Primary Education Students Research Articles

Understanding statistical graphs of students attending multigrade rural schools in Chile

This study aims to analyze the graphical comprehension of 5<sup>th</sup> and 6<sup>th</sup> grade students in multigrade rural primary education in Chile. The theoretical framework considers levels of reading and semiotic levels in statistical graphs. A qualitative methodology of descriptive level is followed, using content analysis method for the responses given to a questionnaire by 22 students from five multigrade rural schools. The results show that, overall, students do not encounter difficulties in answering questions at level 1 reading (literal reading), but difficulties gradually increase as the reading level increases. Regarding semiotic levels, difficulties arise in constructing graphs using data distribution (semiotic level 3) and completing a graph with two data distributions (semiotic level 4).

The Self-Concept and Its Relationship with Parental Socialization and Environment in Primary School Students.

Self-concept in this article is considered in physical education, with the physical self-concept being in the foreground, and it is analyzed in this quantitative study to determine whether it is related with socio-economic environment and parental styles, focusing on primary education students in the Region of Murcia. Primary education students are in a critical period for the development of self-concept. To assess self-concept levels, socio-economic and cultural environments as well as parental socialization styles, the PSPP, NSE and ESPA29 questionnaires were respectively used. They were used to collect data from 937 students across various educational centers in upper courses (4th, 5th and 6th grades of primary education) to uncover realities in child society and their relationship with self-concept. In the first objective, parental socialization styles are shown to be related with self-concept. However, in the second objective, it is seen that the socio-economic environment is more related with self-concept than parental styles. Finally, the results of the third objective show that there is indeed a relationship with the socio-economic environment and the student body self-concept, both at the family level and for fathers and mothers independently. It is important to consider both the parental styles and the socio-economic environment in which primary education students develop for the development of self-concept. Additionally, educational implications and new lines of research are suggested in this topic.

Effectiveness Of a Psychoeducational Program for The Development of Social Skills in Children

Social skills play a fundamental role in the integral development of children, influencing their emotional well-being and future interpersonal relationships. Therefore, the objective of this research was to evaluate the effectiveness of a psychoeducational program in the development of social skills in primary education students. The research approach was quantitative, the design was experimental and the type was pre-experimental. The sample was made of 35 students of the fifth grade of primary education from a state educational institution in the city of Puerto Maldonado (Peru). A psychoeducational program of social skills was applied during 15 sessions and to evaluate its effectiveness, a questionnaire was administered before and after the intervention, which had adequate psychometric properties. The results indicate that there are statistically significant differences (p<0.05) between the general scores of the average before (138.69) and then (158.94) of the application of the psychoeducational program. Regarding the scores of the dimensions, statistically significant differences were also reported between the scores of the average before and after (p<0.05). It was concluded that the application of the psychoeducational program was effective in the development of the social skills of primary education students.

Reading Guide and Gadget: How to Build Digital Literacy Through Primary Education Student Learning

This article aims to reconstruct reading guide learning strategies and devices as learning media to develop students' digital literacy in basic education. This is literature research. We gathered the data for this study by searching for relevant articles on the Google Scholar page. We then employ the content analysis technique to examine the collected data. The results show that the use of reading guide strategies and gadgets in learning to develop students' digital literacy in primary education is carried out through four stages, namely the introduction and preparation of WhatsApp groups, the pre-reading stage, the reading stage, and the post-reading stage. In all three stages, the teacher shares the reading link with students through the class WhatApp group, instructs them to read it using their gadgets, and asks them to respond to questions based on their reading results on the survey service within the class WhatApp. This study's limitation lies in its conceptual nature, necessitating the testing of its results through experimental research activities in primary education institutions.

Enhancing Vocabulary, Dialogue, and Writing Skills in Arabic through Communicative Language Teaching: An Experimental Study

This study aims to test the Communicative Language Teaching (CLT) approach in improving vocabulary memorization, conversation skills, and writing skills for non-native Arabic speakers. The research was conducted among 1st-semester students of the Islamic Primary Education (PGMI) at the Faculty of Education at IAIN Metro Lampung for the 2020/2021 academic year. This quantitative research uses quasi-experimental methods with control classes and experimental classes. Primary data were collected through student tests and interviews with Arabic lecturers, while secondary data were obtained through observation and documentation. The study population included all 1st-semester students of the PGMI Department, with the sample consisting of class B as an experimental group (33 students) and class C as a control group (19 students). Data analysis using the T-Test showed that the communicative approach was quite effective in learning Arabic, indicated by an N-Gain score of > 56% on vocabulary mastery, dialogue skills, and writing Arabic texts. The significant difference between the pre-test and post-test in the control and experimental groups with significance values of 0.000 < 0.005 supported the working hypothesis and rejected the null hypothesis. In conclusion, the communicative approach has proven effective in improving students' speaking skills (vocabulary mastery and dialogue skills) and writing (texts).

Water as A Transversal Axis of Learning in School Textbooks For Chilean Primary Education Students

Objective: The objective of this study is to investigate the presence of water as a transversal learning axis in the activities of Natural Science textbooks in Chilean Basic Education. Theoretical Framework: The theoretical framework is associated with the 2030 Agenda and the Sustainable Development Goals, the Chilean science curricular bases, as well as the didactic management associated with school textbooks. Method: The mixed method is followed, through content analysis, the elaboration of a priori categories, supported by quantitative elements to describe and interpret the data obtained from the analysis of school textbooks. Results and Discussion: The results obtained revealed the presence of activities, still insufficient, that deal with the topic of water in the texts. The highest frequencies of educational activities are found in the fifth and sixth grades. The skills promoted are intellectual capacities (operations to acquire, recover, solve problems and retain different types of knowledge); on the other hand, the skills that demand a process of practice (mastery of the technique or skill), attitudes and habits, such as ways of acting and behaving, are the least promoted. Research Implications: The implications of the study are referred to the methodology of science teaching in Basic Education and the respective teacher training. Originality/value: The results of the study contribute to filling a gap in the literature related to the teaching of water proposed in school textbooks. With this, guidelines are provided to improve the activities suggested in the textbooks, promoting awareness of water, its reuse and conservation.

Growing patterns invention by primary education students

ABSTRACT This paper addresses the creation of patterns through an open-ended invention task. With a qualitative study, we aimed to characterise the written answers of 76 primary education students in fourth, fifth and sixth grades, identifying the type of pattern they invented. We analysed the representations they used and the structure followed in the sequences they created. In addition, we determined whether there were differences in the invention of patterns among the three school grades in the sample. Results showed that students prefer creating growing patterns using numerical and visual representations. They generally involved a numerical structure more frequently than a geometric one, using an increasing arithmetic progression. They usually formed the pattern by involving a geometric structure, building a figure based on an initial element to which they added more elements to complete a particular figure. In fourth grade, numerical representations were more common than pictorial ones, while in sixth grade, the opposite was true. As age increased, so did the frequency with which students invented a pattern. Results also provided information on the complexity of the types of geometric patterns invented.

Differential socioemotional and educational profiles in early childhood and primary education students in a lockdown situation.

Recent lockdown situations have highlighted social relationship deprivation of schoolchildren and the need to develop the teaching-learning process in informal contexts. The aim of this study was to analyze differential socioemotional and educational profiles in Early Childhood and Primary Education students using variables relating to academic performance during the COVID-19 pandemic. Correlational, descriptive, and inferential statistical analyses were performed that yielded differential explanatory models depending on the stage of education. The results reveal statistically significant differences in all the variables except for family-school relationship. In the linear regression models, the most statistically significant variable for school performance in both stages was family-school relationship. However, differences were found between both profiles: emotional impact for Early Childhood Education students and social impact for Primary Education students. Lastly, leisure activities at home were included as an explanatory variable only in the Primary Education regression model. The final conclusions highlight the need to attend to the evolutionary characteristics of students in each stage to improve school performance in similar lockdown situations.

Assessing self-regulated processes: what do primary school students do, say and think in the process of understanding a text?

Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire.

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.

The Flipped Classroom Model in Teaching the Primary School Mathematics Teaching Methods Course for Primary Education Students at Tan Trao University

Teaching according to the “flipped classroom” model is one of the blended learning methods. In this article, we discuss some research results from authors both domestically and internationally on the flipped classroom model, thereby proposing a process and implementation of organizing teaching according to this model in teaching the primary school mathematics teaching methods course for Primary Education students at Tan Trao University. Applying the “flipped classroom” model in online teaching contributes to: 1/ fostering active engagement and interest in learning for students; 2/ innovating teaching methods, enhancing learning effectiveness, and fostering the development of critical thinking and other skills for students.

Del Emprendimiento a la Enseñanza de Matemáticas. Una Práctica (En La Economía Informal) De Vendedores del Mercado del 5 de Abril En Namibe-Angola

This article aims to identify notable Ethno/mathematical practices in commercial activities among entrepreneurs/sellers in the reference market. We are concerned with knowing how these practices, notable in the informal economy, can influence the teaching of Mathematics in the classroom, based on theories of Ethno/mathematics. To meet the proposed objective and considering the nature of the topic, the research was developed using qualitative methodology, where information was obtained through direct observations and the application of semi-structured interviews to six informal sellers, with greater consistency and details of three sellers. After obtaining information, a reinforced analysis of reports was carried out, investigating knowledge of informal and implicit Mathematics, whose practices lead us to Ethno/mathematical knowledge. Bibliographical research was also used using authors of scientific recognition such as D`Ambrosio (2013), Lúcio (2019), Saraiva (2011), Gerdes (2007) among others. In short, informal sellers use an (Ethno)mathematics that they developed from the transmission of values coming from generation to generation, by the elderly, but which allows them to develop the four fundamental operations of Mathematics (Addition, Subtraction, Multiplication and Division), measures of weight and length. Identifying commercial know-how and considering the mathematics practiced by salespeople and school Mathematics, we developed pedagogical proposals for teaching Mathematics in the classroom, for students in Primary Education and the first cycle of Secondary Education. The suggestions presented will serve as support/reinforcement for researchers and teachers, since the topic under study is open.

Students’ Mathematical Disposition and Resilience: An Analysis of Student Perceptions in Numbers and Algebra Courses

Mathematics not only emphasizes the mastery of concepts and principles, but mathematics also has a mission to build student affection through mathematical disposition and resilience. Not only elementary students but also college students have the potential to have a negative attitude toward mathematics. If this happens, the dynamics of affection in mathematics learning must be questioned. To further the investigation, this study aims to analyze the perceptions of primary teacher education students from Sanata Dharma University in the Numbers and Algebra Course terms in the context of mathematical disposition and resilience. Through a qualitative approach involving 98 students from two different classes, the results of this study showed that: 1) factors that influence students' attitudes towards mathematics are their early motivation, 2) attitudes towards mathematics are related to activities and student learning outcomes, 3) aspects of mathematical disposition that need to be optimized are self-confidence and curiosity, 4) aspects of mathematical resilience to note are efficacy and resilience. This study has significant implications for implementing learning, especially in the context of mathematical disposition and resilience. The results of this study can be used as initial diagnostic recommendations in learning planning that leads to effective student outcomes.

Pandemic Pressures: A Study on the Forms of Violence Against Students During Online Learning

Abstract This research aims to find out and analyze three forms of violence experienced by primary education students during the COVID-19 pandemic, namely domestic violence, violence due to the use of technology (gadgets, the internet), and violence committed by schools or teachers against students. In this research, the researcher did not find domestic violence committed by mothers against their children who were conducting online learning during the Covid-19 Pandemic, except found that the potential for violence still exists, so that at any time, it can be manifested if mothers fail to manage the socioeconomic pressures they face. The researcher of this study also sees the critical role of technology in online learning during the Pandemic. However, technology has also given birth to violence in its form, starting from internet access that is not easily accessible to every student, the uneven distribution of the internet network, as well the increasing number of tasks and learning loads charged to students, also the necessity for students to look for learning materials through various existing internet sources, and the demand to submit schoolwork or those that must be equipped with video images and audio (voice). During the COVID-19 pandemic, schools also failed to implement democratic learning pedagogy because schools only highlight aspects of academic learning, forgetting the importance of accommodating children’s rights in interacting and playing with others (social), so many students felt bored, saturated, and depressed.

Improvement in simultaneous processing through metacognitive instruction

This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3rd grade primary education students. A pre-post-follow-up test design was used. The sample consisted of 30 students from one classroom. Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing, showing a cognitive weakness that compromises reading comprehension, and a comparison group comprising the rest of the students in the class. The instruments used were the Das-Naglieri Cognitive Assessment System (DN CAS), Assessment of Reading Comprehension (ACL) test and the Reading Awareness Scale (ESCOLA). The groups were equivalent in socioeconomic and cultural status and in successive processing. Reading and study variables were used as differentiators: simultaneous processing and reading awareness. A metacognitive training program based on the Planning Facilitation method was applied to the intervention group. The comparison group followed the usual curricular activities of the classroom and for the education level, according to the traditional teaching model. The program was implemented in 48 sessions over 12 weeks. After the intervention, the group with weakness improved significantly in simultaneous processing and reading awareness; the comparison group did not show any change in their initial scores. The metacognitive instruction that facilitates discussion between students and reflective verbalization about reading tasks promotes improvement in reading awareness and in the simultaneous processing necessary for reading comprehension.

Is there a dialogic teaching model in primary school classrooms? A qualitative study in the practicum / ¿Existe un modelo dialógico docente en las aulas de Educación Primaria? Un estudio cualitativo en el practicum

This study inquires into how students in primary education teaching degrees professionally view teaching–learning situations during their practicum period at schools. In particular, it examines how they professionally view aspects of the teaching models they observe in the classroom. Using a qualitative approach, we analyse the narratives written by the teachers-in-training in which they had to identify and describe teaching–learning situations related to the mathematics competence and the linguistic communication competence. To focus the gaze of the teachers-in-training on the teaching models, they were given several guiding questions. The results show that in their narratives, the students highlight relevant aspects of the teaching models in the situations they observed. However, the changes they proposed show that they focus on the mathematics or language content without taking changes in the aspects of the teaching models observed into account. Therefore, they do not observe changes aimed at including new strategies or resources which resemble the characteristics of a more collaborative model common to learning communities. The main conclusions suggest taking decisions in pre-service teacher training towards a more collaborative model based on participative, dialogic and active collaboration in the educational process.

Visualizing Learning: Evolution of Styles and Pedagogical Strategies in Teacher Education

This study investigates the relationship between learning styles and the teaching-learning process in university students of Primary Education, utilizing the Felder and Silverman model. A descriptive and statistical analysis of learning styles (visual, auditory, and kinesthetic) among 157 students was conducted using Google Forms surveys and SPSS analysis. The results show a predominance of the visual style, suggesting that teaching methods commonly used by faculty may have influenced the modification of students' Learning Styles to include more visual resources. The absence of the kinesthetic style is discussed, thus raising the hypothesis to be tested in ongoing studies that traditional educational methodology may influence the evolution of learning styles. This study highlights the importance of recognizing and adapting teaching strategies to predominant learning styles to enhance the effectiveness of the educational process. The findings suggest the need to integrate more visual resources into teaching while considering the variability and potential evolution of learning styles due to the educational methodology employed.

Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices

This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor’s degree in Primary Education. To analyze students’ perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies.

Evaluation of the Road Safety Education “E-drive Academy” Interactive Program in Greek Elementary Schools: A Study of 834 Fourth Grade Students

Road safety constitutes a crucial public health issue and there is growing research on road safety school interventions that promote responsible road use. The current experimental study explored the effectiveness of a three-month implementation of the interactive road safety education program “E-drive Academy” with fourth-grade elementary students in Greek schools of Attica prefecture. The sample consisted of 834 students (experimental group: 629; control group: 205). The evaluation questionnaire included demographics and a road safety questionnaire for use by primary education students, specifically designed to test the effectiveness of the taught modules, namely i) walking safely, ii) using the means of transport and being a passenger in a car, iii) riding a bicycle safely, iv) being a passenger in a school bus, v) locus of control, vi) knowing the traffic lights, vii) incorporating movement into daily life, and viii) orienting oneself. The data analysis revealed that the experimental group exhibited significant (p<0.05) improvement in all taught and investigated traffic-related knowledge, skills, and attitudes post-intervention, whereas the control group did not. The present e-health intervention confirms that properly designed universal road safety education could enhance safety skills and help prevent problem behaviours.

Exploring student and family concerns and confidence in BigTech digital platforms in public schools

The use of commercial digital platforms in public schools like Google and Microsoft, which was exacerbated during the pandemic, requires analysis to encourage a safer and more appropriate educational use. The research objective behind this article was to analyse the concerns of school students in obligatory primary and secondary education in public schools within the Autonomous Region of Catalonia (Spain) together with the opinions of their families regarding the use of digital platforms offered by large technology companies (BigTech) in schools. This is a mixed design study, consisting of eight discussion groups with pupils (n = 56) and a questionnaire issued to 2,330 family members. The results show that both students and families are concerned about the lack of knowledge surrounding the data they generate when using these digital platforms, and their effect on democratic school governance and the reproduction of gender stereotypes. In conclusion, the study suggests it is necessary to create greater critical awareness among children, adolescents and families at all socio-economic levels, particularly in those who are most vulnerable.