Primary School 4th Grade Students Research Articles

Efficacy of Note-Taking Skills Instruction Supported by Self-Monitoring on the Reading Comprehension

Note-taking, considered to be a combination of cognitive abilities, requires more than just writing. This is because note-taking is a conscious process that initiates reader into the process of comprehending and writing and requires, the note-taker to encode, organize clearly, to synthesize and to recall of the information. The aim of this study was to investigate the effects of note-taking skills instructional intervention supported by self‐monitoring skill instruction on the reading comprehension of three primary school 4th grade students who read at frustration-level at their grade placement. The students' initial reading comprehension level was evaluated by the use the “Informal Analysis Inventory”. A multiple baseline across-participants-design was used in the study. Reading comprehension questions (both recall and deep understanding) pertaining to expository passages were used to evaluated the participants’ reading comprehension in all the probe sessions. Social validity data were collected from the participants on the instructional intervention. Results showed that the instructional intervention contributed to all the participants’ reading comprehension skills and note-taking performance. Each of the participant achieved at the instructional-level comprehension (Comprehension levels> 70%) after the self‐monitoring skills instruction. The social validity results confirmed that the students found that they had a better understanding of what they read taking more accurate and concise notes by paraphrasing the content instead of the use of verbatim copying.

Primary School 4th Grade Students to Gain Responsibility for Natural Environment with Alternative Activities

Dunyada hizli sanayilesme ve nufus artisina paralel olarak dogal kaynaklar bilincsiz bir sekilde tuketilmektedir. Bu nedenle yasanabilir ve surdurulebilir bir cevrenin devamliligi acisindan cevre egitiminin onemli bir rolu bulunmaktadir. Cocuklarin cevreye olan duyarliligini artirabilmek icin doga sevgisinin icsellestirilmesi gerekir. Milli Egitim Bakanligi tarafindan hazirlanan 2017 yilinda taslak programinda ve 2018 yilinda yenilenen Sosyal Bilgiler Dersi Ogretim Programinda sevgi ve duyarlilik degerleri yer almaktadir. Ayrica dersin ozel amaclarinda gelecegin buyukleri olan cocuklarin, dogal kaynaklarin sinirliliginin farkina varan, dogal kaynaklari korumaya calisan ve surdurulebilir cevre anlayisina sahip dogaya duyarli bireyler olarak yetistirilmesi amaclanmaktadir. Dersin bu oneminden dolayi “dogal cevreye duyarlilik” calismanin konusu olarak belirlenmistir. Calismanin amaci, ilkokul 4. sinif Sosyal Bilgiler Dersi “Insanlar, Yerler ve Cevreler” ogrenme alaninda yer alan dogal cevreye duyarlilikla ilgili konularin alternatif etkinliklerle ogrencilere kazandirmaktir. Nitel arastirma yontemlerinden eylem arastirmasi kullanilmistir. Arastirmanin calisma grubunun belirlenmesinde amacli ornekleme yontemlerinden kolay ulasilabilirlik durum orneklemesi kullanilmistir. Arastirmanin calisma grubunu Kastamonu il merkezinde 2017-2018 egitim-ogretim yili ikinci yariyilinda ogrenim goren 19 ilkokul 4. sinif ogrencisi olusturmaktadir. Arastirmada oncelikle, ogrencilere “doga sevgisi” ve “cevreye duyarlilik” hakkinda acik uclu soru sorularak ogrencilerin dusunceleri tespit edilmeye calisilmistir. Calismada dogal cevre ile ilgili konulara yonelik arastirmacilar tarafindan sistematik bir program dâhilinde gelistirilen fotograf analizi, cozumleyici oyku, sarki, bulmaca ve agac dikimi gibi toplam 5 uygulama, 5 haftalik surecte uygulanmistir. Surec sonunda arastirmacilar tarafindan hazirlanan acik uclu gorusme formu ogrencilere uygulanmistir. Elde edilen veriler icerik analizi yontemi kullanilarak analiz edilmistir. Bulgular sonucunda cevre konularinda alternatif etkinlik kullaniminin ogrencilerin dogal cevreye karsi duyarlilik kazanmasinda etkili oldugu anlasilmistir.

The Usage of Meaning Identification Technique in Measuring Reading Comprehension Skills

In this study, it is aimed to determine at what level the Meaning Identification Technique (MIT) can measure the reading comprehension skills of the 4th grade primary school students and to test the validity and reliability of the MIT test with different types of texts. In the study carried out in survey model, MIT and Sentence Verification Technique (SVT) tests, which were developed by the researcher and are peculiar to narrative and informative texts, were used. The readability of the texts were tested with Cloze Tests (CT) developed specifically for each type of text. The study was carried out with the participation of 87 primary school 4th grade students in two primary schools randomly selected among the public schools in the city of Ankara. The results of the study demonstrated that MIT tests measure reading comprehension skills as reliable as SVT tests. While there was a significant difference between comprehension and the numbers of reading in narrative texts, it was found that there was no significant difference with the numbers of reading in informative texts. A great majority of students (approximately 75%) felt the need to read two or more times while making sense of the text. On the other hand, MIT tests are a significant predictor of Turkish course achievements.

İlkokul 4. Sınıf Öğrencilerinin Okul Kantinini Bilinçli Kullanma Düzeylerinin İncelenmesi

This research was conducted to determine the levels of conscious use of school canteens by the 4th grade primary school students. For the validity and reliability, scale was applied for 231 primary school 4th grade students. Exploratory Factor Analysis (EFA) was used for construct validity according to the data obtained from this application. The Cronbach Alpha reliability coefficient of .70, which is 16 items, explains 42.14% of the variance. Using School Canteen Consciously Scale (USCCS), which consists of subdimensions such as “quality”, “responsibility” and “need”. After the pre-implementation, the scale was applied to 1071 elementary school students in 4 primary schools, 513 (48%) girls and 558 (52%) boys. As a result of the research, it was found that 4th grade primary school students did not consciously use the school canteen at the desired level and it differentiated significantly in favor of women at the level of using school canteen consciously in terms of gender of students, those studying at private schools in terms of the quality of type of school, and those who always go to school after having breakfast at home in terms of whether they go to school by having breakfast before school or not. It differs to a great extent against the students with low levels of family income in terms of quality, liability and scale according to their family income levels; according to the situation of getting money from their families, quality, responsibility, level of the needs and in terms of the total scale it differs in favor of the students who take weekly allowances.

Investigation of Creative Story Writing Skill Levels of Primary School 4th Grade Students

Investigation of Creative Story Writing Skill Levels of Primary School 4th Grade Students

The Effect of Using Mathematical Games on Primary School 4th Grade Students’ Attitudes towards Mathematics Course and Their Visual Metaphorical Perceptions

The purpose of the study was to examine the effects of using mathematical games on 4th grade students’ attitudes towards mathematics course and their visual metaphoric perceptions. The study was conducted with 101 students in a public school in Istanbul. Mixed method research design was used in the study. The attitude scale prepared by Baykul (1990) was applied as pre-test and post-test to the students in the experimental and control groups. At the same time, the metaphoric perception form which was formed to understand the visual metaphoric perceptions of the students was applied as pre-test and post-test to the experimental group students. According to the findings, it was seen that the mathematical games which were applied did not make a significant difference on students’ attitudes. However, significant differences were found in visual metaphors created by students. As a result of the detailed analysis of the elements in visual metaphors, it was observed that the use of mathematical games generally affected the metaphorical perceptions of students about mathematics positively.

İLKOKUL 4. SINIF ÖĞRENCİLERİNİN ZİHİNSEL SÖZLÜĞÜNÜ GELİŞTİRMEDE EĞİTSEL OYUNLARIN ETKİSİ

Bu araştırmanın amacı, ilkokul 4. sınıf öğrencilerinin zihinsel sözlüğünü geliştirmede eğitsel oyunların etkisinin incelenmesidir. Yarı deneysel modelle desenlenen araştırmanın çalışma grubunu, 2016-2017 eğitim öğretim yılının ikinci yarıyılında Bartın ilinin Budakdüzü ilkokulunda öğrenim gören 36, 4. sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak, Wesche ve Paribakht (1996) tarafından geliştirilmiş ve İlter (2015) tarafından Türkçeye uyarlanmış olan “Kelime Bilgisi Ölçeği” kullanılmıştır. Araştırma verilerinin analizinde, aritmetik ortalama, frekans, yüzde, Mann Whitney U testinden yararlanılmıştır. Araştırma sonucunda eğitsel oyunlar ile kelime öğretimi yapılan deney grubu öğrencilerinin ön-test ve son-test puanları arasında son-test puanları lehine anlamlı farklılık olduğu sonucuna ulaşılmıştır. Bu sonuç doğrultusunda eğitsel oyunlarla yürütülen kelime öğretimi çalışmalarının, öğrencilerin zihinsel sözlüklerinin geliştirilmesinde olumlu yönde etkisinin olduğu görülmektedir.

Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem

The purpose of this study is to identify primary school students' thinking processes within the mathematical modeling process and the challenges they encounter, if any. This is a basic qualitative research study conducted in a primary school in the city of Kutahya in the academic year of 2015-2016. The study group of the research was composed of 22 students at 4th-grade who were selected with criterion sampling which is a purposive sampling method. The study data were collected with the clinical interview method and reported using the content analysis. It was consequently found that the students constituted two groups as those who provided a realistic solution and those who could not. There were more students who could not provide a realistic solution. Those who couldn't provide realistic solution tried to construct the mental representation of real situation through literal comprehension, which became insufficient in revealing the hidden situations involved in the problem text. Not noticing the hidden actions in the text led them to form a mathematical equation without structuring the problem and thus their solutions were unrealistic. Those who could provide realistic solutions, on the other hand, decide their operations within the context of the characters, time, place and relation between the events in the problem, which enabled the mental representation of the problem text to be critical reading and inferential comprehension focused as well as literal comprehension focused and thus allowed the students to reveal the hidden situations in the text. Accordingly, students posed new problems by gathering the required extra information according to these hidden situations and went for the real model. Thus, analyzing the problem situation is various contexts, students solved according to multiple conditions. It was also seen that students with realistic solutions utilized the validation process to determine the consistencies and inconsistencies of their solutions in real life context while those with unrealistic solutions utilized it to check their operations.

Anxiety and Comprehension in Reading: I Can not Find the Main Idea, My Teacher!

The purpose of this study was to analyze the relationship between primary school 4th grade students’ reading comprehension and finding main idea skills and reading anxiety. The research was designed as relational survey method. The study group of the research consists of 211 students who are participated from 9 public primary schools that participated in the study as volunteers in Kirikkale province. In the collection of the data, personal information form, Reading Comprehension Test and Reading Anxiety Scale were used. The data of the study were collected between February and April of the spring term of 2014-2015 academic year. First, it was investigated whether the data exhibit a normal distribution. In the analysis of the data showing a normal distribution, parametric tests (independent samples t-test) and in the analysis of the data not showing a normal distribution, non-parametric tests (Kruskal Wallis, Mann-Whitney U, Spearman correlation analysis) were employed. The analyses of the data revealed that reading comprehension of the participants of the study was found to be medium and their reading anxiety level was found to be low. The reading comprehension scores of the participants do not vary depending on gender. On the other hand, the boys’ reading anxiety mean level was found to be higher than that of the girls. The students’ reading comprehension scores were found to be varying significantly depending on library membership. The students having a library membership have higher scores of reading comprehension than those not having a library membership. With increasing level of education of the parents, the students’ reading comprehension scores were found to be increasing. Low level negative and significant correlation was found between reading anxiety and Turkish language course academic achievement. Moreover, there is a weak negative and significant correlation between reading anxiety and reading comprehension. Finally, it was found that the participants are not competent enough to detect the main idea in narrative and informative texts, high majority of the students could not write a main idea at all or they wrote false/incomplete main ideas.