Sixth-grade Students Research Articles

Comparing options for screening of reading difficulties in middle school: Do teacher ratings improve accuracy?

Reading problems may emerge beyond the primary grades when the linguistic and cognitive demands of reading comprehension increase in middle school. The accurate identification of students requiring supplemental reading instruction is critical to provide remediation and decrease the prevalence and likelihood of reading problems in secondary settings and beyond. Nevertheless, research guidance on middle school reading screening is scarce. This study analyzed data from 193 sixth-grade students across 12 classrooms to examine (a) how well various reading screeners predicted proficiency on the year-end state assessment, (b) what combinations of reading screeners were most accurate, (c) the extent to which a brief teacher rating improved classification accuracy, and (d) the agreement rates between the most accurate combinations of screeners. Screeners included the Sight Word Efficiency, oral reading fluency (ORF), maze, and a multiple-choice reading comprehension (MCRC) assessment. Results from logistic regressions and receiver operating characteristic curve analyses suggested that no single screener was appropriate for use and that combinations of two or three screeners assessing different reading skills improved classification accuracy (i.e., ORF + MCRC, ORF + maze + MCRC). Moreover, teacher ratings further improved classification accuracy but its predictive value depended on the combination of screeners. Finally, there was a high agreement regarding which students were identified as needing intervention between these combinations of screeners. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic?

A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction among sixth graders in Tromsø Municipality, Norway, and identifies factors that might explain this relationship. Data were collected from 338 sixth-grade students, with an 85.5% response rate. In this study, we investigate through quantitative analyses whether there is a correlation between students dreading PE and their overall school satisfaction. We find a relatively low correlation between these factors, indicating that dreading PE may be related to factors beyond general school satisfaction. Three significant predictors of students’ apprehension towards PE were identified: self-confidence and self-esteem, discomfort in changing into gym clothes in communal locker rooms, and reluctance to collaborate indiscriminately with peers. These factors could indicate a performance-oriented climate, which contrasts with the mastery-oriented approach emphasised in the national curriculum. The findings highlight the need for PE to be taught in a way that aligns more closely with the curriculum. This study suggests that addressing these issues requires educators who are formally trained to foster a supportive and motivating environment and calls for further research into the translation of curriculum objectives into teaching practises.

Assessing Parental Engagement's Influence on Elementary Students' Language Proficiency Development

Aim: In this research, the influence of Jordanian parents on their children's English language development in sixth grade is examined. The study's goals could only be met with the help of a pre- and post-test designed to evaluate the participants' English language skills. There were fifteen English-language questions on the test. Method: Female students in sixth grade from two public schools in the Irbid 1st Directorate of Education served as the study's sample (92). There were 46 in the control group and 46 in the experimental group. The teachers' guide group followed the conventional approach, while the experimental group used the Parents' Participation strategy. Results: By comparing the pre- and post-test scores of the experimental and control groups, the study determined whether or not parental participation improved sixth graders' speaking abilities. In comparison to the control group, which had a pretest mean of 60 (standard deviation=9) and a posttest mean of 70 (standard deviation=10), the experimental group that included parents had higher scores on both the pretest and posttest (mean=65, SD=8). In spite of these gains, there was no statistically significant difference in the groups' overall teaching strategies according to the ANOVA results (F value=1.25, p=0.267). This suggests that parental involvement may result in higher scores, but it does not necessarily affect the effectiveness of the tested teaching strategies. Additionally, the results showed that the experimental group routinely beat the control group, which is encouraging but not conclusive evidence of a substantial effect on the improvement of students' public speaking abilities. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Blindfold game in vocabulary mastery enhancement to Indonesian EFL young learners

The objective of this study was to evaluate the effectiveness of the Blindfold game in enhancing vocabulary mastery among students. A quasi-experimental design was utilized, involving both control and experimental groups. Sixth-grade students from a Demak elementary school participated in the study, which employed a non-random sampling method. The research sample included an experimental group consisting of 22 students from class VIA and a control group of 21 students from class VIB. Data on students' vocabulary knowledge were collected through a vocabulary exam comprising 15 multiple-choice questions and 10 matching items, administered via pre-tests and post-tests. The researcher analyzed the data using a t-test and SPSS 23. The pre- and post-test scores for the experimental group were 60.91 and 78.18, respectively, while the control group achieved scores of 56.76 and 60.95. The statistical analysis indicated a significance level (2-tailed) of less than 0.05, resulting in the rejection of H0 and the acceptance of H1. In conclusion, the Blindfold game has been demonstrated to be an effective instructional tool for improving vocabulary knowledge among Indonesian EFL young learners. The game not only enhanced students' vocabulary mastery but also increased their motivation to learn English. Accordingly, it is recommended that teachers utilize diverse teaching methods to foster students' learning motivation, encouraging them to become engaged and enthusiastic participants in class.

Associations Between Social Norms and At-Risk Status for E-Cigarette Use: A Sex-Stratified Analysis of Texas Sixth-Grade Students

Associations Between Social Norms and At-Risk Status for E-Cigarette Use: A Sex-Stratified Analysis of Texas Sixth-Grade Students

Error-based Activity Applications in Sixth Grade Fraction Teaching

This study aims to determine how the error-based activity (EBA) applications used in teaching fractions to sixth-grade students affect the academic achievement of the students, the perceived error climate in the classroom, student math anxiety levels, the permanence of the knowledge, and student views on the EBA applications. In the quantitative part of this research, a mixed-method study, a quasi-experimental design with a pretest-posttest control group was used to examine the effects of EBA applications on math achievement, math anxiety levels, classroom error climate, and permanence. A purposive sampling method was used to collect the quantitative data for the study. In the qualitative part of this research, a case study, semi-structured interviews were conducted with nine volunteers from the experimental group to determine the student views of EBA practices. Analyzing the data obtained showed that EBA had a positive effect on student success, positively affected the perceived error climate in the classroom, and effectively reduced student math anxiety levels and made the knowledge permanent. Apart from this, the results indicated that EBA applications positively affect students in terms of cognitive and affective aspects, increase the quality of teaching, and can be effective in different subjects and courses.

Analysis of Intervention Effects of Prototyping Utilizing UI Stencils in Elementary School Students

This study examines the impact of using stencils in paper prototyping on work time, subjective burden, and idea generation among Japanese sixth-grade students, focusing on the role of personality traits, specifically openness. Two groups were involved: Group 1 used stencils after a lecture, and Group 2 worked freehand without prior instruction. Results showed no significant difference in work time; however, a reduction in subjective burden was noted in the stencil group. While no significant correlation was found between openness and the number of stencil icons used, children with higher openness scores engaged more intensively, suggesting that stencils influence the quality and depth of engagement. The findings highlight the importance of tailored educational approaches to enhance learning outcomes.

An Investigation into Secondary School Students' Skills in Using Symbols, Operations, Concepts and Rules in Mathematical Modeling Applications

This study aims to examine the symbols, operations, rules and generalizations used by sixth grade students in mathematical modeling processes. Using the Teaching Experiment method, data was collected through student worksheets and video recordings. Analyzes showed that students correctly used previously learned symbols such as +, =, /, discovered new symbols, and applied their own strategies during modelling. Mathematical modeling activities helped students make interdisciplinary connections and relate concepts to daily life. The students correctly used the concepts they had previously learned and discovered new concepts, but it was determined that they needed more time and practice to generalize. The study emphasizes the importance of applying mathematical modeling activities frequently and with a variety of topics.

Differential Contributions of Peer and Teacher–Student Relationships to Mental Health in Early Adolescence

This longitudinal study examined the unique contributions of positive and negative dimensions of early adolescents’ relationships and interactions with teachers and peers to self-esteem and depressive symptoms. Teacher–student relationships and interactions were measured by student reports of teacher closeness and conflict as well as observations of teacher praise and reprimands to the class. Peer acceptance and friendship quantity were used as positive dimensions of peer relationships, and peer rejection and number of mutual antipathies were used as negative dimensions. Data from 990 fourth- to sixth-grade students across 13 schools (53.35% girls, M age = 10.61 years, SD = 0.91) were collected over three waves in one school year. Teacher conflict and peer antipathies predicted depressive symptoms. Teacher closeness, teacher conflict, and friendship quantity predicted self-esteem. The findings highlight the importance of relationships and interactions with both peers and the teacher for early adolescents’ mental health and the need for a multidimensional view on school social experiences. Impact Statement Findings of this study show that it is important to consider multiple dimensions of early adolescents’ relationships and interactions with their teachers and classmates when studying social experiences and when aiming to improve their mental health.

The Impact of Cool and Warm Color Tones in Classrooms on the Perceived Emotions of Elementary School Students in Northwest China

Although it has been shown that color can influence mental health and behavior, few studies have discussed the effects of cool and warm colors in classrooms on the perceived emotions of elementary school students. In this study, we investigated the emotional changes of elementary school students in Yinchuan City, Northwest China in classrooms with cool and warm color tones. By using the Positive and Negative Affect Scale for Children (PANAS-C), the emotions of 123 third- to sixth-grade students in classrooms with cool and warm color tones were measured. We found the following conclusions: (1) Overall, the emotional responses of the subjects in both the cool- and warm-colored classrooms showed a tendency for positive emotions to be higher than negative emotions. (2) There was no significant difference between the effects of cool and warm colors on the overall emotion of elementary school students, but there were significant differences in specific emotions; Compared to warm colors, cool colors had a more significant effect on increasing feelings of calm (β = −0.365, p = 0.041). Compared to cool colors, warm colors were more likely to cause participants to feel mad (β = 0.186, p = 0.099). (3) The effects of cool and warm colors on students’ emotions differed significantly by gender and grade level. Cool and warm color tones had a significantly greater positive impact on females. In contrast, cool and warm colors had a more pronounced effect on males’ negative emotions. In addition, we found that grade level was significantly negatively correlated with overall emotion (β = −0.696, p < 0.001), with lower grades perceiving emotion more positively than higher grades. These findings provide important insights into the spatial design of elementary school classrooms and provide valuable comparative data for studies in different regional and cultural contexts, further enriching the empirical support of color psychology theory.

Incorporating different modes in courseware for conceptual learning

ABSTRACT This quasi-experimental study aims to compare the effects of using combinations of written text, animation and narration in multimedia courseware. 114 sixth grade students assigned in three conditions were participated in the study. Three versions of the courseware with combinations of animation, text and narration were developed taking modality into account. The three groups were taught by using three different versions of the courseware. As a result, there was no significant difference between the test results for conceptual learning were found. However, students’ evaluations showed that learning from different forms of knowledge caused some slight differences in their cognitive processes. Suggestions for designers to use appropriate forms of knowledge in courseware are also included.

Identifying Culturally Relevant School Support Profiles and Links to Academic Functioning in Adolescents.

There is limited knowledge about patterns of adolescents' experiences of general teacher support and support for critical consciousness and cultural competence development in school settings, which are key experiences proposed to promote academic functioning. Furthermore, less is known about potential developmental and ethnic-racial differences in these patterns. Using a person-centered approach, this study examined culturally relevant school support profiles in a sample of sixth and ninth grade students (N = 717; 49.9% girls) from the U.S. Southwest. Participants were aged 10 to 18 years (M = 13.73; SD = 1.54) and were ethnoracially diverse (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Four culturally relevant school support profiles were identified: (1) low general, devoid cultural & critical support; (2) moderate general, moderate cultural, & devoid critical support; (3) high general, moderate cultural & critical support; and (4) high general, cultural, & critical support. Youth in the high general, cultural, & critical support profile had higher concurrent emotional and behavioral engagement. No significant differences were found between early (6th grade) and middle adolescent (9th grade) youth, pointing to the relevance and associations of the identified profiles across development. One significant difference emerged when comparing White and ethnoracially minoritized youth; among White youth, those in the high general, cultural, & critical support and high general, moderate cultural & critical support profiles had higher academic expectations than those in the low general, devoid cultural & critical support profile. The discussion focuses on characterizing heterogeneous and culturally relevant school support profiles, the associations between these profiles and indicators of academic functioning for ethnoracially diverse youth to advance developmental theory and the importance of promoting culturally relevant school support practices to foster developmental competencies among youth.

Initial Witnessing on Future Witnessing: A Mediation Analysis of Chronic Community Violence, Post-Traumatic Stress, and Delinquency in Urban, African American Youth.

Witnessing community violence can predict negative mental health outcomes for youth such as post-traumatic stress symptoms and delinquent behavior. Such outcomes differ by gender. Variables that predict witnessing community violence in youth are less understood. This study aims to explore potential pathways between initial witnessing and continued witnessing for early adolescents. The relationship between witnessing as a predictor and witnessing as an outcome is hypothesized to be mediated by both post-traumatic stress and delinquency and moderated by gender. A sample of 153 African American, sixth-grade students (M= 11.65, 59% female) in high crime, high poverty areas completed self-report surveys at baseline, 12 and 24 months. Moderated serial mediation was used to assess longitudinal associations. For the full model, delinquency at Time 3 was associated with a positive change in witnessing at Time 3. Gender moderated several paths. For girls, witnessing at Time 1 was predictive of high post-traumatic stress (aggregate) at Time 2 and high delinquency at Time 3. For girls, witnessing at Time 1 also was predictive of higher hyperarousal and higher intrusion subscale symptoms than other symptoms at Time 2. Analyses also indicated that hyperarousal at Time 2 significantly predicted witnessing at Time 3 for girls only. Lastly, delinquency at Time 3 was associated with a positive change in witnessing at Time 3. For boys, no analyses indicated witnessing at Time 1 as a significant predictor. Results contribute to our understanding of the trajectory of witnessing community violence and the roles both post-traumatic stress subscales and delinquency play in that trajectory, especially among girls.

“They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

Despite the volume of research on empathy and prosocial behavior, there is a dearth of studies exploring early adolescents’ experiences of practicing cognitive empathy and prosocial behavior. Without understanding both the challenges and opportunities of these two skills, we cannot effectively support their growth during this critical developmental period. This study aims to fill this gap. Sixteen sixth-grade students from two middle schools in a small Northeastern city in the United States participated in semi-structured interviews about their experiences of practicing cognitive empathy. Three themes appeared in student responses: preparing, cognitively empathizing, and responding. Youth experienced unique challenges in each of these components, including masking, relational distance, emotional awareness and regulation, capacity, misunderstanding, and negative peer pressure. The authors suggest a three-pronged approach—focusing on skills, relationships, and the social environment—to address these challenges and bolster adolescents’ unique strengths to promote cognitive empathy and prosocial behavior in middle schools.

The effects of Chinese calligraphic handwriting education on positive mental characters and academic emotions in Chinese primary school students

The current research tested the relationship between Chinese calligraphic handwriting (CCH) education and student academic emotions. Using a quasi-experimental, cross-sectional design, we recruited 448 third- to sixth-grade students, and about half of them (N = 228) come from a CCH specialist school and the other half (N = 220) from a general primary school. We examined the relations between CCH education and student outcomes in two ways: comparing the means of academic emotions between the two groups and investigating the associations between the CCH level of the CCH students (rated by CCH teachers) and their academic emotions. Results showed that compared with the control group, CCH group had a higher level of positive low arousal of academic emotions. Within the CCH group, however, more significant associations were found between CCH level and student outcomes. We further found the interaction effect of CCH level and positive mental characters on academic emotions, specifically, the positive low arousal and negative high arousal academic emotions. Limitations and implications of the study were discussed.

Motivation and Behavioral Engagement: The Mediating Role of Mathematics Self-Efficacy in Primary Education

The primary objective of this study is to explore the interrelation between motivation, self-efficacy, and behavioral engagement in primary school mathematics learning. This study also examines the mediating role of self-efficacy in the relationship between motivation and behavioral engagement. The research involved 660 fifth and sixth grade students in four schools in Surabaya, Indonesia. The data collected was analyzed using structural equation modeling. The study revealed that motivation is key to enhancing students’ self-efficacy and behavioral engagement during mathematics learning. Additionally, self-efficacy was found to be linked with students’ behavioral engagement. Furthermore, self-efficacy was identified as a mediator in the relationship between motivation toward mathematics and behavioral engagement during mathematics learning. The study provides valuable insights into these variables in the Indonesian context, particularly in elementary schools for mathematics learning. The research also discusses the implications of the study for teaching practices.

The Effect of Engineering Design-Based Science Instruction on 6th-Grade Students’ Astronomy Understandings

Astronomy education is essential for STEM education in primary schools, and integrating engineering design-based science education enhances student engagement and achievement in the field of space science. Integrating engineering design into science education is essential for students to excel in astronomy and to meet the requirements of contemporary society. This study investigated the effect of engineering design-based instruction (EDBI) on the understanding of astronomy concepts among sixth-grade students. The study included a cohort of 37 sixth-grade students from a public school. It was carried out using a one-group pre-test, post-test experimental design. All participants received EDBI that was based on the objectives of the 6th grade “Solar System and Eclipses” unit. Statistical analyses were employed to ascertain the effect of astronomy instruction based on engineering design on students’ comprehension of astronomy concepts. The results indicated a significant difference in the average scores of students’ understanding of astronomical concepts before and after being taught using EDBI.

An innovative approach in middle school science courses: effects of collaborative augmented reality activities on motivation, cognitive load, and satisfaction

ABSTRACT This study examines the effects of collaborative augmented reality activities supported by the 5E teaching model on students’ motivation, cognitive load, and satisfaction levels in a science course. In this context, explanatory design, one of the mixed research methods, was used in this study. The research process was conducted with 18 sixth-grade (5 girls and 13 boys) students studying in a private school for four hours a week for four weeks in a science course. In the quantitative dimension of the study, the effects of collaborative augmented reality activities were examined using one group pretest-posttest design through questionnaires and scales, and student views were evaluated through semi-structured interviews as a result. The quantitative data analysis used the Wilcoxon signed-rank test and descriptive statistics methods. Qualitative data were analyzed through the content analysis method. As a result of the study, it was observed that collaborative augmented reality activities positively affected students’ motivation and satisfaction levels in the science learning process. In addition, collaborative augmented reality activities contributed to balancing the cognitive load. In this regard, it can be asserted that students’ learning processes can be made more effective using collaborative augmented reality activities, especially in teaching complex science subjects.

IMPROVING SIXTH GRADE STUDENTS’ LANGUAGE LITERACY BY UTILIZING DIGITAL MULTILINGUAL THEMATIC DICTIONARY

This recent study examines the impact of the Digital Multilingual Thematic Dictionary in improving students’ literacy skills; ability to read and write which built from vocabulary. The findings of this research are expected to show a significant impact after the application of digital multilingual thematic dictionaries in improving students' literacy skills. Kurt Lewin’s Classroom Action Research (CAR) consist of planning, acting, observing, and reflecting was employed in this study. The subject of this study was sixth-grade students of SD N 3 Banjar Jawa in the first semester of 2023/2024, which involved one class with a total of 30 students. The instrument used in this current research were literacy skill tests which include pre-test and post-test questions. The results of this study were analyzed with quantitative descriptive using descriptive statistical analysis. The descriptive statistics analysis was carried out with the aim of knowing the mean, median, mode, and dispersion which includes range, standard deviation and variance. The result of this study was based on the improvement in each student score from pre-test, post-test 1 and post-test 2. The research finding showed that the use of the Digital Multilingual Thematic Dictionary significantly improves language literacy skills of sixth-grade students. Thus, it can be concluded that Digital Multilingual Thematic Dictionary can improve students’ language literacy skills.

Asynchronous virtual exchange and young English learners’ intercultural communicative competence

Abstract Virtual Exchange, by definition, connects groups of students in different countries for online intercultural communication (Lewis & O’Dowd, 2016). This exploratory study presents and analyses an asynchronous video exchange between sixth grade students in two countries with the goal of exploring which of Byram’s objectives for intercultural communicative competence (2021) can be addressed with young learners. The asynchronous video exchange project presented in this article was carried out between young English learners in Germany and English L1 speakers in the United States. Transcripts and observation notes from project meetings in Germany and transcripts of two videoconferences held with the two groups at the beginning and end of the exchange were analyzed qualitatively using Byram’s objectives for intercultural communicative competence (2021) as deductive codes in order to reveal which objectives were addressed during the exchange project. Eighteen of Byram’s 30 objectives were addressed to some degree in the current project. Those objectives will be discussed and considerations for future exchanges will be presented in view of these initial results.