Skills In Primary School Research Articles

TEKSTO SUVOKIMO GEBĖJIMŲ UGDYMAS 2 KLASĖJE PANAUDOJANT BEŽODES KNYGAS

The development of text comprehension skills in primary school is constantly seeking new ways of engaging students of different abilities. One such innovation is wordless books. Given the lack of information on the use of such books, the aim of this study was to investigate the impact of wordless book-based educational activities on the text comprehension skills of second grade students. The method chosen for the study was participatory action research. Three educational activities were planned and carried out to observe students' activity. Before and after the educational activities, the students' comprehension of the fiction text was measured. The methods used for data collection were: analysis of pedagogical literature, written questionnaire, informal natural indirect observation. The questionnaires used to investigate the text comprehension skills were specially designed and identified 4 main skills of fiction text comprehension (finding clearly presented information, making inferences, integrating and interpreting ideas and information, examining the content and details of the text, evaluating). The participants were selected by convenience sampling. The participants were 17 second grade students from one school class. Based on the results of the text comprehension skills test, 3 educational activities based on reading wordless books were designed. All the educational activities followed a single lesson model: at the beginning of the activity, students were introduced to the topic and objective of the lesson, followed by a collective reading of a wordless book, a discussion, a creative task and reflection. The study showed that the wordless book-based activities had a positive impact on some of the second grade students' inference and integration of ideas and information, and interpretation skills. The wordless book activities were more engaging for students with lower levels of educational achievement. Keywords: wordless books, text comprehension skills, primary education, language development

Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan

English-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students’ English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers’ English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers’ English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers.

Особенности сотрудничества учащихся начальной школы в зависимости от характеристик образовательной среды

The relevance of the study is due to the requirements of the Federal State Educational Standard for Primary General Education which records meta-subject learning outcomes. These results include the mastery of such cooperation skills as setting the goal of a collaborative activity and defining the ways to achieve it, role allocation, mutual control, self- and peer-assessment of students’ behavior, and constructive conflict resolution. The purpose of the study is to determine the characteristics of the learning environment in which students demonstrate a high level of cooperation skills. The study hypothesizes that students demonstrate a higher level of cooperation skills in the environment that provides opportunities for their free activity, independent choice, reliance on their personal interests, independence of judgments and actions, structured and psychologically safe competence, i.e. satisfying the child’s needs for autonomy, and connectedness with others. Participants: 1384 fourth-graders and management teams from 37 secondary schools in 21 regions of the Russian Federation. Methods (tools): to assess cooperation skills we used the monitoring tool “4C” (c ritical thinking, creativity, communication, cooperation) developed at the Center for Psychometrics and Measurements in Education at the HSE Institute of Education, which contains scenario-type tasks in a computer format; to determine the characteristics of the environment we used the vector modeling techniques and the evaluation of quantitative parameters of the educational environment (V. A. Yasvin). Results. The study shows the correlation between the level of students’ cooperation and the environment types identified on the basis of the ‘freedom-dependence’ and ‘activity-passivity’ scales, as well as on the basis of the quantitative parameters of the environment. Conclusions. The study has determined the environment characteristics associated with a high level of cooperation skills in primary school. They include predominance of active and free types of environment, structuring, safety, breadth, and intensity. Practical significance. Management and teaching teams of educational organizations may be recommended to take into account the results obtained when choosing priorities for designing and organizing the environment aimed at personal development.

Изучение роли самоэффективности в ротации станций: развитие навыков критического мышления и грамотности среди учащихся начальной школы

<p>This study focused on examining how the Station Rotation model and self efficacy in their abilities affect their critical thinking and literacy skills in primary schools. The study engaged 217 students from 5 schools in Malang City, Indonesia. They were divided into an experimental cohort (n=105) and a control cohort (n=112), with ages ranging from 10 to 11 years. The research was facilitated online via Zoom Meeting: the experimental group was exposed to the Station Rotation model, while the control group underwent traditional teaching. The participants were chosen through cluster random sampling based on geographic locations. The study employed a quasi-experimental structure with both pre-test and post-test control group configurations. Instruments used included 30 self-efficacy queries, 5 critical thinking assessments, and 20 literacy evaluations. Reading scores from both the pre-test and post-test were further examined using the SMOG formula. The gathered data underwent manual multivariate examination using Hahs-Vaughn's formula. Key findings indicated: (1) the Station Rotation model significantly boosted students' critical thinking (sig = 0.000) and literacy abilities (sig = 0.000); (2) varying self-efficacy levels notably impacted learning results in critical thinking (sig = 0.044) and literacy (sig = 0.043); and (3) no discernible correlation existed between the teaching models and self-efficacy regarding critical thinking (sig = 0.715) and literacy abilities (sig = 0.219). This teaching methodology offers valuable insights for educators, highlighting its feasibility for full online application, particularly during challenging periods like pandemics where resources might be constrained.</p>

Kurikulum Merdeka: Memperkuat Keterampilan Abad 21 untuk Generasi Emas

The formulation of the problem in this study is how the implementation of Independent curriculum and the impression of 21st century skills for the golden generation. In the education system, the curriculum is considered a central and fundamental element in learning, thus becoming a crucial aspect in education. The Merdeka curriculum in Indonesia aims to create a golden generation of global competitiveness. The Merdeka curriculum can be an effective strategy to strengthen 21st century skills for Indonesia's Golden Generation, focusing on developing students ' potentials and skills, character education, and collaboration among all parties. The method in this research literature or literature review. A) determine the research topic of teaching 21st century skills in Primary School; b) search and collect various articles from Scopus website, Google Scholar and other journals; c) classify articles related to different types of research topics, d) synthesize relevant articles, noting the key points in each article; and e) write articles on synthetic results. Qualitative methods are used in data analysis methods. The Independent curriculum provides support for the development of each individual's potential and skills to strengthen character and prepare students to acquire the skills needed in global competition.

Learning in motion for inclusion at school

Spaced learning is a teaching methodology whose peculiarity is the articulation of lesson time, which maximizes students' concentration and memorization. Kelley & Watson (2013) developed this technique to test whether it was possible to encode complex information in long-term memory (LTM) in students using repeated stimuli in a very short time scale. Spaced learning conceives the lesson as an alternative situation that makes students participate and aware. We are designing a training program to develop the spaced learning methodology in enhancing linguistic, mathematical, and scientific skills in children between 8 and 11 years old. We hypothesized an intervention in five phases, three moments of input and two intervals with distracting activities. Motor activity favors spaced learning because it stimulates students to consolidate knowledge and information through meaningful interactions between mind and body; this is also possible in children with special education needs. To allow students to learn in a relaxed and effective way, lessons will be interspersed with motor activities and interactive games through a 10-minute physical setting. We will use spaced learning to strengthen hard skills in primary school: text comprehension, grammar, solving math problems, and scientific conceptualizations. The experimental research will be articulated into phases over the course of two years; it will be aimed at a sample made up of 70 classes of Sicilian schools.

DESIGN OF GUIDANCE AND COUNSELING PROGRAMS TO IMPROVE SOCIAL SKILLS OF ELEMENTARY SCHOOL STUDENTS

This study aims to develop a guidance and counseling program at SDN 1 Kenanga Kec. Sumber to improve students' social skills. The background of this study stems from the growing concern about students' social skills in primary schools, particularly in SDN 1 Kenanga sub-district Sumber. Initial evaluations and observations revealed that many students in the school were lacking in essential social skills such as communication, cooperation and conflict resolution. These imperfections can have a significant impact on students' ability to succeed academically and socially, both in and out of school. This study used qualitative research methods to create an effective program for guidance and counseling services that can be implemented at SDN 1 Kenanga sub-district Sumber, with the ultimate goal of improving students' social skills. The main objective of this research is to design the development of an effective guidance and counseling service program. The results of this program design are the development of a service program that includes network development, development of guidance and counseling management activities, service development, and development of service types as well as design and action plans that include identification, time management, inventory of needs and types of services, implementation, reflection, and program evaluation. This program is expected to improve students' social skills at SDN 1 Kenanga sub-district Sumber.

Meta Analysis Of Learning Models Problem Based Learning In Improving Critical Thinking Skills In Primary Schools

This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researchers used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%.

Correction to: Modelling the relationships between STEM learning attitude, computational thinking, and 21st century skills in primary school

Correction to: Modelling the relationships between STEM learning attitude, computational thinking, and 21st century skills in primary school

Modelling the relationships between STEM learning attitude, computational thinking, and 21st century skills in primary school

Students enter the science, technology, engineering, and mathematics (STEM) pipeline in primary school, but leak out of it over time for various reasons. To prevent leaks, it is important to understand the variables that affect attitudes towards STEM learning from an early age. This study sought to examine the predictors of young students' STEM learning attitudes. In the study, 493 primary school students (Mage = 9.62, SD = .72) from a Turkish sample were reached through a survey. We recruited our participants using the convenience sampling technique. Data were collected with the STEM learning attitude scale, the Multidimensional 21st Century Skills Scale, and the Computational Thinking (CT) test. Descriptive and correlational analyses were performed on the data. Then the relationship between variables was tested with a structural equation modeling. The results of the analyses showed that STEM learning attitudes and CT skills of primary school students demonstrated good fit indexes. Also results showed that twenty-first century skills mediated the relationship between STEM learning attitudes and CT skills. The results of the analysis are discussed, and recommendations are presented in terms of strengthening young students' place in the STEM pipeline.

Teacher Perceptions of the Application of Project-Based Learning Models to Improve Critical Thinking

<p><em>This article discusses teachers' perspectives on project-based learning to improve students' critical thinking skills. This project-based learning model can improve students' problem-solving thinking through project-based experience and students' direct understanding. In fact, this study contributes to the existing literature, refines the study model, and overcomes key challenges in its implementation. Indeed, this study aims to provide valuable insights into how project-based learning can be used to improve critical thinking skills in primary schools. From a professional perspective, it is hoped that this study can inspire and motivate teachers to implement project-based learning programs to improve students' critical thinking ability. A total of 53 participants agreed that the project-based learning model can improve students' critical thinking skills.</em></p>

Engaging children in developing algorithmic thinking and debugging skills in primary schools: A mixed-methods multiple case study

AbstractThis study examined the developmental process of children’s computational thinking using block-based programming tools, specifically algorithmic thinking and debugging skills. With this aim, a group of children (N = 191) from two primary schools were studied for two years beginning from the fourth grade, as they engaged in our block-based programming curriculum in their primary schools. A mixed-methods multiple case study was designed with pre- and posttests, classroom observations and postintervention interviews. The statistical results showed that students’ algorithmic thinking and debugging skills significantly increased through our intervention, with girls gaining more on algorithmic thinking. During the students’ learning process, we found that they demonstrated behavioral, affective, and cognitive engagement while acquiring these skills in schools. This study presents the key to student engagement contributing to the process of computational thinking development, with implications for the design of future computational learning in primary school.

Walk, run, jump and learn: Interactive multimedia for teaching locomotor skills in primary schools

Technology drives the development of interactive and customizable learning media, catering to diverse learner needs. The learning media in locomotor motion educational game applications in PE learning is the result of this research. This research develops interactive learning media using Construct 2 software on locomotor motion material for third graders students. This research applies the Brog and Gall model of research and development (R&D), involving media experts, material experts, physical education (PE) teachers, and students. The practicality test engaged PE teachers from three distinct schools, yielding an impressive average score of 98.89%, indicative of excellent practicality. The development of Construct 2-based learning media has proven very feasible to be used as an interactive learning media to increase student interest and participation in locomotor motion learning, creating an attractive and relevant learning atmosphere with the demands of today's all-digital era.

How to improve reading and writing skills in primary schools: A comparison between gamification and pen-and-paper training

This research investigates the potential of gamified tools to enhance motivation as well reading and writing skills in pupils, from 8 to 11 years old. The study compares the impact of gamified applications to traditional pen-and-paper activities, utilizing standardized reading and writing tests. The training duration spans 12 h within the school setting, and the sample comprises 113 children with typical development, evenly distributed across two groups. The results indicate significant improvements in reading and writing speed and accuracy for each group, with a slightly higher effect observed in the experimental gamified training group, although this difference was not statistically significant. Although motivation did not directly mediate performance in either group, students in the experimental training groups expressed greater enthusiasm for the activities. These findings emphasize the importance of comprehensive training and pave the way for future investigations into the effects of gamified tools on other real-life skills and motivational aspects. Such studies would prove fundamental to understand the limitations and benefits of gamification, enabling its effective integration into school programs.

Improving Reading Comprehension and Summarising Skills in Primary School: A Quasi-Experimental Study

MIGLIORARE LA COMPRENSIONE DEL TESTO E LE CAPACITÀ DI SINTESI NELLA SCUOLA PRIMARIA: UNO STUDIO QUASI-SPERIMENTALE Abstract The paper reports the results of the evaluation of a programme aimed at improving reading comprehension and summarising skills of fourth graders through a quasi-experimental study conducted with 671 students (421 in the experimental group and 250 in the control group) in Italian schools. Students assigned to the experimental group received three months of the intervention while students in the control group continued with regular teacher practice. Results showed a statistically significant difference between the two conditions on reading comprehension and summarising skills. Students included in the experimental group outperformed students in the control group in both the measures used (dppc2 = 0.32 in the Summarising Test and dppc2 = 0.54 in the Summary Qualitative Assessment). No differences were found between students with different proficiency vocabulary levels in the experimental group. The implications for research practice and limitations of the study are discussed.

The Effectiveness of Task-Based Language Teaching in Pronunciation Skills of Elementary Students

This study aims to examine the efficacy of Task-Based Language Teaching (TBLT) in improving the pronunciation abilities of children at the primary level. The research focuses on a significant but relatively unexplored area within language education. The research utilizes a pre-test and post-test approach, leveraging the Azure AI platform for pronunciation evaluation, with a cohort of 7th-grade participants. The Task-Based Language Teaching (TBLT) intervention has been shown to substantially improve several aspects of pronunciation, including accuracy, fluency, completeness, and prosody. The results emphasize the practical implications for language educators and curriculum designers and the need for specific pronunciation teaching, especially at the primary school level. The paper proposes including several assessment methodologies while also recognizing the dependence on the Azure AI platform. The study continues by highlighting the significance of further research, encouraging inquiries into implementing Task-Based Language Teaching (TBLT) in various linguistic settings, with varied groups of learners, and over prolonged periods. This study is a valuable contribution to the existing body of knowledge on language teaching approaches by providing valuable insights into the potential of Task-Based Language Teaching (TBLT) for improving pronunciation skills in primary school.

Construction of a Sensory Integration Physical Education Model to Improve Basic Motor Skills in Primary Schools

Background and aims: In the construction of primary schools' basic motor skills sensory integration sports model, the study also entered a new teaching concept model, which is the original physical education curriculum model to deepen the reform, highlighting the health goals of the construction of the curriculum model, the value of which includes physical health, improve mental health, and enhance social resilience of a training model. This paper aims to help Chinese primary school students improve sensory integration disorder and basic motor skills ability in the lower grades of primary school, a physical education model of basic motor skills in primary schools was constructed. Materials and methods: In this study, the questionnaire method and expert interview method were used to collect data from 50 teachers and 1000 first-grade students, and a sample of 390 students and 50 teachers were selected to study the current status of basic motor skills and sensory integration ability of primary school first-grade students and then used Delphi technology, focus groups, and Connoisseurship to determine the basic motor skills sensory integration physical education teaching model in primary schools. Results: The study shows that the experts participating in the study recognize the integration of sensory integration teaching mode and basic motor skills teaching mode, and the basic motor skills sensory integration physical education teaching mode in primary schools is consistent with the standard concept of Chinese physical education and health curriculum, which is an expansion and extension of the teaching content of physical education courses to help students' all-round physical and mental development. Conclusions: The study underscores experts' validation of integrating sensory and motor skills teaching in Chinese primary school physical education. This innovative approach aligns with holistic curriculum goals, promoting students' comprehensive physical and mental development.

What cues do children use to infer the meaning of unknown words while reading? Empirical data from German-speaking third graders

Abstract During the development of reading skills in primary school, children begin to make guesses about unfamiliar words when reading a text. This process of lexical inference is an important source of new vocabulary acquisition. In the present study, 55 children with a wide range of reading skills and vocabulary knowledge were asked to infer the meaning of unknown words (i.e., pseudowords) inserted into a short story and to provide insight into their inferencing processes. The results show that children use a variety of cues. While learners with higher reading skills and vocabulary knowledge tend to be more successful inferencers and rely more on contextual cues, the evidence for the use of phonological cues is limited. Furthermore, in 20 percent of the cases, children were able to recall the meaning of a pseudoword already mentioned in the text.

ASESMEN KOMPETENSI MINIMUM UPAYA DALAM MENINGKATKAN LITERASA BAHASA DAN NUMERASI DI SEKOLAH DASAR

Language and numeracy literacy are the basic skills required for students to analyze reading or numbers in different contexts. Literacy and numeracy skills must be mastered and possessed in order to increase competitiveness and improve the quality of human resources. However, what happens is the low reading ability of Indonesian school children known from the results of the PISA test. In 2018, Indonesia ranked 70th out of 78 countries. Students' difficulties in critical thinking are known due to the lack of students who can solve Higher Thinking Skills (HOTS) questions and teachers who have not been able to create HOTS-based questions. Therefore, the Ministry of Education and Culture decided to implement competency assessment for all schools. The purpose of this study is to provide insight into the concept of Minimum Competency Assessment (MCA) to improve reading, writing and arithmetic skills in primary schools. The research method used is literature research. Based on the review of the literature approach, it was found that AKM focuses more on the ability to reason using language or literacy and using mathematical logic or numeracy.

Teachers' Expertise and the Use of Music to Develop Language Skills in Primary Schools in Nigeria

Purpose: The purpose of the study was to establish the extent to which teachers use music to develop children’s language skills in primary schools in Nigeria.
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: The study concluded that that teachers’ teaching experience influenced their use of music to teach language skills. 
 Unique Contribution to Theory, Practice and Policy: The school management should recruit fully trained teachers in schools. In addition, school managers should develop pre-service and induction courses for their language teachers on musical skills. This is because majority of teachers who were using music could not adequately and relevantly teach language skills to learners.