학습 한국어와 국어과 교재 간의 어휘 일치율을 통하여 특정 출판사(두산 2, 신사 1, 2)에 해당하는 교재가 난이도 측면에서 낮거나 학습 부담감을 가장 크게 덜어줄 수 있음을 알 수 있었다. 이에 본 연구는 개정 한국어(KSL) 교육과정과 국어과 교육과정이 연계된 수업 현장에서 교사가 실제 활용 가능한 교재를 선정하는 데에 있어 참고할 만한 구체적 단서를 얻었으면서, 차후에는 보다 실질적인 교재 내용의 구상으로 반영될 것을 기대할 수 있었다.The purpose of this study is to provide a basis for the development of an effective educational plan based on the connectivity between the revised Korean as a Second Language Curriculum and the Korean Language Course. In order to achieve the purpose of this study, for immigrant adolescent Korean learners, critical review of the area of Learning Korean in the revised Korean as a Second Language Curriculum and related document was conducted. A review of agreement between their related vocabulary and Korean Language Course Textbook Vocabulary was conducted as well. The study results derived from the document analysis and corpus analysis were as follows. First of all, it was found that the number of Korean language vocabulary of revised Korean as a Second Language Curriculum was increased greatly after revision. In the second place, through the agreement of vocabulary between middle and high school learning Korean of revised Korean as a Second Language Curriculum and Korean Language Course Textbook of revised Korean as a Second Language Curriculum, the textbooks corresponding to specific publishers (Doosan 2, Shinsa and 1,2) are the lowest in terms of difficulty or the burden of learning is lowest. Therefore, this study found the specific clues that can be used for selecting practical teaching materials that teachers can use in the classrooms linked with the revised Korean as a Second Language Curriculum and Korean Language Course and in the future, it could be expected to reflect more substantive textbook contents.

Understanding Semantic Systems of Epistemic Modal Verbs: Focusing on Korean EFL Middle School Learners

The study aimed at examining Korean EFL middle school learners’ understanding of epistemic modal verbs. In total, 168 students participated in an on-line survey, and 6 of them had a follow-up interview. Findings revealed that the students’ overall understanding was very low, showing less than 7% of accuracy rate on average. While the question on negative inference showed the highest accuracy rate (11.30%), the question on positive inference indicated the lowest (2.98%). When looking at a statistical significance by English proficiency, ANOVA found that there was a statistical significance between mean scores (F=8.976, p0.001). However, the Tukey test revealed that there was a statistical significance only between advanced students and the rest of the students. Finally, pedagogical implications to enhance Korean EFL learners’ semantic concepts of epistemic modal verbs were discussed.

A Framework for Studying Programming Teaching in Secondary Education

This study reviews extensively the literature on teaching programming to middle schoolers, with qualitative content analysis method, and basically intends to put forth a research design framework for researchers that will guide them in the processes of planning and designing their research on teaching programming for middle school learners. For access to the relevant literature; the databases were searched by using key words “computer”, “programming”, and “middle school” together limiting the findings to the articles published after 2000. As a result, an upward tendency was noted in studies about teaching of programming at secondary level considering years, most of which are comprised of empirical ones. Also, the existing studies were mostly carried out with 6th graders predominantly employing data collection tools of questionnaires/scales and achievement tests. As for programming tools, Scratch was seen to be the most commonly used one. Although there are quite a few articles investigating the context of the programming teaching lesson, some of the studies were found to use programming as a means of teaching mathematics, natural sciences, languages, writing skills, and social sciences. In conclusion, the present study is expected to pave the way for future research by highlighting the overall situation of programming teaching.

Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students

This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year- middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA. Quantitative survey research was employed. 68 students from the four schools were selected. The results revealed that there were correlations between and among SRL, AP and SA. Both SRL and AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework.

Core Academic Language Skills: validating a construct in linguistically dissimilar settings

ABSTRACT Recently a novel instrument – the Core Academic Language Instrument (CALS-I) – aimed at testing a constellation of school-relevant English language skills was developed and validated for use in the United States (Uccelli, Barr, Dobbs, Galloway, Meneses and Sánchez, 2015. Core Academic Language Skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners. Applied Psycholinguistics 36: 1077–1109). The unitary construct tested by the CALS-I was dubbed Core Academic Language Skills (CALS) and it aimed to identify and describe a set of skills that comprise academic language proficiency of high utility across curricular content areas. This study piloted a version of the CALS-I that was slightly modified for use in South Africa targeting specifically middle-school learners. The results of this study reveal that the CALS construct functions almost identically to the United States sample when tested in South Africa, and this provides strong evidence for the fundamental and cross-cutting nature of these pedagogically relevant skills.

The psychical status and functional state of the central nervous system of high school leavers in the dynamics of the academic year

The purpose of the study was to research the change in the psychical status and functional state of the central nervous system of high school leavers taking the Unified State Exam (USE) in the dynamics of the academic year. 85 high school leavers of the 11th form were put under study. The functional state of the CNS was determined by the method of computer chronoreflexometry, psychical status – with the help of “the Methodology for Diagnosing Learning Motivation and Emotional Attitude to Learning in Middle and High School”, “Spielberger's Methodology for Identifying Personal and Situational Anxiety”, and “Determination of susceptibility to stress”. It was found that the boys and girls of the 11th form had the maximum level of motivation for learning at the beginning of the school year. By the end of the school year, the girls' level of motivation for learning decreases while the achievement motivation and anxiety level increase significantly. The level of personal anxiety among girls is also considerably higher than among boys. At the beginning of the school year stress resistance among boys is higher than among girls. Рreparation for the USE during the academic year cause significant changes in the functional state of the CNS, which are more pronounced in schoolgirls. The results of the study can be put into the basis for monitoring the state of psychosomatic health of high school leavers as well as be used as markers when performing psychocorrectional activities to restore an optimum functional CNS state and a psychoemotional status.

Emotional Intelligence In English Learning / Teaching From Middle School Learners Perspective

Emotional Intelligence In English Learning / Teaching From Middle School Learners Perspective

Integrating Computer-Based Curricula in the Classroom: Lessons from a Blended Learning Intervention

Context This study analyzes the implementation of a blended learning middle school mathematics intervention in a large urban school district in the northeastern United States. Blended learning models integrate online instructional tools within traditional methods of classroom instruction. Focus of Study As their use increases in classrooms across the country, there remains much unknown about how teachers integrate blended learning strategies into their pedagogical practices and what factors, including school, teacher, and student attributes, facilitate or hinder these approaches. Our findings provide insight into how teachers integrate computer-based curricula in their classrooms, findings particularly instructive for under-resourced urban school districts. Research Design The study is designed as part of a within-teacher randomized controlled field trial, a design which enables direct comparisons of teacher practices between each of his or her two mathematics classrooms. To draw these comparisons, we utilize a range of detailed teacher survey data as well as rich teacher interview data. Conclusions We believe our findings about the choices teachers make in using software in the classroom and the barriers they face in doing so are applicable to the implementation of a wide variety of computer-based interventions in urban environments, whether they are part of curricular innovations, blended learning instructional strategies, or targeted academic interventions.

Project-research activity in Russian language lessons for 5th-graders in studying lexis on the example of the topic “Homonyms”

The relevance of the research is justified by the necessity of developing methodical basis for project-research activity at the lessons of the Russian language at schools. The article is aimed at: 1) giving justification for introducing project-research activity into in-class work while studying the section “Lexis” in the 5th forms by approving the methods given by the author for studying the topic “Homonyms”; 2) evaluating the development of general learning skills (comparing, giving definitions for terms, giving arguments for a point) using the material of the topic ‘Homonyms”; 3) assessing the knowledge of Russian lexis of pupils from control and experimental classes, comparing the results; 4) specifying the term “project-research activity” in the aspect of the goals of Russian language learning in middle school. The theoretical relevance of the article is in providing justification for identifying project-research activity as a specific separate type of learning activity, specifying the term “projectresearch activity” in Russian language classes in the middle school, specifying general learning skills (comparing, giving definitions to terms, giving arguments for a point) necessary for conducting projectresearch activity in Russian language classes, providing description for the levels of their development on the example of studying the “Homonyms” topic in 5th grades. The practical relevance of the article is in giving developed and proven program that includes pupils’ work on researching project “Portrait of the word” in the 5th form during studying the section “Lexis”. This article discusses the possibilities of studying vocabulary at Russian language classes using project-research activity. Project-research activity in Russian language classes is understood as independent cognitive activities of the pupils, aimed at studying the Russian language, developing linguistic knowledge and skills and forming general studying capabilities. This type of activity is characterized by having a project idea, it is planned as a process of achieving the project idea through consequent research operations. The author proposes the program for studying the topic “Homonyms” within the framework of “Portrait of the word” project, and the results achieved during experimental education are discussed. The data obtained during experimental education allow making a conclusion that project-research activity can be effectively integrated into class-and-lesson system of studying vocabulary in Russian classes in the 5th form: it promotes forming knowledge and skills on the topic and general learning skills of comparing, giving definitions for terms and giving arguments for a point. The directions of future research are in developing methods of organizing project-research activity in Russian language classes both during lessons and in extracurricular activity on the material of topics ‘Morphology”, “Syntax”, “Phonetics”, etc.

ANALISIS PERAN GURU SEBAGAI KOMUNIKATOR DALAM MENINGKATKAN MOTIVASI BELAJAR PAK SISWA KELAS VIII

Abstract - This study aims to analyze how the role of the teacher as a communicator in increasing motivation to learn PAK class VIII SMP Negeri 1 Pangaribuan Learning Year 2018/2019. With the hypothesis the research is: the role of the teacher as a communicator in increasing students' PAK learning motivation 70% than expected. This study uses quantitative descriptive methods, with a population of 217 people and a sample of 34 people. Data was collected with a closed questionnaire instrument. The questionnaire trial was conducted on 32 students in Pangaribuan Middle School 1 who were not research respondents. Test the validity of the instrument using the Pearson Product Moment Correlation Coefficient formula obtained rcount rtable (0.351 to 0.689 0.349) so that the instrument is valid. Meanwhile there are 3 invalid items between the values of 0.134 to 0.233. And the reliability test of the instrument with the Cronbach Alpha formula obtained r11 = 0.903 is in the high category, so the instrument is reliable. The results of data analysis showed that the value of the formula t as testing criteria then obtained tcount t table of 6.029 1.697 means that the teacher acts as a communicator in increasing motivation to learn PAK class VIII Pangaribuan Middle School Learning Year 2018-2019 70% than expected. Thus the research hypothesis is accepted.Keywords: Teachers as Communicators, PAK Learning Motivation

PELAKSANAAN SUPERMIK PINTER UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS KURIKULUM 2013 DI SMP BINAAN KOTA DUMAI

Based on the problems faced by teachers in the preparation of the 2013 curriculum-based lesson plans, the purpose of this study is to improve the competence of teachers in preparing 2013 curriculum-based lesson plans by implementing supermic pinter. The design of this study used school action research conducted on 6 chemistry teachers in the target schools in Dumai. The results showed that the implementation of supermic pinter can improve teacher competence in preparing 2013 curriculum-based lesson plans, where in the first cycle the percentage of teacher competence was 60% with sufficient categories and increased to 84% with a very good category in cycle II. Based on the results of the study it can be concluded that the implementation of smart supermic can improve the competence of teachers in preparing plans for the implementation of 2013 curriculum-based learning in the Dumai City-assisted Middle School.

Penerapan Model Problem Based Learning dan Model Project Based Learning terhadap Hasil Belajar Siswa

The purpose of this study is to find out whether there are significant differences in learning outcomes between students whose learning uses PBL learning models with PjBL learning models in the Vibration and Wave material in Class VIII Belitang Madang Raya 3 Middle School Learning Year 2017/2018. The type of research used in this study is quantitative research methods. The population in this study were class VIII students in the Belitang State Junior High School 3 in Madang Raya consisting of 6 classes. The sampling technique in this study was carried out in a random manner through drawing existing classes. Data collection techniques to find out the learning outcomes of students using tests, and testing hypotheses using the z-test. Based on student learning outcomes after the test is obtained the average value of the experimental class I is 81.88 and the average value of the experimental class II is 73.2. There are significant differences in learning outcomes between students whose learning uses the PBL learning model with the PjBL learning model in the material of Vibration and Waves in Class VIII of the State Middle School 3 Belitang Madang Raya Learning Year 2017/2018. This can be seen from the value of Zhit = 39.3 not located between -1.96 and 1.96, so that H0 is rejected and Ha is accepted.
 Keywords: Problem Based Learning, Project Based Learning, Student Learning Outcomes.

Capturing Mathematical Curiosity with Notice and Wonder

Capturing students' own observations before solving a problem propelled a culture of sense making by meeting needs typical of middle school learners.

Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis

Metacognitive awareness (MA) and academic motivation (AcM) play an important role in self-regulated learning (SRL). However, little is known about the different profiles of self-regulated learners in EFL (English as a Foreign Language) middle schools who are trying to improve their second language listening skills. The aim of the study was to theorize and confirm intraindividual differences in the patterns of students' motivational-metacognitive profiles in reference to their listening ability based on previous person-centered studies. Questionnaires for MA and AcM were administered with 312 Korean middle school learners of English from intact classes after a listening test had been administered. A person-centered approach through latent class analyses revealed four-cluster solutions. They were identified as the 1) “Amotivated-Translators” 2) “Externally Motivated-Don't do much Planning or Evaluation” Group, 3) “Introjected-Totally Alert” Group, and 4) “High Autonomous Motivation-Achievement Strategists” that ranged from the lowest to the highest listening scores. The present study provides a confirmation on the different types of self-regulated learners to provide theoretical underpinnings for demonstrating how learners' motivational-metacognitive profiles may operate as a cluster for successful L2 listening.

Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes.

Peer victimization is a highly stressful experience that impacts up to a third of all adolescents and can contribute to a variety of negative outcomes, including elevated anxiety, depression, drug use, and delinquency, as well as reduced self-esteem, school attendance, and academic achievement. Current prevention approaches (e.g., the Olweus program) have a mixed record in American schools. We propose a new approach to prevention that leverages theory and research surrounding the social aspects of bullying and victimization, particularly peer relations. Our approach attempts to (1) break down the process of homophily among bullies, and (2) provide a mechanism by which socially isolated students can develop new friendships. Our approach asks teachers to increase opportunities for positive peer interaction through carefully structured, group-based learning activities in school (i.e., cooperative learning). We hypothesized that these positive peer interactions would result in reductions in bullying, victimization, perceived stress, and emotional problems, as well as increases in peer relatedness, among more marginalized students. Using a cluster randomized trial with 15 rural middle schools in the Pacific Northwest (N = 1,460 7th grade students), we found that cooperative learning significantly reduced bullying, victimization, and perceived stress for marginalized students (i.e., moderated effects), and reduced emotional problems and enhanced relatedness for all students (i.e., main effects). Given that cooperative learning has already been shown to enhance student engagement and achievement in prior research, our results demonstrate that cooperative learning can be a permanent, sustainable component of teacher training and school culture.

The Effects of Individual vs. Collaborative Pre-task Planning on Korean Middle School Learners’ English Oral Task Performance under Different Task Complexity

The Effects of Individual vs. Collaborative Pre-task Planning on Korean Middle School Learners’ English Oral Task Performance under Different Task Complexity

EFL Middle School Learners’ Lexical Profile and Academic Motivation During a Reading Course

The purpose of the study is to examine 84 middle school learners’ lexical profiles, academic motivation, and post-instructional reflections of a reading course. After the learners were involved in reading themebased books based on Lexile levels and writing for post-reading controlled writing tasks, the learners were asked to respond to questionnaires on academic motivation and a reflection of the course. The results were triangulated by semi-structured interviews with 14 learners. An analysis of learner writing products with RANGE GSL/AWL indicated that their percentage of words at the 2nd 1,000 and ‘Not in the list’ level had increased at a statistically significant level. Academic motivation analyzed with paired t-tests indicated a significant difference only for ‘amotivation’ by the end of the semester. Learners’ reflection of the course provided further understanding of the reading course for improved reading ability and motivation.

중학교급 학습자 서술형 답안의 언어적 특성 연구 -사회과 학업성취도평가 서술형 문항을 중심으로-

중학교급 학습자 서술형 답안의 언어적 특성 연구 -사회과 학업성취도평가 서술형 문항을 중심으로-

A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers

ABSTRACTDual language education programs are highly beneficial for literacy and academic language development with all students, especially those who are English learners. School districts nation-wide are attempting to expand K-12 dual language programs, yet teaching and learning for biliteracy development are highly complex processes, especially with middle level learners. Furthermore, there is a severe shortage of dual language teachers, posing great difficulties to efforts to expand programs, especially in middle and secondary schools. This qualitative case study focuses on two middle level teachers’ perspectives regarding the distinct qualities of biliteracy development via the science curriculum and the unique sociocultural aspects of language learning in middle school. The study and its findings also provide insight into how the distinctive qualities of dual language learning in content-based middle level classrooms might influence middle level teacher education programs.