Sixth Grade Primary School Research Articles

A Strategic Study on the Infiltration of Life Experience in the Teaching of Assignments in the Upper Primary School Language Group

With the deepening of education reform and the needs of education development, more and more attention is being paid to students' language writing ability. Language writing is an important means to cultivate students' comprehensive language use ability and an important way to improve their comprehensive literacy. In order to better promote the construction and development of primary school language courses, nowadays, in the process of teaching primary school writing, teachers should stand on the children's position, pay active attention to the children's real life status, carefully plan and construct the students' life experience system, so that the students can complete the construction of the main body of the framework of the content of the assignment in the real and intentional life experience, and guide the students to pay attention to the life, awakening experience, accumulation of rich materials, so that the assignment will be more effective. Rich material, so that the content of the work of words and real sense, get rid of false, big, empty unrealistic sky, get rid of the "set work", fixed template of the undesirable phenomenon. Let the students' work content close to real life, full of real emotions, learn to choose the right life materials, build the structure of the composition, can think hard from different perspectives to express creatively. Let the assignments have something to say, let the assignments have a method to say, let the assignments have a character to say. This study focuses on students' writing in the fifth and sixth grades of primary school, focusing on life experience. The important value and significance of life experience in the teaching of language assignments in the upper primary grades helps teachers to update the concept of teaching assignments in a timely manner, improves primary school students' enjoyment of assignments, and then promotes the construction and development of primary school language assignments education.

Discord and Teamwork in Children of the Peruvian Highlands

The objective of this research was to determine the effectiveness of Discord as an educational resource to promote teamwork in sixth grade primary school students. The design was pre-experimental, with a sample of 35 children between 11-12 years old. The technique was the survey and the instrument was the questionnaire to measure teamwork. The statistical test used was Wilcoxon's W. The results demonstrate improvement in the development of teamwork in the dimensions of leadership, communication and empathy, thus proving that the Discord platform optimizes interaction and collaboration between students. It is concluded that the Discord platform as an educational resource is effective in the development of teamwork, according to the Wilcoxon test, obtaining a p value lower than the proposed significance (0.00<0.05), which suggests that there is a significant difference between the entrance questionnaire and exit after the experiment.

Methodological Strategies in the Development of Writing Skills in English Language

The following investigation paper aims to analyze the different methodological strategies used to develop writing practices in the English language in a class with 68 students in the sixth grade of primary school in Chone City. For its elaboration, researchers made use of a descriptive focus, at the same time, the sampling was chosen for convenience. Results were obtained from an interview with the unique English teacher at the school and five observation files in the English classes of sixth grade. Finally, results show the large students’ knowledge about grammar and orthography, but also the failure in the texts' clarification and coherency. This paper is advantageous for the educational field, specifically, to the factors that revolve around the writing learning–teaching process.

Evaluation of parental relationship and school performance in primary school children

This study aimed to determine whether there is a significant correlation between the parental relationship with school coexistence and the level of learning in children. The work had a quantitative approach, with a correlational non-experimental design; It consisted of a sample of 585 students from the third to the sixth grade of primary school. Two questionnaires were carried out to know the aspects related to the parental relationship and its effects on the children's school performance. The results show a correlation between school coexistence and academic performance; however, it is shown that the parental relationship is independent of this situation.

Analysis of Moral Education Elements in Primary English Textbook: Taking the First Volume of Grade 6 of Xiangshao Version as an Example

The study takes the moral education elements in the first volume of the sixth-grade primary school English textbook of xiangshao version as the research object. By digging out the moral education elements of the textbook, analyzing the content categories and presentation forms of moral education elements, it is found that the content of the textbook is suitable and rich in moral education elements; the structure of the textbook is reasonable and the moral education elements present various forms; and that the texts of moral education elements are storytelling and easy for students to accept. However, there are still some problems, such as some elements of moral education need to be further improved, and some elements of moral education are unreasonable.

MODERATING ROLE OF SCIENCE SELF-CONCEPT IN ELICITING STATE CURIOSITY WHEN CONFRONTING A VIOLATION OUTCOME

A higher science self-concept may be required to stimulate state curiosity in incongruent situations, but there is limited research on the connection between science self-concept and state curiosity. The purpose of this study is to examine whether science self-concept moderates the process of arousing students’ state curiosity when they encounter results that violate their expectations in science learning. To achieve this aim, 410 fifth- and sixth-grade primary school students (194 female) were asked to solve science questions, and students who faced results that deviated from their expectations were classified as the violation outcome group (experimental group), while those who faced results consistent with their expectations were classified as the expected outcome group (comparison group). Then, the moderating effect of science self-concept on the relationship between science curiosity and state curiosity arousal in these two groups was verified using PROCESS macro. Results showed that science curiosity significantly predicted state curiosity in both groups. Notably, science self-concept had a significant moderating effect on the process of arousing state curiosity in the violation outcome group, where higher science self-concept led to a greater increase in state curiosity after confirming the correct answer. However, in the expected outcome group, the moderating effect of science self-concept was not significant. The implications of these findings for science education and potential directions for future research are discussed. Keywords: science self-concept, science curiosity, state curiosity, moderating effect, PROCESS macro

PENINGKATAN HASIL BELAJAR MELALUI MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA INTERAKTIF DIGITAL PADA TEMA 2 DI KELAS VI

This research aims to enhance learning outcomes by utilizing the Problem-Based Learning (PBL) model with the assistance of digital interactive media for Theme 2 in the sixth-grade primary school. The study employs a classroom action research design conducted over two cycles. Data collection methods include observing the performance of both teachers and students, as well as multiple-choice tests to measure learning outcomes. The data is analyzed using both quantitative and qualitative descriptive analysis techniques. The results of the classroom action research indicate that the teacher's performance in implementing PBL in the first cycle achieved a score of 60.5%. In the second cycle, there was an improvement to 80.5%, categorized as high performance with a high-quality interpretation. The learning outcomes In the first cycle, there were 8 out of 25 students who had achieved mastery, which accounts for 32%, with an average score of 63.2. In the second cycle, there was a significant improvement, with 21 out of 25 students reaching mastery, which is 84%, with an average score of 83.8. The conclusion of this research indicates that the Problem-Based Learning model with the support of digital interactive media can enhance the learning outcomes for Theme 2 in the sixth-grade curriculum, encompassing the subjects of Science and Indonesian Language.

The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes

Interactive dialogue within feedback episodes is essential for developing primary school students' mathematical reasoning competence. Our goal was to better understand the nature of the associations between observed dialogue, teachers' formative feedback, and students' mathematical reasoning. We applied a two-step approach, first constructing a video-analysis instrument for assessing the quality of interactive dialogues and then combining the interaction data with student and teacher questionnaire data from 804 students in 44 fifth and sixth grade primary school classes. The quality of the observed dialogues predicted class differences in students’ self-efficacy for explaining but not in their reasoning competence, which was predicted by perceived formative feedback.

The effects of teaching with real, virtual, and real-virtual experimentation modes on conceptual knowledge and science process skills among sixth-grade primary school students: a case study on concepts of electricity

ABSTRACT The use of modes of experimentation in science classrooms positively affected students’ conceptual understanding. However, we found limited evidence of whether or not these modes affect science process skills (SPS). To expand the research dealing with modes of experimentation, we aim to compare three modes: real experiment (RE), virtual experiment (VE), and real-virtual experiment (RVE) in the context of guided inquiry instruction to enhance the aspects of science process skills and conceptual knowledge. We employed an experimental research design to investigate the effectiveness of RE, VE, and RVE modes in enhancing science process skills and conceptual knowledge. To elicit data, we developed two instrument tests in multiple-choice format, utilised with participants: 75 sixth-grade students in one public primary school in Indonesia. The participants were divided into three experimental groups: RE, VE, and RVE. The research findings revealed no significant effects among the three experimental groups after science learning that implemented RE, VE, and RVE. Further analysis indicated that each mode of experimentation contributed to improving different aspects of conceptual knowledge, but contributed to improving the same aspect of science process skills. We ultimately discuss the implications arising from this study.

The implementation of augmented reality in geometry for primary school students

Mathematics is a subject studied from elementary education up to the university level. In general, learning mathematics uses a conventional approach using a whiteboard. This method has shortcomings in the process of visualization and simulation, especially in the material of geometry. This research develops a learning application by utilizing Augmented Reality technology with the content of geometry for sixth-grade primary school students. Augmented Reality can visualize and simulate geometry for students with an interaction model. Linear Congruential Generator (LCG) and Fuzzy Tsukamoto methods are used in this application as a randomization method and score determination method. The results obtained from the testing process show that the LCG and fuzzy Tsukamoto methods can run according to the design. In user testing using a questionnaire, the results obtained 4.6 of scale 5.0 indicating that respondents provided good responses for the Augmented Reality Geometry application.

A case study on gender stereotypes in a primary schools in Henan Province, China

With the development of The Times, gender education of students has been paid more and more attention. Good gender education also helps students to view themselves and treat others more perfectly. In order to improve the gender education consciousness of teachers and students in a primary school in Henan Province and promote the development of gender education in Henan Province, the author used an offline questionnaire survey and literature review to investigate the cognition of fifth and sixth-grade primary school students on gender stereotypes. From four points of view, the questionnaire content includes gender stereotypes on appearance, personality, career choice and function distribution in the family for males and females. The study found that some of the gender stereotyping tendencies of the participants were related to the participants’ own gender, while the binary gender stereotypes on family duties and responsibilities influenced each other. The findings revealed that participants who had stereotyped biases about the roles of men and women in the household influenced their perceptions of the responsibilities of the opposite gender.

Relationship of IQ with Alternative Ideas of Primary School Students on the Concepts of Force and Weight

This paper presents the results of the empirical research carried out on students in the Sixth grade of Primary School in the city of Ioannina, Greece, regarding the alternative ideas they have about the concepts of force and weight concerning the intelligence index of each student, which was measured with the WISC-III tool. The research results show a linear relationship between the IQ and the number of correct answers the student gave.

CORRELATION OF PRIMARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT CONCEPTS OF MECHANICS FROM THEIR MENTAL AGE

This paper presents the results of empirical research conducted on students in the sixth grade of Primary School, misconceptions on concepts of mechanics of Physis, and their mental age. The mental age was determined by the WISC-III psychometric tool that is used to determine the Intelligence Quotient (IQ). The results of this study give a linear relationship between mental age and the number of correct answers given by a student. The meaning of this linear dependence is that the higher the mental age a student has, the more correctly he can perceive some physical phenomena related to concepts of force, weight, energy, work, etc. Also, the influence of the verbal and performance scale on the mental age of WISC-III is discussed in the results.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0219/a.php" alt="Hit counter" /></p>

A Study of Gamified Teaching Activities for Enhancing Motivation in Grade 6 Primary School Students —an Example of Instructional Design Model on a Field Course

In recent years, people have attached increasing importance to primary education. They have realized that primary education not only requires students to passively acquire knowledge but also needs to stimulate their intrinsic learning motivation. Learning motivation has a significant impact on the learning behavior and outcomes of primary school students. Gamified teaching is a type of instructional activity that incorporates the fun of games into the teaching activity, allowing students to learn while enjoying themselves and stimulating their motivation for learning. This study researches the influence of gamified teaching methods on the learning motivation of primary school students. In the experiment, 80 sixth-grade primary school students were collected as samples, and they were taught under gamified teaching method for two months, and Zhou Bucheng’ s MAAT scale was distributed to measure their learning motivation. The experiment collected the scores of students’ two math tests and two MAAT scales by pre-test and post-test, and analyzed the changes of scores and learning motivation. The research found that attractive teaching methods and content of course can better stimulate students’ interest in learning, promoting them to develop active learning motivations, and lay a foundation for their comprehensive development in the future.

Using the Simple View of Writing for Explaining English L2 Writing Variation

This study examines the role of transcription and ideation, the dimensions in the Simple View of Writing, as predictors of narrative and expository writing of English language learners (ELLs). Data were collected from sixth-grade primary school ELL students (N = 56) in Taiwan. Two writing samples, a narrative and an expository, were collected and scored using Curriculum-Based Measures of Writing (CBM-W). In addition, spelling, as a measure of transcription, and oral language, as a measure of ideation, scores were collected. The findings show that both spelling and oral language were found to be independent predictors of L2 writing. Spelling independently accounted for 36% of the variation in both narrative and expository writing, and oral language independently accounted for 24% and 35% of the variation in narrative and expository writing, respectively. When examined together in a regression model, spelling was found to be statistically significant for both narrative and expository writing whereas oral language was not. In light of the findings, the Simple View of Writing may be adequate as a theory for developing L2 writers, but further research is needed on the ideation dimension, both in its conceptualization for L2 writers and its role in the writing process.

A development trend comparison of reading speed and comprehension between students with visual handicap in Chinese Braille and sighted ones in print

At present, most of the comparisons of reading performance (reading speed and reading comprehension) between Braille readers and print readers is focused on English, while there is little research on Chinese in this aspect. To obtain the comparisons, experiments were designed to test the reading performance of Braille readers and print readers, and then the test data were analyzed. The study reveals the differences between Braille readers and print readers in compulsory primary schools for students with visual handicap and sighted ones in Mainland China. It is found that the reading performance of Braille readers is generally lower than that of print readers, but the opposite is true in some instances, notably the average score of reading comprehension among students in sixth grade of primary school in the study. At the same time, it is suggested that the homophones among Chinese characters are among the important factors that have a great influence on the reading performance of Braille readers. From the perspective of the experimental data, the paper illustrates that finding ways to distinguish homophones in Chinese Braille will be one of the key problems to address in order to improve the reading performance of Braille readers.

The Effect of Math Self-Concept and Self-Efficacy on the Math Achievement of Sixth-Grade Primary School Students: The Mediating Role of Math Anxiety

The Effect of Math Self-Concept and Self-Efficacy on the Math Achievement of Sixth-Grade Primary School Students: The Mediating Role of Math Anxiety

Using Augmented Reality in K-12 Education: An Indicative Platform for Teaching Physics

Augmented Reality (AR) could provide key benefits in education and create a richer user experience by increasing the motivation and engagement of the students. To this end, the current paper presents a system with three AR applications for teaching physics in the fifth and sixth grades of primary school and in the first grade of secondary school, and the ultimate goal is the development of a unified platform that covers the subject of physics in all classes of K-12 education. The platform provides a useful tool to familiarize both teachers and pupils with AR technologies, aiming to improve the learning and teaching experience and to enhance their skills. The developed system is evaluated in terms of usability, gamification and willingness of the teachers to incorporate this technology into the teaching process. A total of 314 users participated in the research, where they were divided into three user groups: (i) teachers (N = 15), (ii) pupils (N = 189) and (iii) computer science students (N = 110). The outcomes were satisfactory, revealing that the gamified AR applications are easy to use, and teachers are interested in using these AR applications in their classrooms.

Analysis of the Arabic reading book for the sixth grade of primary school in the light of the concepts of intellectual security

The current research aims to analyze the poetic evidence included in the Arabic grammar book for the sixth literary grade in the light of aesthetic values. They set out to analyze the poetic evidence in the Arabic grammar book for the sixth literary class, and to ensure the stability of the analysis they used two methods: the first: analysis by another analyst, and the second: re-analysis between the researcher and himself after a specified period of time amounting to (14) days, and for the purpose of extracting the results he used frequencies and ratios The percentage of the domains of aesthetic values ​​and their sub-values, and comparing them with the percentage of the hypothetical mean to find out whether they are achieved or not. The results resulted in the realization of the field of (intellectual aesthetic values) with a percentage of (45.13%) and the failure of the rest of the fields.

Oral Health status in traditional and health

Background and Aim: Periodontal diseases and dental caries are two of the most common oral health problems. The present study was carried out to evaluate the oral and dental health indices of sixth grade primary school students. Materials and Methods: In this cross-sectional study, 162 male and female students were randomly selected in two steps from traditional primary schools and health-promoting schools (HPSs) in Hashtgerd City, Alborz Province, Iran. Demographic information and oral health behaviors were recorded. Examinations were performed by one person, and the decayed, missing, and filled teeth (DMFT) index and oral hygiene index simplified (OHI-S) were checked and recorded in the standard form of the World Health Organization (WHO). Data were analyzed by the t-test and Pearson correlation coefficient. Findings: The mean DMFT was 1.83 ± 2.17. There was no significant difference between genders. The mean OHI-S was 1.40 ± 0.57. Oral hygiene was good for girls, and it was moderate for boys, in which this difference was significant (p < 0.001). The relationship between DMFT and OHI-S in the total population was statistically significant (p < 0.01). DMFT and OHI-S were higher in the traditional schools than in HPSs.