Sixth Grade Elementary Students Research Articles

미술교육에서의 온오프라인 연계학습 사례 연구

The purpose of this case study is to introduce examples of online-offline learning in art education, combin-ing online and offline approaches in the post-COVID era, and to elucidate their effectiveness and impact. Additionally, it aims to provide foundational data for the continuous implementation of online-offline learning in art education. This study presents a case of online-offline learning conducted with sixth-grade elementary students, showcasing how various edutech services were utilized in art classes. The results of this research are twofold. Firstly, that the provision of online instructional materials can bridge offline and online courses, with edutech playing a pivotal role in streamlining this connection. Secondly, by supplying suitable online resources and employing edutech services, it is possible to facilitate art lessons that alleviate the psycho-logical stress students may experience with drawing. This case study demonstrates how online-offline learn-ing can be realized in elementary school art classes and establishes a basis for the continuation of such research, highlighting its significance in the field of educational innovation.

An Investigation into Flipped Learning Classroom (FLC) of EFL Sixth Grade Students’ Grammar Literacy Development: Implications for Student-Centered Approach

The educational landscape has undergone tremendous change due to the rapid development of technology, with virtual learning emerging as a prominent teaching method. In this regard, the Flipped Learning Class (FLC) model has recently been adopted as a cutting-edge approach. In this model, traditional classroom activities are logically reversed compared to tasks in conventional classrooms, often integrating teaching materials in the form of videos or PowerPoint presentations. The objective of this study is to clarify the impacts of FLC instruction on sixth-grade students’ grammar literacy, comparing it to traditional face-to-face teaching through two distinct methodologies. Quantitative research approach was employed for this study. From a pool of 120 male sixth-grade elementary students aged 12-13, 100 were selected based on their scores in the Quick Oxford Placement Test. These students were divided into control and experimental groups. The control group experienced traditional face-to-face teaching without a social platform, completing homework at home. Conversely, the experimental group underwent FLC instruction using the Shad application as a social platform. A two-month teaching program was designed to cover the main English Grammar teaching objectives. As the primary instruments of the study, an English grammar test was used as both pretest and posttest for data collection. The pre-test was administered to both groups at the beginning of the study. After 16 sessions of teaching grammar to sixth-grade students, the post-test was given to assess any differences between the two groups due to the treatment. Independent-Samples t-tests were used to compare the means of the independent groups (experimental vs. control) for the post-test. The results indicated that the experimental group performed significantly better than the control group. Additionally, the findings suggest several pedagogical considerations for educators, learners, curriculum developers, and administrators. Educators, policymakers, and institutions can leverage these findings to optimize instructional approaches and enhance students’ self-efficacy, academic literacy, and positive perceptions of the flipped learning experience in virtual learning contexts. Further study is recommended to explore the prolonged impacts of FLC model and assess its adaptability in various educational settings.

AI 펭톡 연계 초등영어 수업과 평가의 설계와 적용에 관한 연구

This study aims to incorporate spaced practice activities into an elementary English teaching model using AI Pengtalk, analyze its learning effects, and visualize learning experience data. For this purpose, a spaced practice using AI Pengtalk was conducted over five lessons with temporal intervals aimed at sixth-grade elementary students. Each lesson consisted of six periods, and during six periods, the spaced practice was conducted three times, with the intervals set at one day, three days, and eight days, progressively widening the temporal gaps from one day to four days for each session. The results show that positive effects were observed across all students regardless of their achievement levels, and it was particularly effective for students with lower achievement levels. It is also shown that data visualization using the AI Pengtalk’s assessment data can be effectively used for instructional guidance, such as determining the need for supplementary pronunciation teaching. Moreover, students positively perceived the learning facilitated by AI Pengtalk and acknowledged the usefulness of spaced practice. However, to obtain meaningful learning and assessment data, it is necessary to create optimized conditions that consider the environmental factors within the classroom to reduce the voice recognition errors of AI Pengtalk.

Improving Reading Comprehension Skills to Solve Text Problems of Elementary School Students

This study sought to determine the reading comprehension and text problem-solving abilities of sixth-grade elementary students. This research utilized qualitative methodology. Principal, sixth-grade teacher, and two sixth-grade students were the four subjects of this study. In this study, interviews, observation, and documentation were used as data collection methods. In this study, data analysis is performed using an interactive model data analysis technique comprising the steps of data reduction, data presentation, inference, and validation. Moreover, source triangulation was used to ensure the validity of the data in this study. The findings of this study indicate that: (1) sixth-grade students are proficient in reading and comprehension; the average student is nearly able to comprehend the text after reading it; and (2) sixth-grade students are proficient in writing. In order to comprehend the reading, students must first read the text, comprehend its content, and be able to interpret its meaning, with the exception of its implied meaning. On average, however, they were able to draw conclusions from the reading. There were few students whose test scores on text questions were below the Minimum Completeness Criteria score, given the sixth-grade students' average reading comprehension ability.

The Effectiveness of Individual Education Intervention on Academic Attitudes and Academic Self-Efficacy in Sixth Grade Elementary Students

The Effectiveness of Individual Education Intervention on Academic Attitudes and Academic Self-Efficacy in Sixth Grade Elementary Students

COACHING MODULE DEVELOPMENT TO BECOME TOUGH PERSONS FOR SIXTH-GRADE ELEMENTARY STUDENTS (BASED ON IGNASIAN SPIRITUALITY)

From the results of pre-study questionnaires distributed to seventeen sixth-grade elementary students of SD Sanjaya Tritis Pakem District and SD Cahaya Bangsa Utama Yogyakarta, researchers obtained data that they had difficulty concentrating in learning because they prefer to play games. In fact, they will face the Regional Education Standardization Assessment (ASPD). Researchers were encouraged to help them doing mindfulness exercises so that they can exercise self-control when facing difficulties or temptations, with the guidance of “Becoming a tough person based on Ignatian Spirituality” module developed by the researchers. The development of the coaching module was carried out by researchers using the five-step ADDIE model, namely: (1) Analysis: distributing questionnaires to obtain information about the duration of time the sixth-grade elementary students spent to study and play games; (2) Design: compiling a grid of coaching modules. (3) Development: compiling a coaching module which then validated by a lecturer and teacher. The average score of the two validators showed a good result, which is 3.4 (from a range of values 1-4), meaning that the coaching module can be tested and published. (4) Implementation: the researchers conducted a trial at SD Sanjaya Tritis Pakem District which was attended by 15 students. (5) Evaluation: from the results of reflection, the students wrote down their intentions to manage the desire to play so they can focus on learning.

Effect of the Jigsaw-Based Cooperative Learning Method on Sense of Connectedness with School and Social Skills in Sixth Grade Elementary Students

Effect of the Jigsaw-Based Cooperative Learning Method on Sense of Connectedness with School and Social Skills in Sixth Grade Elementary Students

The effect of educational factors based on e-learning environments on comprehension skills of sixth grade elementary students

پیشینه و اهداف: یکی از مشکلات دانش‌آموزان در دوره ابتدایی ضعف مهارت درک مطلب است که این امر منجر به ضعف عملکرد در تمامی حوزه­های یاگیری شده است. یادگیری الکترونیکی به‌عنوان یک راهبرد مبتنی بر جستجوگری و سازندگی مفاهیم، یادگیرندگان را وادار به تفکر در سطوح بالا نموده تا به این ترتیب بتوانند اطلاعات پیچیده را تحلیل کرده و به‌کار بندند و از این راه یک استراتژی آموزش و یادگیری برخط جذاب خلق کنند. محیط­های یادگیری الکترونیکی در طراحی فعالیت­ها نامحدود بوده و یادگیرندگان را به ارضای حس شهودی و کنجکاوی خود درگیر می‌سازند. در یادگیری از این طریق مهارت­های تفکر در سطوح بالا که شامل تفکر محتوایی، تفکر انتقادی، تفکرخلاق و درک مطلب است ارتقا می‌یابد. این پژوهش با هدف بررسی تأثیر عوامل آموزشی مبتنی بر محیط­های یادگیری الکترونیکی بر مهارت درک مطلب دانش‌آموزان پایة ششم ابتدایی درسال تحصیلی1399- 1398 انجام شده است.روش‌ها: پژوهش در دو بخش کیفی و کمی صورت گرفته است. در بخش کیفی، با استفاده از روش تحلیل محتوای کیفی، ویژگی­های درونی و بیرونی عوامل آموزشی مبتنی بر محیط­های یادگیری الکترونیکی از منابع و پژوهش­های مربوطه استخراج و در قالب یک الگو به تأیید متخصصان رسید. جامعة آماری پژوهش را دانش‌آموزان پایة ششم ابتدایی استان قم شامل 22854 نفرتشکیل می‌دادند که از میان آنان 90 دانش‌آموز از 3 مدرسه با استفاده از روش نمونه‌گیری در دسترس انتخاب شدند و به‌صورت تصادفی در گروه­های آزمایش و کنترل قرار گرفتند. سپس به‌منظور بررسی تأثیر این ویژگی­ها بر یادگیری دانش‌آموزان، از روش شبه آزمایشی با سه گروه (گروه آزمایش:30نفر، گروه کنترل یک:30 و گروه کنترل دو: 30نفر) استفاده شد. ابزار و مواد پژوهش شامل چندرسانه‌ای­های آموزشی با محتوای یکسان اما با الگوی متفاوتی از عوامل آموزشی و نیز سؤالات آزمون یادگیری بود. تحلیل داده­ها با استفاده از آزمون آماری تحلیل واریانس صورت پذیرفت.یافته‌ها: نتایج پژوهش حاکی از میانگین نمرات بیشتر گروه آزمایش(عامل آموزشی دارای ویژگی‌های درونی و بیرونی) نسبت به گروه­های کنترل و نیز درک مطلب بهتر گروه کنترل یک (عامل آموزشی فاقد ویژگیهای درونی و بیرونی) نسبت به گروه کنترل دو(چندرسانه ای فاقد عامل آموزشی) بود. براساس نتایج پژوهش گفتار پویا (مکث کردن و بالا و پایین بردن صدای عامل) گفتار شخصی‌سازی شده (گفتار غیررسمی به جای رسمی) و صدای انسان در مقابل صدای رایانه مقبولیت بیشتری دارد و به درک بهتر منجر می‌شود. همچنین نتایج پژوهش نشان داد که نزدیکی شایستگی عامل و یادگیرنده، مهارت متناسب با مهارت یادگیرنده و نقش متغیر عامل آموزشی (انگیزه دهنده، کارشناس و مربی) به یادگیری بیشتری منجر می‌شود.نتیجه‌گیری: عوامل آموزشی می‌توانند محیط­های یادگیری غنی برای درگیرساختن و با انگیزه ساختن یادگیرندگان ایجاد کنند. براساس یافته­های پژوهش، نتیجه‌گیری می‌شود تا در طراحی عوامل آموزشی در چندرسانه‌ای­ها، دستورالعمل‌های طراحی براساس ویژگی­های درونی و بیرونی عوامل آموزشی در نظر گرفته شود. همچنین، به طراحان و تولیدکنندگان نرم افزارهای چندرسانه‌ای آموزشی توصیه می‌شود، به هنگام طراحی و تولید چندرسانه‌ای­ها ازاستاندارد­ها و اصول علمی مربوط به این زمینه استفاده کنند.

A Study on the perception of the music subject competencies by fifth and sixth grade elementary students

A Study on the perception of the music subject competencies by fifth and sixth grade elementary students

Learning Effectiveness Assessment between Primary School Students and Adults in Basic Life Support Education.

Background Out-of-hospital cardiac arrest (OHCA) remains a big issue of critical care. It is well known that bystander cardiopulmonary resuscitation (CPR) with an automated external defibrillator (AED) used did improve the survival rate. Therefore, CPR education including basic life support (BLS) and AED has been advocated for years. It showed significant improvement of knowledge and willingness to perform CPR through adolescents after the course. However, little is known regarding the ability and learning effectiveness of school students who attend such courses. Therefore, this study aimed to evaluate the CPR effectiveness of both adolescents (12 years old) and adults who undergo the same course of BLS and AED. Methods This is a retrospective study. Sixth-grade elementary school students in Northern Taiwan were selected to compare with the adult group. Both took 90 minutes of the BLS and AED course by the doctor with BLS instructor qualification. The primary outcomes were CPR quality and passing or failing the skill examination parameters. The secondary outcome was the posttraining written test and questionnaire of CPR willingness. Results In the written test, there was a statistical difference in the pretest score except AED knowledge, but no difference was revealed in the posttest score. No statistical difference in CPR quality was noted. In the skill examination, only checking breathing status had statistical difference (elementary group (71%) vs. adult group (86%) (p=0.003)). Conclusion We revealed that sixth-grade elementary students' performance in CPR and AED was similar to that of adults after completing the current 90-minute course. Therefore, we strongly advocate offering CPR and AED courses to 12-year-old children, and these courses should emphasize checking the victim's breathing status.

Powtoon Animation Video: A Learning Media for the Sixth Graders

In this global era, everything changes into technology-based likewise teaching method. In teaching, technology can be used as teaching variation and this study was aimed to develop technology-based English language learning media for sixth grade elementary students by using Powtoon animation video. This study’s objectives was for developing the prototype product. This study used Design and Development (D&D) method by three steps based on ADDIE model. The stages are analysis, design, develop. Since the steps used were only three, then the product was only in the form of prototype product. In order to develop the prototype product, need analysis, designing the product based on the analysis, and then development were done. The product was quantitatively analyzed by using expert judgment. The result of the experts judgment showed that the prototype product was categorized as an excellent media after some revisions and suggestions from material and IT expert.

The effect of test item on reading comprehension: Difference between OPOI and OPMI

Reading comprehension tests have played a critical role in many assessments of English language ability. Test items on a variety of English tests include one passage-one item (OPOI) principle to avoid the problem of local dependence. However, the effects of OPOI require more empirical investigation. This study examines the effects of OPOI compared to OPMI (One passage-multiple items) for an English reading comprehension test. The correlation between the OPOI score and a general English test as a criterion was compared with the correlation between the OPMI score and the same test. Two groups of students participated in this study: 76 high school seniors who had finished the 2020 CSAT and 94 sixth-grade elementary students. In the case of high school students, there was a stronger relationship between OPOI (.577) and the criterion test compared to OPMI (.403). Only the low- level students among the three groups of elementary students showed a higher correlation between the OPOI and the criterion test. Responses from a survey were also used to interpret the correlation results. The findings of this study imply that OPOI should be used more in school exams while it is advisable to use OPMI with caution to preclude local dependence.

The Effect of Hidden Curriculum on Creativity and Social Skills: The Perspective of Elementary Schools

Background: Hidden curriculum in every school may have different side effects on students. The purpose of this study was to investigate the relations of hidden curriculum with creativity and social skills among elementary students.
 Methods: The research method was descriptive-correlational. The study population consisted of all sixth-grade elementary students in Roodsar, Gilan (including 616 students) in the academic year 2018-2019. According to Morgan and Krejcie's Table, the sample size was 270 students, which were selected by simple random sampling. The research tools included Taghipoor and Ghafari's Hidden Curriculum Questionnaire, Torrance's Creative Thinking Form B, and Matson's Social Skills Questionnaire. The validity and the reliability of the questionnaires were obtained, using Alpha Cronbach Coefficient and were 0.91, 0.90, and 0.86, respectively. Regression and path analysis were done for data analysis using SPSS 24.
 Results: The findings showed that hidden curriculum has a strong positive and significant relation with creativity in terms of school social climate. Also, the hidden curriculum had a strong positive and significant relation with the components of appropriate social skills, non-social behaviors, aggression, and supremacy. In addition, there was no significant relation between creativity and social skills. Moreover, the results of the path analysis showed that hidden curriculum has a positive and significant relation with the four components of social skills and finally. In addition, hidden curriculum had a significant relation with the students’ creativity.
 Conclusion: Generally, it can be concluded that hidden curriculum plays an important role through the implicit transfer of values, attitudes, and skills to students, especially on social skills and creativity, so that these issues need to be given more attention by the educators in every educational setting.

Elementary Students’ Modeling Using Analogy Models to Reveal the Hidden Mechanism of the Human Respiratory System

This study investigates how elementary students were able to construct a human respiratory system model and, in particular, how the process of reasoning contributed to their model through the use of analogy model activities. For this study, modeling activities that included the use of analogy models were designed and implemented. Over 4 class periods in which analogy model activities were used, 18 fifth- and sixth-grade elementary students were asked to construct a model of the human respiratory system, showing the system’s structure, function, and mechanism. By engaging in activity with a syringe analogy model, several elementary students developed their model from a function-centered model to a mechanism-centered model, whereas others elaborated their model from a mechanism-centered model to an elaborated mechanism-centered model via activity with a balloon-lung analogy model. During model construction, the analogy model activities played a facilitating role in helping students to construct the invisible mechanisms, based on the model-based reasoning, and to elaborate their model by considering the sub-structures’ movement within the system. This study provides additional discussions of the ways in which model activities can support the students’ reasoning in the modeling process.

A Case Study on the Spatial Conceptualization Abilities for Sixth Grade Elementary Students from Urban, Suburban and Remote Schools

Background:The main objective of this study was to investigate and compare the spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan.Material and methods:This study involved 27, 25, and 26 sixth grade students from one remote indigenous school in eastern Taiwan, one suburban indigenous school in northern Taiwan, and one urban Han Chinese school in northern Taiwan, respectively. Spatial ability assessments were carried out on the students to explore the spatial conceptualiza-tion abilities and the possible relationship between school children's spatial abilities and urban-rural, ethnic, and cultural diversities.Results:The research tool utilized in this study was a scenario-based spatial ability assessment test, which had been carefully reviewed and pre-tested by experts. Test results revealed that: (1) Sixth grade students from the sub-urban and remote indigenous school shared no significant difference in their spatial abilities; (2) Sixth grade students from the urban Han Chinese school exhibited significantly better spatial performance than those from the suburban indigenous school.Conclusions:The spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan is different.

The Effect of Semantic Mapping Strategy Instruction on EFL Elementary Stage Students' Vocabulary Acquisition

The present study sought to investigate the effect of semantic mapping strategy instruction on EFL elementary stage students' vocabulary acquisition. The study sample comprised fifty-two sixth-grade elementary students at Sufan Primary School in Bisha, K.S.A. The participants were randomly assigned either to the control group (N = 26) or the experimental group (N= 26). Both groups were pre-post tested using a vocabulary test prepared by the researcher. Then, the experimental group was taught the course-book 'WE CAN' supplemented with semantic mapping strategy instruction whereas the control group was taught the same course-book in the traditional method. Two hypotheses were formulated and tested. A T-test was used in the statistical analysis of the collected data. Results revealed that semantic mapping strategy instruction is effective in enhancing vocabulary acquisition among the participants in the experimental group. In addition, compared to traditional instruction, semantic mapping strategy instruction was more effective in developing the participants' vocabulary acquisition. These results substantiate the importance of implementing semantic mapping strategy instruction in EFL classrooms as it helps learners to move vocabulary knowledge to the long-term memory for storage purposes and retrieve it from long-term as needed for use.

Additional Evidence of Convergent Validity between SRSS-IE and SSiS-PSG Scores

We report findings of a validity study comparing two screening tools: the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System–Performance Screening Guide (SSiS-PSG; Elliott & Gresham, 2007). Participants were 1,680 kindergarten through sixth-grade elementary students from three schools in a northeastern state. Correlation coefficients indicated statistically significant, inverse relationships between SRSS-IE scores and Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills subscale scores of the SSiS-PSG. Test–retest stability analyses suggested SRSS-IE and SSiS-PSG scores were stable between fall and spring administrations (p < .0001). Educational implications, limitations, and future directions are offered.

Brain Activity Related with Mathematics Anxiety

For the purpose of determining neurophysiological mechanism of math anxiety, we conducted an EEG measurement for 22 sixth grade elementary students including 11 students with high math anxiety (HMA group), and 11 students with low math anxiety (LMA group). We found that in HMA group, delta wave was significantly generated from the right frontal lobe, and in LMA group, four paths are clearly connected while they perform math tasks (right inferior occipital gyrus ↔ left superior parietal lobule /left middle frontal gyrus ↔ left inferior parietal lobule /left middle frontal gyrus ↔ right inferior parietal lobule /right middle frontal gyrus ↔ right inferior parietal lobule). According to the above results we suggest that math anxiety is related to emotions associated with pain, reduces working memory and has a negative effect on math performance

An Investigation of Game-Embedded Handheld Devices to Enhance English Learning

This study proposed and implemented a system combining the advantages of both educational games and wireless handheld technology to promote the interactive English learning in the classroom setting. An interactive English vocabulary acquisition board game was designed with the system being implemented on handheld devices. Thirty sixth-grade elementary students in Northern Taiwan were assigned to the experimental group and the control group and played the game with or without handheld devices. Both quantitative and qualitative data were collected from surveys, interviews, and observations. The results revealed that game-embedded handheld devices could increase the interdependence of the group and lead the learners into better immersion and interactions. We further proposed the cross-device-mediated interaction in the game-embedded face-to-face mobile computer-supported collaborative learning model that could be considered as one of the new literacies in the participatory culture. Six essential elements to develop a successful interactive game-embedded environment were identified from the interplay among the face-to-face environment, handheld devices, and educational game.

The Effect of Teaching Arabic Grammar by Using Curriculum Dramatization Approach on Achievement and Oral and Written Composition Skills for Students of the Primary Sixth Grade

The purpose of this study was to investigate the effect of teaching Arabic grammar by using the curriculum dramatization approach on the scholastic achievement and oral and written composition skills for the sixth grade elementary students in Qatif city in the Kingdom of Saudi Arabia. The sample of the study consisted of 62 students distributed in two equal groups: one is experimental which studied three units of grammar subjects and oral and written composition skills by using the curriculum dramatization approach while the other is the control gropu which studied the same units of grammar through the inqductive method and oral and written composition skills through the model method. The data of the study was collected by using three instruments designed especially for the purposes of the study: an achievement test of grammar and written composition and an oral composition scale. Data analysis revealed the following results: There were statistically significant differences at 0.00 between the means of the total marks of the students in the achievement test of grammar and written composition, andoral composition scales, which is attributed to the effect of using the curriculum dramatization approach. These differences were in favor of the experimental group. The study concluded by recommending the need for training Arabic teachersin using the curriculum dramatization approach.