Sixth-grade Student Research Articles

The Impact of Traditional Children's Games on Internet Use, Social Skills, and Stress Level: A Cross-Sectional Design.

Traditional games are essential for children's social inclusion due to cultural values and beliefs. This study was conducted to measure the impact of traditional children's games on internet use, social skills, and stress levels. A cross-sectional design was carried out. Children who had parental approval and agreed to participate were included in the study (n = 314). The data were collected using a questionnaire, the Perceived Stress Questionnaire (8-11 years), and the Social Skills Assessment Scale. Linear regression and multinomial logistic regression were performed to analyze the data. Mantel-Haenszel chi-square test was performed to assess the confounding factors for playing traditional games. The children's mean age was 11.58 (SD = 0.49), and 56.1% were girls. Children who did not play traditional games were more likely to use the internet than those who played traditional games (odds ratio [OR] = 2.16, p = .014). The social skills were significantly associated with daily internet use time (β = 0.164, p = .003), playing traditional games (β = 0.155, p = .008), and frequency of gaming per week (β = 0.123, p = .035). The stress levels were associated with gender (β = 0.120, p = .033) and academic level (β = 0.111, p = .048). Traditional game playing reduced the duration of one sitting and daily internet use. Moreover, outdoor gaming, frequency of playing games, and daily internet use duration were predictors of social skills, whereas being a girl and sixth-grade student were predisposing factors of stress level. Nurses could benefit from traditional games in reducing internet use and stress and improving social skills in children.

Exploring and promoting a student's covariational reasoning and developing graphing meanings

Despite the importance of graphical reasoning, graph construction and interpretation has been shown to be nontrivial. Paoletti et al. (2023) presented a framework that allows for a fine-grained analysis of students’ graphical reasoning as they conceive of graphs as representing two covarying quantities. In this paper, we show how the framework can be used to not only characterize a student’s graphing meanings and reasoning, but also to diagnose complexities in a student's development of such reasoning, and to design tasks that provide opportunities to resolve such complexities. We draw on data from a teaching experiment with a sixth-grade student in the U.S. to highlight how the framework allowed us to identify indications and contraindications of the student’s engaging in reasoning compatible with the framework. Further, we describe how this analysis supported us in designing a task that was aligned with the framework and proved productive in supporting the student's learning. We conclude with a discussion of our findings and their implications for task design and future research.

EFFORTS TO IMPROVE READING SKILLS IN CHILDREN WITH DISLEXIA THROUGH CONTENT MASTERY SERVICES USING PLAY THERAPY TECHNIQUES AT SDN 70/IV JAMBI

This research is motivated by reading problems that often occur in students. The purpose of this study was to reveal how much the reading skills of dyslexic children at SDN 70/IV Jambi improved by using play therapy techniques through content mastery services. This research is a service action research (PTL). The subjects in this study were two fifth grade students and one sixth grade student at SDN 70/IV Jambi with a total sample of 3 students. The results of this study were seen from the observation sheet in seeing the increase in reading skills of dyslexic students. The results of this study explained that the percentage level of reading skills in cycle 1 reached 72% went well, in cycle 2 reached 85% went well and in the implementation of cycle 3 reached 92% went very well. this shows that the higher the percentage level, the more success will be achieved in carrying out service action research (PTL) at SDN 70/IV Jambi.

Voice as an interactional accomplishment in art making about social issues

ABSTRACT Background Art making is a personal and social process in which learners make meaning for themselves and audiences through the production of artifacts. In classrooms, this personal and social process is made concrete through dialogue. Methods This paper presents an illustrative case study of how sixth-grade student, Jo, developed voice through interaction with peers in a classroom context while making art about social issues. Interaction analysis methods supported inquiry into Jo’s talk about art making as she talked with peers in designed conversation spaces (i.e., intentional structures and opportunities to talk about artwork while making it). Findings Jo’s voice development illustrates the collaborative nature of voice as an interactional accomplishment; having a unique voice is something students might strive to achieve as artists, yet that voice is co-constructed through collective social interaction as students take up, appropriate, and build on others’ ideas. Artistic and political dimensions of art making were generative. Contribution Pedagogical implications are discussed for designing socially supported learning experiences in arts classrooms. What Jo’s case makes evident is that voice can be supported in classrooms through intentional pedagogical choices that create the conditions for that voice to develop through interactions with peers and materials.

Intervention Case Study about Sports Games on the Self-injury Behavior of Children with Severe Autism

This paper utilizes the A-B-A-B reversal experimental design for the single-subject research, to study the self-injurious behavior of a sixth-grade student with severe autism, aiming to explore the intervention effect of sports games on the self-injury behavior of children with severe autism. The results showed that, the self-injury behavior such as, the number of times of biting the back of the hands, and picking the noses is reduced in the study subject following sports games intervention plans, however, the self-injurious still exists, especially when the study subject in an unfamiliar environment, further indicating that the self-injurious behavior of children with severe autism cannot be completely eliminated by sports games alone. Concluding that, self-injurious behavior of children with severe autism cannot be completely eliminated by sports games, a comprehensive intervention with multiple approaches is still required to achieve optimal results.

Discovery learning rise student’s activeness and understanding compound figure area

In elementary school, activeness and understanding is prime factor to learn mathematic joyfully and succesfuly. Both has strong relationship factor to master mathematic well. Low student interest in mathematics affect in activeness in participating in the learning process. Understanding mathematics is not easy for sixth-grade student of Lipursari elementary school due to its complexcity. This is caused by improperly of instructional media and approaches with the material being studied. It is a descriptive qualitative action research. This study aims to determine the increase in student activeness and understanding using a discovery learning approach and manipulatives media. This research was conducted in class VI SD Negeri Lipursari, Leksono District, 2019/2020 academic year. The research subjects were 19 students consisting of 9 male and 10 females. First lesson was carried out using manipulative media in large groups (4 students) and second one in small groups (2-3 students). Data collection techniques using test, interview and observation. The observation sheet is used to determine the increase in activity. Meanwhile, the understanding of the combined plane area material is known through tests. The data analysis technique used a comparative descriptive method. The results showed that discovery learning can increase the activeness of the sixth-grade students of SD Negeri Lipursari in the first semester of the 2019/2020 academic year. Student’s activeness rate increased from 2.57 to 3.04. Their understanding score of compound figure increased from 64.9 to 68.6. The rxy correlation coefficient shows 0.546200 in the first lesson and 0.507962 in the second lesson. Base on this study, the researcher define Discovery learning is a method that becomes a solution for teachers and students to be able to present learning that is friendly, flexible, student-oriented and able to show how to think and how to solve math problems logically and creatively. The results of the study showed that students’ activity and understanding of the broad materials of the compound figure area increased using the discovery learning approach.

Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse.

This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders. Two 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist. Students learned to take written and pictographic notes from expository texts and use verbal formulation and rehearsal of individual sentences and whole reports in varied learning contexts. To explore both emergent and independent accomplishments, performance was examined in final intervention session presentations and pre/post intervention testing. Following the intervention, all three students effectively used notes and verbal rehearsal to prepare and present fluent, organized, accurate, confident oral reports to an audience. From pre- to post-test, the students showed a range of improvements in the quality of notes, use of verbal rehearsal, holistic quality of oral and written reporting, and strategy awareness. Sketch and Speak shows potential as an expository intervention for students who struggle with academic language learning. The results support further examination of this intervention for supported strategy use by younger students and independent use by older students.

Digitalization and its Effect on Improving Sixth Grade Student’s English Language Listening Comprehension Skill in Mafraq Educational Directorate

The aim of this study was to determine the effect of digitalization on improving comprehension English language listening comprehension skill of sixth grade students. The researcher used the descriptive method. A chick list based on experts' notes and their English language teacher observations in the target school in Mafraq / Qasabah, Jordan, during the first semester 2019-2020. Listening lessons were conducted using digital utilities such as the Internet, computers, audiotapes, videotapes, interactive TV, and compact disks and activities were designed depending on the curricula while putting the lesson plan into action in the classroom. Data from the teacher's observation was analyzed, the results showed positive progress in students' English language listening comprehension skill after using digitalization in teaching listening skill, and a difference was found between the traditional method of teaching listening and to use digitalization in teaching listening skill for the favor for the last method. Based on the results of the study, the researcher recommends using digital utilities in English language listening comprehension tasks to improve students' English language listening skill.

“A Type of Student They Actually Want”: Narratives from and about a Sixth-Grade Student with a Specific Learning Disability

This case study contrasts sixth-grade student Antonio’s perspective of himself as a “good student” with perceptions some of Antonio’s teachers held related to his classification as a student with a Specific Learning Disability and an English Learner as enacted in classroom literacy practices. With Antonio’s voice at the center, multimodal narratives woven from interviews and observations focus on the moments of tension where Antonio was not recognized as the type of student he saw himself to be. Through analysis of these scenes, I question the usefulness of both his “good student” identity and school designations of disability and English proficiency for Antonio and students who may be labeled in similar ways by schools.

Помощь в преодолении учебных трудностей средствами рефлексивно-деятельностного подхода в условиях дистанционного обучения: случай Мити

The article describes a case of providing counseling help in overcoming educational difficulties in the Russian language to a sixth-grade student, who was considered underachieving by teachers, utilizing the reflective-activity approach in the context of distance learning. The material of the case analysis shows the importance of supporting the student’s agency in educational activities and its crucial role in the conditions of distance learning both for overcoming learning difficulties and for the overall development of the child. For a qualitative analysis of remote consulting sessions, a multidimensional model of the zone of proximal development was used, that established the foundation for the dynamics of the vectors used by the counselor to initiate change.

أثر استخدام التعلیم الممتع فی تنمیة المفاهیم العلمیة والاتجاه نحو مادة العلوم لدى طالبات الصف السادس الأساسی ذوات السعات العقلیة المختلفة

هدفت هذه الدراسة إلى استقصاء أثر استخدام التعليم الممتع في تنمية المفاهيم العلمية والاتجاه نحو مادة العلوم لدى طالبات الصف السادس الأساسي ذوات السعات العقلية المختلفة. بلغ عدد أفراد الدراسة ( 81) طالبة من طالبات الصف السادس الأساسي ، تم توزيعهم عشوائيا إلى مجموعتين تجريبية وضابطة. کما تم توزيعهن في کل مجموعة وفق نتائجهم على اختبار السعة العقلية إلى ثلاثة مستويات(مرتفع، متوسط، منخفض). لتحقيق أهداف الدراسة تم استخدام ثلاثة أدوات : اختبار السعة العقلية، اختبار تنمية المفاهيم العلمية، مقياس الاتجاه نحو مادة العلوم. کما تم استخدام تحليل التباين الثنائي المشترک (Two way ANCOVA). أظهرت نتائج الدراسة وجود فرق دال إحصائيا بين المتوسطين الحسابيين لدرجة طالبات مجموعتي الدراسة التجريبية والضابطة على اختبار تنمية المفاهيم العلمية ومقياس الاتجاه نحو مادة العلوم يعزى إلى الطريقة، لصالح المجموعة التجريبية التي درست باستخدام التعليم الممتع. کما أظهرت النتائج وجود فرق دال إحصائيا بين المتوسطين الحسابيين لدرجات الطالبات ذوات مستوى السعة العقلية المرتفع والمتوسط والمنخفض على اختبار تنمية المفاهيم العلمية يعزى إلى مستوى السعة العقلية ولصالح الطالبات ذوات مستوى السعة العقلية المرتفع، وعدم وجود فرق على مقياس الاتجاه نحو مادة العلوم . وبينت النتائج عدم وجود فرق دال إحصائيا بين المتوسطين الحسابيين لدرجة طالبات مجموعتي الدراسة التجريبية والضابطة على اختبار تنمية المفاهيم العلمية، ومقياس الاتجاه نحو مادة العلوم يعزى إلى التفاعل بين الطريقة (التعليم الممتع) ومستوى السعة العقلية. في ضوء هذه النتائج خرجت الدراسة بعدد من التوصيات لجعل تعليم العلوم ممتعا بعيدا عن الحفظ والتلقين، وربط تعليم العلوم بوظيفية المعرفة ، والتطبيق في الحياة. الکلمات المفتاحية: التعليم الممتع ، السعة العقلية، اتجاهات علمية، مناهج وتدريس. The Effect of Using Fun Learning on the Development of Scientific Concepts and The Attitude Toward Science at The Sixth Grade Students with The Different mental capacities :Prepared by Dr. Hatouf Farah Samara Hat_sm3@yahoo.com Assistant Professor of Curriculum & Instruction University of Hail / Sameraa Branch Abstract and The Attitude Toward Science at The Sixth- Grade Students with The Different mental capacities :Prepared by Dr. Hatouf Farah Samara Hat_sm3@yahoo.com Assistant Professor of Curriculum & Instruction University of Hail / Sameraa Branch Abstract This study aimed to investigate the effect of using” fun learning” in developing the scientific concepts andthe Attitude towards the science subject among the sixth-grade students, with different mental capacities. The sample unit amounted to (81) female elementary sixth-grade student, they were randomly assigned into two different groups; experimental & control. Depending on the results of mental capacities’ test, the female students of the above-mentioned groups were assigned to three levels (high, intermediate and low). Mental Capacities’ test, the development of scientific concepts, and the attitude towards science subject combined were used as three methods in order to achieve purpose of the study, in addition to the use of the Analysis of (Two- way Ancova). The result of the study: A statistically significant difference related to the development of scientific concepts’ test and the attitude towards science, attributed to the students with high mental capacities, there is no difference related to the mental capacity concerning to the attitude, there’s no statistically significant difference attributed to the interaction between “fun learning” and the Level of mental capacity. Recommendations: Making science learning fun and away from rote learning, linking science learning with Functional knowledge and applying it in life. Keywords: Fun Learning, Mental Capacity, Scientific Trends, Curriculum & Teaching.

Paraprofessional support and perceptions of a function-based classroom intervention

ABSTRACTParaprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a multiple-component intervention primarily conducted by paraprofessionals in decreasing one sixth-grade student's disruptive behavior. They then used a systematic approach to functional behavior assessment to identify the function of the student's behavior and to design an intervention, which was tested using a single-subject design. Results demonstrated a functional relation between the student's disruptive behavior and intervention. Further, the paraprofessionals and classroom teacher regarded the intervention as favorable, suggesting the intervention was feasible and suitable for the student. Discussion includes implications for practice and future research.

МИХАЙЛО ГРУШЕВСЬКИЙ В УНІВЕРСИТЕТІ СВ. ВОЛОДИМИРА

У статті проаналізовані праці Володимира Міяковського, Марка Антоновича та щоденникові записи студента Михайла Грушевського про період його навчання в Університеті Св. Володимира (1886–1894). Наголошується, що університетське наукове середовище сприяло формуванню його як високопрофесійного вченого і талановитого дослідника української минувшини.

Virtual Learning Environment of the Proportion Topic in Primary School Students

This article demonstrates the technological factors involved in the development of this educational software proposal, which is embodied as a Virtual Learning Environment developed under the Sharable Content Object Reference Model (SCORM) standard version 1.2, using agile software development methodology, SCRUM. This tool supports teacher’s activities in the classroom, this software contains activities that strengthen the topics of ratio and proportion of the sixth-grade student of primary school according to the curricula of Secretaria de Educacion Publica (SEP), in Mexico.

Enhancing Critical Thinking Skills among Students with Learning Difficulties

This study aimed to enhance critical thinking skills among sixth grade student with learning difficulties in mathematics in Jordan by using the CoRT programme. The pre-test-post-test control-group design was used in the study. There was one dependent variable in this study, is, the level of students’ critical thinking skills. For this purpose, a critical thinking test was administered to a sample of 93 sixth grade student with learning difficulties in mathematics from schools in First Amman Educational Directorate in Jordan, before and after a three-month training program. The participants of the sample were distributed into two groups. After that, one group was randomly chosen to be the experimental group, and the other one to be the control group. Results showed that the training programme had a very large -sized effect on the participants’ critical thinking.

Hubungan Antara Motivasi Belajar dan Kecemasan pada Siswa Kelas Vi Sekolah Dasar di Denpasar Menjelang Ujian Nasional

Problems arise where elementary school student’s anxiety increased with the grade level when faced with the evaluation or examination. The problems were most often experienced by students when they will face the exam is a matter of anxiety. Lack of preparation when facing national exam can be overcome by increasing students studying motivation .This study aimed to determine the relationship between studying motivation and anxiety at sixth grade student’s elementary schools in Denpasar ahead national exam . This research is a quantitative correlation research. The subjects were 100 sixth grade elementary school students in Denpasar. Method of sample collection is by cluster random sampling method. Methods of data collection are Studying Motivation Scale which its reliability is 0.804 and Anxiety Scale which its reliability is 0.908. Normality of studying motivation variable is 0.148 and anxiety variable is 0.671. Linearity of variable studying motivation and anxiety variable is 0.002. Data analysis method is Pearson product moment correlation technique. The results show that there is a significant negative relationship between studying motivation and anxiety at Sixth Grade Students Elementary School in Denpasar Ahead of National Exam which its coefficient correlation is -0.303 with its probability value is 0.001. Key words: Studying Motivation, Anxiety, National Exam, Sixth Grade Students, Elementary SchoolProgram Studi Psikologi, Fakultas Kedokteran, Universitas Udayana

The Great War in Russian Memory by Karen Petrone (review)

REVIEWS 911 Petrone, Karen. The Great War in Russian Memory. Indiana-Michigan Series in Russian and East European Studies. Indiana University Press, Bloomington and Indianapolis, 2011. xv + 385 pp. Illustrations. Notes. Bibliography. Index. $39.95. By the end of the first ten months of World War One, Russian losses — killed, wounded and made prisoner — were estimated by Sir Bernard Pares, a British diplomat attached to the Russian army from 1914 to 1917 — at 3,800,000. In 1915, Grand Duke Nikolas Nikolaievich stated, as Warsaw and then Vilna fell to the Germans, ‘The army is drowning in its own blood’. This level of horrendous loss went on until Russia withdrew from the war at the treaty of Brest-Litovsk. And yet, as pointed out by Karen Petrone in her well-researched new book, The Great War in Russian Memory, the Soviet Union, the successor to the Russian empire, ‘was unique among the combatants in the virtual absence of public commemoration of World War I at the level of the state, community, and civic organizations, or even individual mourning’ (p. 5). Her book explores a fascinating and hitherto undertreated facet of Russia’s Great War, arguing that while ‘never officially commemorated’, it was not forgotten. Using a wide scope of material — memoir, literature, film, posters and military histories — she demonstrates persuasively that ‘there was World War I remembrance’ (p. 289) and that it developed and evolved within the Soviet Union in the interwar period. Soviet censorship however, dedicated to creating the myth of the glorious Revolution and ensuing Civil War, consigned World War One memory to the ‘margins of Soviet culture’ (p. 6). Marginalized it may have been, but that did not stop the Soviet state from constantly kneading the official memory into different shapes. This process of change makes the topic particularly challenging. Petrone divides the book into halves: the first dealing with the interwar period, and the second identifying the forces behind its ever-shifting reshaping from the time of the Soviet takeover through to the contemporary Russian Federation. She is thus covering a very wide arc of time. World War One is a distant past for most Russians; but in post-Soviet Russia, with the renewed interest in the tsarist era, this past has become newly relevant. Petrone identifies four key themes that occur from 1914 to 1945: religion, heroic masculinity, violence and patriotism. She devotes a chapter to each, and then in the next chapter, ‘Arrested History’, examines ‘why, when, and how World War I discourse disappeared from Soviet public consciousness’ (p. 199). This chapter inevitably leads to an analysis of Soviet censorship, which Petrone examinesusingfivecasestudies:theriseandfalloftheMoscowMilitaryHistory Museum; the outcome of the Red Army’s projected twelve-volume document collection on World War One; changes in the representation of General Aleksei Brusilov; responses to Remarque’s All Quiet on the Western Front; and finally the fate of three World War One works as evaluated or re-evaluated during the twentieth anniversary of the war’s outbreak. The works chosen here are Sof´ia SEER, 91, 4, OCTOBER 2013 912 Fedorchenko’s The People at War, Lev Voitolovskii’s In the Footsteps of War and Il´ia Feinberg’s 1914. The reader expects her to immediately begin analysing the rise and fall of the Moscow Military History Museum, but is disconcerted to find eight pages of intervening discussion of Glavlit before the subheading, ‘The Rise and Fall of the Moscow Military History Museum’, appears (p. 208). Fortunately for the reader, the narrative then returns to its original plan, and some of the book’s finest material and illuminating insights occur here. She is greatly to be commended for having researched and recorded reader reactions to All Quiet on the Western Front which was officially translated and published in 1933. In these voices from ordinary Stalingrad workers, a sixth grade student who read the novel as a class assignment, and peasants and Komsomol activists, published in 1933 and 1934, we feel the Soviet population’s horror of war. And knowing as we do the enormity of the catastrophe which will hit the Soviet people after the German invasion of 22 June 1941, the sense of doom palpable in a...

A Case Study of Remedial Instruction of a Sixth Grader in Solving of Proportionality Problems in a Dynamic Multiple Representation Computer Environment

We selected a sixth grade student to participate in this study. Prior to remedial instruction, the subject did not understand the concept of proportionality and used ratio formulas excessively to solve problems without any meaning on it. In addition, he could not employ multiple representations to explain his solutions. Using an electronic whiteboard and Geometer’s Sketchpad (GSP) to design the dynamic multiple representations for proportional scenarios in remedial instruction induced the subject has better understanding of proportions as well as a better grasp of the linear relationship between two variables. In the final test, the subject was able to use multiple representations to solve problems and check his calculations, therefore increasing problem solving accuracy.

A cognitive core for common state standards

The purpose of this paper is to illustrate cognitive challenges introduced by Common Core State Standards for Mathematics (2010) with regard to conceptualizing fractions. We focus on a strand of standards that appear across grades three through five, which is best represented in grade four, by standard 4.NF.4a: “[Students should] understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5×(1/4), recording the conclusion by the equation 5/4=5×(1/4).” We argue that supporting such conceptualizations is a critical challenge for teachers and researchers to address in US education, but one fraught with conceptual hurdles for students. We adopt a scheme theoretic perspective and share the case study of a sixth-grade student, to illustrate the ways of operating students need to develop for meaningful attainment of the new standards.

What a Difference a Letter Can Make

What a Difference a Letter Can Make