Sixth Grade Research Articles

The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia

One of the most well-known instructional methods used to enhance Chinese character reading (CCR) is Chinese stem-deriving instruction (CSDI). In this method, CCR is taught via a group of characters (e.g., 清, 情, and 靚) that share the same stem (e.g., 青). However, the effectiveness of CSDI on the CCR of Chinese children with dyslexia remains inconsistent, and the reason may be the diverse designs of this method across studies. Thus, this study aimed to use a quasiexperiment-design study to compare the effects of various forms of CSDI based on the (in)consistency of the extending characters’ sounds, their appearances, and their amount (i.e., how many of them). In total, 122 Chinese third to sixth graders with dyslexia were recruited from primary schools, and they were randomly assigned to one of three groups: (a) visuospatially controlled CSDI ( n = 37; all taught characters shared the same pronunciation), (b) verbally controlled CSDI ( n = 45; all taught characters shared the same structure), and (c) noncontrolled CSDI ( n = 40; all taught characters selected only on the basis of their frequencies). They were tested by CCR and dictation before and after the instruction. We found that CCR was significantly improved in all three CSDI groups, whereas only the verbally controlled CSDI group showed significant improvements in dictation. Furthermore, verbally and visuospatially controlled CSDI earned the greatest benefits in decreasing the visual errors and phonetic errors in CCR and decreasing the radical errors and homophone errors in dictation. Our findings shed light on the effectiveness of CSDI in terms of diverse designs, and frontline practitioners should take our findings into consideration when using CSDI.

Matematik Öğretiminde Matematik Tarihi Kullanımına Örnekler: Ascalon Çarpma Yöntemi, Gelosia Çarpma Yöntemi ve Napier’in Çubukları Yöntemi

The aim of this study is to present the Ascalon multiplication method, Gelosia multiplication method and Napier's rods method, which take place in the history of mathematics, to sixth grade students through activities and to determine the effect of these methods on student achievement, and to get student opinions about this activity. The study group of the research consisted of 60 sixth grade students. A worksheet was used as a data collection tool and an interview form was used at the end of the activity to obtain students' opinions about the activity. According to the quantitative analysis results obtained from the research data, it was determined that the methods taught were effective in increasing student achievement. According to the results of the qualitative analysis, it was concluded that students generally did not encounter such activities much, that they learned the lesson by having fun with such activities, and that their interest in mathematics increased.

The English Language Curriculum at Palestine’s Schools: An Analysis of the Sixth Grade English Curriculum and the Inclusion of a Cultural Spot

This paper surveys the development of the Palestinian educational system in general and the English general and the English curriculum in specific. That is, it illustrates the developmental stages of the educational system across various periods of time and the Palestinian curriculum guidelines together with the achievements. It also addresses the English curriculum of the sixth grade, and analyzes Unit 7 of the 6th Grade textbook. Consequently, some modifications were suggested regarding various skills, and the need of including cultural spots in each unit was highlighted. The researcher suggested some ideas related to the use of role-cards in teaching speaking and cultural spots to teacher reading. For speaking, the researcher planned some role cards, in which each student has a role to play, i.e offering help for the grandparents in collecting olives. For reading, a cultural paragraph about the plant of mango in India was suggested. These sample activities make connections with students experience and the culture of others.

The Effectiveness of Mathematical Modeling in Developing Problem Solving Skills and Self-Efficacy in Mathematics Among Sixth Grade in Palestine

The Effectiveness of Mathematical Modeling in Developing Problem Solving Skills and Self-Efficacy in Mathematics Among Sixth Grade in Palestine

Pengembangan Media Game Edukasi pada Mata Pelajaran IPAS Materi Rangka, Sendi, dan Otot Kelas VI SD Negeri 40 Pontianak Utara

This research aims to produce a product in the form of an educational game media for the IPAS subject with material on the Skeleton, Joints, and Muscles in the sixth grade of SDN 40 Pontianak Utara that can be considered suitable for use. The research and development (R&D) method is employed, adapting the Thiagarajan 4D development model, which includes the stages of Define, Design, Development, and Dissemination. The data sources for this research come from the validation results of two expert validators, practicality questionnaires for teachers, and feedback from students. Data collection involves validators' validation questionnaires and practicality questionnaires. The results of the research indicate that during the development process of educational game media, these four stages have been successfully implemented. The validity level of educational game media in terms of media reaches an average of 4.45, categorized as highly valid, while the material aspect obtains an average of 4.6, also categorized as highly valid. The practicality of using educational game media in the IPAS subject with material on the Skeleton, Joints, and Muscles for the sixth grade by teachers achieves a score of 4.47, categorized as very practical, while by students, it reaches a score of 4.1, also categorized as very practical. Based on the obtained results, it can be concluded that the educational game media developed for the IPAS subject with material on the Skeleton, Joints, and Muscles for the sixth grade can be considered suitable for use in the teaching and learning process.

A short-term longitudinal study on the development of moral disengagement among schoolchildren: the role of collective moral disengagement, authoritative teaching, and student-teacher relationship quality.

The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.

The Impact of Water-sand-wind Natural Resources on the Mental Health of Sixth Graders

The Impact of Water-sand-wind Natural Resources on the Mental Health of Sixth Graders

Motivational Predictors of Schoolchildren’s Moods in a Recess Intervention

Recess provides an opportunity to promote physical activity among schoolchildren. There is limited research on the effects of specific recess interventions, such as moveable equipment, physical structures, or painting playground, on motivational and affective-emotional variables. The study investigated the impact of a recess intervention based on children’s play using their own self-made materials. The researchers examined how this intervention affected basic psychological needs (including novelty), motivational regulations, self-determination index (SDI), and mood states, such as fear, happiness, sadness, and anger in 219 schoolchildren from third to sixth grade. The multivariate analysis of variance and univariate analyses found a decrease in identified, introjected, and external regulations, amotivation, and fear and an increase in SDI by grade. Boys scored higher on autonomy, competence, external regulation, and anger while girls scored higher on happiness. SDI and novelty were predictors of happiness in boys while relatedness was the main predictor for girls. Relatedness negatively predicted anger in boys. SDI negatively predicted fear and sadness in both genders. These findings suggest that recess interventions should consider motivational and emotional differences by grade and gender to promote physical activity and well-being in schoolchildren.

Pemanfaatan linguistik generatif transformasional dalam pengajaran pengembangan kalimat berbasis muatan lokal pada Siswa Sekolah Dasar

This research uses a library research approach that prioritizes philosophical analysis over empirical data testing. There are three important points studied in this research, namely learning sentence analysis in elementary school students using a transformative generative linguistic approach, the application of types of transformation in learning sentence analysis, and the relevance of learning sentence analysis by utilizing local content. The results of this study are projected to be used as a reference source for language teaching guidelines that further develop language creativity, especially the use of sentences. The generative transformational linguistic approach developed by Chomsky, offers an interesting theoretical framework for understanding sentence variation and its underlying structural transformations. Implementation of sentence analysis teaching based on a transformational generative linguistic approach to elementary school students requires implementation steps that are appropriate to the level of cognitive development and language skills of students at the elementary school level, namely the initial stage (first and second grade students), the middle stage (third grade students and four), and advanced stages (fifth and sixth grade students). Implementation of the transformational generative linguistic approach can be carried out through several stages, namely introducing the basic ideas of generative grammar, understanding the basic structure of sentences, understanding syntactic transformations, transformation exercises and case studies. Local cultural inclusion can be utilized in teaching sentences to elementary school students. Students can use language in their own cultural context, consider variations in linguistic expression, and explore the cultural strengths of sentence structure.

Ancient Greek Exhibits in Europe: Fostering Argumentative Discourse and European Citizenship Education in a Sixth Grade Scenario

Ancient Greek Exhibits in Europe: Fostering Argumentative Discourse and European Citizenship Education in a Sixth Grade Scenario

Discussing a Concept for an Online Learning Platform with Rural Sixth-Grade Students in Mind: Evidence-Based Guidelines for Designers, Teachers, and Policy Change

While considerable research recognizes the need to promote linguistic and sociocultural learning among youth English language learners (ELLs) in rural communities, less research has explored the advantages of human-centered design (HCD) in achieving this goal. This study branches from a larger design research project to develop an online learning platform (FUNREAD), co-designed with English language teachers (ELTs), to promote linguistic and sociocultural learning among sixth grade ELLs in rural communities in Costa Rica. This study uses an HCD lens to analyze group interview data from two key national-level English curriculum advisers’ insights and suggestions for improving language learning, equity, and representation for rural ELLs in Costa Rica. Key findings include (1) the need to adapt teaching materials and available technologies to demographic characteristics of rural ELLs, (2) especially when rurality plays a major role in how teaching, materials development, and curricular decisions are made. The study concludes that social justice education, with an emphasis on equity, representation, and translanguaging to support English language acquisition, is crucial to the development of effective teaching materials for rural ELLs in Costa Rica. Evidence-based guidelines derived from HCD are provided to assist in the development process.

Attitude toward career development in Japanese medical students: a questionnaire survey

ObjectivesThe study aimed to evaluate attitudes of Japanese medical students toward career development, including the acquisition of medical specialty and doctorate degree qualifications.DesignThis involved a web-based questionnaire survey.SettingWe asked medical...

Astrobook Booklet and Its Impact on The Sixth Graders’ Scientific Literacy

According to the 2018 PISA research, pupils’ scientific literacy during science sessions was deficient. An effective approach to address this issue is through the utilization of printed educational materials in the form of booklets. The current study aimed to create a booklet called Astrobook as an educational tool to enhance the sixth-grade students’ scientific literacy, specifically in comprehending the solar system. We utilized a Research and Development (RD) method in conjunction with the ADDIE development model. The study instruments comprised validation sheets that were given to specialists in instructional media, content, technique, and language. We also administered surveys to educators and 19 students in the sixth grade to assess the book’s feasibility. The expert validation yielded an average score of 87.54 (highly feasible). The field trial showed a student response score of 100%. The N-Gain score, as determined by the effectiveness test, met the criteria for a medium level of effectiveness, with a mean score of 0.54. The results of this study suggest that the Astrobook booklet is effective in facilitating the learning process and enhancing students’ scientific literacy.

Self-Efficacy of Parents of Boys in Sports Clubs on Meal Preparation and Boys' Dietary Intake: A Cross-Sectional Study of Soccer Clubs.

This study examined the relationship between parents' self-efficacy for preparing meals combining the five food groups (grains, fish and meat, vegetables, milk, and fruits) and the dietary intake of their children who were elementary and junior high school students belonging to a sports club. A total of 365 children completed a self-reported dietary intake form, and their parents completed a questionnaire on self-efficacy for preparing meals combining the five food groups. Logistic regression analysis was conducted to assess the relationship between the children's intake of the combined five food groups and parents' self-efficacy score, with frequency of meals combining the five food groups as the dependent variable and the self-efficacy score as the independent variable. In a multivariate logistic regression analysis that was higher self-efficacy scores were associated with a higher frequency of meals that contained all five food groups, with an odds ratio of 1.06 (95% confidence interval: 1.00-1.12; p=0.036). Significant positive correlations were also found between parents' self-efficacy and the number of times children consumed four food types (fish and meat, vegetables, milk, and fruits) at breakfast and three food types (grains, milk, and fruits) at dinner. These findings suggest that parents' self-efficacy for preparing meals combining the five food groups was associated with the number of meals with all five food groups consumed by their children, who were fifth and sixth graders in elementary and junior high school and belonged to sports clubs.

A Consensual Qualitative Research on Work Values of Elementary School Students in South Korea

This study aims to explore the work values of elementary school students in the early stages of career development. A total of 304 students in fifth and sixth grades from metropolitan areas of South Korea answered a questionnaire asking about three jobs they wanted, three jobs they did not want, and their reasons. The data were analyzed through a consensual qualitative research-modified method. The participants were classified into eight categories and 21 domains for the jobs they wanted and seven categories and 15 domains for the jobs they did not want. The categories for the jobs they wanted were recognition, contribution, ability, relationship, money, stability, interest, and ease. The categories of safety and health, contribution, ability, money, stability, interest, and ease were identified for the jobs they did not want. The implications of the results for career education, career counseling, and future research were discussed.

초등학생 대상 지구시민교육의 효과 평가

This study aimed to evaluate the effect of Earth Citizenship Education by a non-profit corporation on sixth-grade students in elementary school. To this end, from April to July 2023, education and campaigns were conducted, targeting one class of sixth graders at N Elementary School in Seoul, selected for the Global Citizenship Education Program encompassing food education, environmental education, and social education. First, Food education covered three topics and a campaign promoting the right food practices. These include ‘nutrition balance and taste education,’ ‘food labeling education’, and ‘animal welfare education’. Similarly, environmental education covered three themes and school clean-up campaigns: ‘proper cleaning class,’ ‘blue ocean class’, and ‘virus and earth environment class’. Finally, social education focused on two topics: ‘cognitive domain and media literacy’, and ‘project design,’ emphasizing empathy education for fostering coexistence. Over ten weeks, professional instructors visited the school for 80 to 90 minutes each week to deliver experiential face-to-face lectures and organize practical missions. To assess the effect of Earth Citizenship Education, students' knowledge, attitudes, and behavioral aspects related to each topic were surveyed before and after the education. The first survey, aimed at capturing immediate effects, was conducted one week after the education, while the second survey was administered a month later to confirm the continuity of behavioral changes. The collected data underwent statistical analysis using SPSS 21.0. Results reveal that elementary school students’ scores across knowledge, attitude, and behavioral areas improved by 13.2, 23.0, and 10.0 points, respectively, post 1st and 45.1 post 2nd. The average scores stood at 86.4, 77.4, and 59.4 points post 1st and 94.5 points post 2nd. Environmental education recorded improvements of 9.6, 13.3, and 5.9 points post 1st, and 37.6 points post 2nd, with average scores of 76.2, 79.2, and 64.4 points post 1st, and 96.1 points post 2nd. In addition, social education showed improvements of 9.0, 2.7, and 6.1 points post 1st and 40.0 points post 2nd, with average scores of 84.0, 75.5, and 47.8 points post 1st and 81.7 points post 2nd. Elementary school students expressed high satisfaction with Earth Citizenship Education, especially the student-centered learning consisting of direct activities and experiences, with average scores of 84.9 and 75.2 points for food education, 83.0 and 75.6 points for environmental education, and 80.0 and 75.0 points for social education. However, there remains room for improvement in the recommendation scores. In conclusion, the study confirms that Earth Citizenship Education provided by the local community effectively changed elementary school students’ knowledge, attitudes, and behaviors. In addition, it was confirmed that the sustained effect on behavioral change could be attributed to teacher intervention aligned with the school curriculum, such as subject-related campaigns, providing review materials, and activities in Practical Arts subjects. Consequently, continuous post-education intervention can effectively bring about changes in knowledge, attitudes, and behaviors through proper food, environment, and social practices in daily life. Furthermore, this study can potentially contribute to developing a customized educational model in Practical Arts subjects through collaborations between local communities and schools.

여학생의 음악줄넘기 프로그램 참여가 신체적 자기개념에 미치는 영향

Purpose: The purpose of this study was to find out how Music jumping rope affects physical self-concepts of female elementary school students, among the programs being conducted at the gymnasium where martial arts is practiced and the special gym for jumping rope.
 Method: For the study, a total of 545 female students in the third and sixth grades of elementary school who are exercising at the Jumping Specialized Gymnasium and the Amphibious Training Center, which are applying the jump rope program, were surveyed in Gyeonggi Province. The survey analysis in this study used SPSS/Window 20 and calculated exploratory factor analysis and Cronbach-α to find out the validity and reliability of the inspection tools to examine the participation of the Music jump rope program, physical self-concept.
 Results: They showed significant differences in sports ability, appearance, muscle strength, physical activity, and self-esteem, which are sub-concepts of physical self-concepts (p<.05, p<.000), and psychological well-being did not indicate any significant differences.
 Conclusion: Musical jumping rope exercise provides the maximum exercise effect and strengthens physical strength, influences physical growth and development, improves physical activity, and self-esteem. As effective exercise methods are combined with music, the positive side of the rope jumping exercise program is that you can exercise continuously without getting bored. This can be seen as an effect.
 Interdisciplinary Research Implications: In the future, it is believed that follow-up research will be needed on the construction of a convergent program and practical operation guidelines for rope jumping exercise.

Implementasi Media Diorama dalam Meningkatkan Kreativitas Siswa

This research aims to increase student creativity by implementing diorama media so that students can learn optimally. This descriptive research uses a qualitative approach using exploration or research strategies that produce interesting information. The data for this research is derived from both primary and secondary sources. Primary data sources predominantly encompass interviews conducted with school principals, homeroom teachers, and regular teachers. Additionally, secondary data can be acquired through the means of observations and document analysis. Various data collection methods are employed in this study, which include interviews, observations, and document analysis. The research outcomes facilitate the identification of four crucial aspects concerning the implementation of diorama media. Initially, identify the application of educational media in the sixth grade. Subsequently, develop diorama media with a focus on environmental conservation. Third, carry out the trial process of diorama media, emphasizing environmental care in the sixth grade. Fourth, reflection to produce designs and improve the practical implementation of solutions. Based on the results of this research, the implementation of diorama media carried out on sixth-grade students at Madrasah Ibtidaiyah Az-Zainiyah III can increase students' enthusiasm for learning and increase their creativity so that in learning students not only act as listeners but can also express their opinions through media that can be studied.

Danish third, sixth and eighth grade students’ strategy adaptivity, strategy flexibility and accuracy when solving multidigit arithmetic tasks

In this paper, the multidigit arithmetic-related strategy adaptivity, strategy flexibility and solution accuracy of Danish compulsory school students is examined. Participants, 749 grade three, 731 grade six and 818 grade eight, were drawn from twenty demographically different schools. Drawing on a tri-phase assessment tool, each student completed a series of tasks designed to elicit shortcut strategies. First, students solved each task by means of their preferred strategy; those using shortcut strategies were construed as adaptive for that task. Second, students solved the same tasks by means of whatever alternative strategies they had available; those offering at least two strategies were construed as flexible for that task. Third, for each task, students were asked to indicate which of their strategies they believed was optimal. Across all grades, students were more flexible than adaptive. Overall, sixth graders exhibited higher levels of flexibility than third graders and marginally lower levels than eighth graders. Sixth graders exhibited higher levels of adaptivity than those in either grade three or grade eight. Students’ accuracy, which improved with maturation, was influenced positively by both adaptivity and flexibility, with flexibility having the greatest influence in grade three and adaptivity in grade six. The findings raise further questions concerning, inter alia, culture’s influence on students’ strategy choices and the interaction of adaptivity, flexibility and maturity on accuracy.

Pengukuran dan Penilaian Status Gizi Anak Sekolah Dasar Negeri 100 Kendari Menggunakan Indeks Massa Tubuh Menurut Umur

<p><em>The growth and development of school-age children are linked to their nutritional status. It is necessary to monitor the nutritional well-being of these children, as issues during this crucial period can have lasting effects on their future and impact the overall quality of human resources. This research was performed to measure and assess the nutritional status of elementary school children at State Elementary School 100 Kendari based on the Body Mass Index for Age (BMI/A). The participants were pre-adolescents aged between 10-12 years old at the fourth, fifth, and sixth grade totaling to 63 students. The anthropometric measurements of weight and height was used as the primary method for assessment. Nutritional status was determined through the BMI/A. The results indicate that in the fourth grade, 12 students (57%) were classified as underweight, 8 students (38%) as normal, and 1 student (5%) as overweight. Similarly, in the fifth grade, 10 students (48%) were under weight, 8 students (38%) were normal, and 3 students (14%) were overweight. In the sixth grade, 9 students (43%) were under weight, 9 students (43%) had a normal nutritional status, and 3 students (14%) were overweight. Regular monitoring of nutritional status is emphasized as a preventive measure against nutritional problems in school-age children. </em></p>