Skills Of Students Research Articles

The Impact of Teacher-generated Quizzes of Raz-Kids in Cultivating Primary School Students’ Reading Skills

Many schools integrate technology into their curriculum to reap the benefits incessantly. Thanks to unprecedented technological breakthroughs, the popularity of e-books has increased significantly. As a result, the market for e-book apps has expanded exponentially. Although multiple studies have been conducted on the widely used reading program Raz-Kids, there has been no study regarding teacher-generated quizzes on Raz-Kids in Iraq. With this fact in mind, this study explored the effects of teacher-created quizzes on improving the reading skills of third-grade students during the fall and spring semesters of the 2023-2024 academic year. Forty-four students from a private international primary school in Iraq were selected via convenience sampling to represent one of the groups. The control group engaged with the books and answered standard quiz questions via the Raz-kids app. On the other hand, the experimental group studied the books and completed teacher-generated quizzes. The data were collected via reading examinations and surveys to be analyzed by either SPSS 29 or MAXQDA. Exams and surveys were used to compare students’ reading performance and analyse their perceptions in-depth. Quantitative data showed that students in the experimental group efficiently utilized teacher-created quizzes, resulting in exceptional performance in reading assessments. Moreover, composing balanced, coherent, engaging questions influenced students’ written and spoken English proficiency. Thus, the findings of this study may guide stakeholders seeking to include e-book applications in English classes.

Development of fine motor skills in elementary school students: Gender and age effects

Fine motor skills are a good indicator of a child’s overall development. They underpin almost all everyday activities from self-care skills such as dressing to academic skills such as writing and drawing. In this study we examined the development of fine motor skills of early elementary school children. The sample for this study consisted of 175 children (93 boys, 82 girls, mean age= 120 months; SD = 10.7 months). attending 3rd, 4th, and 5th grades. We used Grooved Pegboard test for measuring fine motor skills. We found a medium, statistically significant, correlation between age and motor skills, with stronger correlation at younger age. In relation to child’s grade, there were statistically significant differences in motor skills between children attending 3rd and 4th grade, but no differences between children in 4th and 5th grade. As for the gender, there were no mean differences between boys and girls in the 3rd grade, but there were differences in 4th and 5th grade with girls achieving statistically significantly better scores on Grooved Pegboard test. Fine motor skills should routinely be examined in children and appropriate remediation programs should be set if a child falls behind in motor skills. We concluded a paper with several ways how elementary schools can include fine motor exercises in their curricula.

PELATIHAN STEAM UNTUK MEMBANGUN KREATIVITAS DAN INOVASI ANAK SD DI SDN 1 PERAMPUAN KABUPATEN LOMBOK BARAT

STEAM (Science, Technology, Engineering, Arts and Mathematics) training at SDN 1 Perampuan, West Lombok, aims to improve the creativity, innovation and critical thinking skills of grade 4 students. Through an interactive and practical approach, this training involves students in experiments simple and collaborative projects, allowing them to integrate various disciplines. This activity will be carried out in September 2024 using observation, experimentation, collaborative projects and feedback-based evaluation methods. Initial observations are carried out to identify learning needs and challenges, followed by preparation of materials and tools. The training involved an introduction to basic STEAM concepts, simple experiments such as building a mini volcano, technology development through basic coding, and the integration of art and mathematics in bridge design. Each session features a collaborative project, where students work in groups to apply the knowledge they have gained. Evaluation is carried out through project presentations and providing feedback to improve and enhance student skills. The results of the training showed high student enthusiasm, as well as increased understanding of basic STEAM concepts. Final project evaluations provide constructive feedback, encouraging students to continue learning and applying STEAM concepts in everyday life. With the support of the STEAM guidebook, this training is expected to have a long-term impact on educational development in the West Lombok area, preparing students to face future challenges with the necessary 21st century skills.

CHALLENGES AND BENEFITS OF USING INFORMATION TECHNOLOGIES IN TEACHING CHEMISTRY IN UKRAINE DURING WARTIME

The education sector, which is one of the most important aspects of public life, has undergone critical changes due to the full-scale invasion of Russia in Ukraine. Educators and students have been forced to a rapid shift from traditional to digital learning methods. Chemical education has adapted to the new reality by using a number of digital platforms, virtual laboratories, and other IT tools for distant learning. These innovative educational technologies have become particularly useful in chemistry teaching, where interactive tools help replace hands-on experiments in wartime circumstances, where access to traditional laboratories is unsafe or impossible. However, the transition to digital learning in Ukraine during the current period not only has complexities on its own, but is also accompanied by significant challenges caused by war conditions, including power shortages, limited Internet access, and digital inequality, especially in war-torn and rural areas. The issues of digital literacy, content localization, cybersecurity, and students’ and educators’ psychological well-being present further complications. Developing and expanding access to relevant, localized chemistry educational content will be essential to closing the education gap and maintaining long-term sustainability. In the post-war period, it is appropriate to implement a blended learning model that combines digital tools with offline laboratories, which is critical for sustainable recovery, promoting community rebuilding, developing practical student skills, and the sustainability of the Ukrainian education system in general.

Rancangan Strategis Pemantapan Literasi Membaca Di Sekolah Di Era Digital

Literacy is the ability to read and write that a person has. Literacy plays an important role in student character building. Character is something that is inherent in every individual and is not formed from birth, but rather influenced by various factors such as in the school, family and community environment. This article aims to explore the role of literacy culture in shaping students' character. Reading literacy is a very important basic skill for primary school students as it serves as a foundation for learning at the next level of education. This article aims to identify and explain effective strategies in improving reading skills and fostering interest in reading among students. Various methods such as the phonetic approach, shared reading and story-based learning are discussed as practical solutions to be implemented in the classroom. Through the implementation of effective literacy strategies, it is hoped that schools can create a learning environment that supports reading skills and encourages the formation of reading habits from an early age.

Students’ Research Skills Development by Using Visualization

The analysis of modern methodological systems of teaching mathematics shows that the use of interactive visual models can positively influence the result of mastering mathematical knowledge and the level of students' research skills. The development of IT has made the emergence of many specialized environments and services focused on solving mathematical problems possible. Among such software tools, a separate group of programs should be highlighted that allow interactive user interaction with geometric objects. These computer programs enable the student to independently "discover" geometric facts, which gives reason to consider such programs as a tool for developing their research skills. The study aims to substantiate the positive impact of visual models (models created in interactive mathematical environments) on developing students' research skills and general mastery of the school geometry course. We have presented a methodological scheme for developing students' research skills using GeoGebra (Technique), conducted its expert evaluation, and experimentally tested its effectiveness. The experts noted the potential efficacy of the Technique in terms of the quality of students' geometric knowledge (91.7%) and improving their performance in geometry in general (79.2%). The statistical analysis of the results of the pedagogical experiment confirmed that the student's research skills increased along with the semester grades in learning geometry. The results of the pedagogical experiment showed the effectiveness of the Technique we developed and provided grounds for recommending it for implementation.

Examining the relationship between entrepreneurial education and entrepreneurial intentions at universities of technology in KwaZulu-Natal, South Africa

High unemployment levels means that graduates are now encouraged to consider entrepreneurship as a career, and it is necessary to understand how entrepreneurship education influences their career choices. We investigated the relationship between entrepreneurial education and entrepreneurial intentions of business management students at selected Universities of Technology (UoT) in KwaZulu-Natal, South Africa. We used quantitative research questionnaire to survey the entrepreneurial intentions and skills of students of 224 students enrolled in business courses and had completed a module in entrepreneurship at undergraduate level. Regression analysis of entrepreneurial education variables and entrepreneurial intention was conducted. The findings of this study indicated that Entrepreneurial intention is positively affected by entrepreneurial skills, creativity, leadership, and business experience but negatively by financial knowledge. These results show that while higher levels of financial knowledge have a negative impact on entrepreneurial intention of business students. Therefore, the university curriculum must cultivate traits like resourcefulness, leadership, and ambition which encourages beneficial outcomes of entrepreneurial intention amongst students.

Misinformation: The Greatest Threat to Democracy-Empowering K-12 Teachers to Build Critical Media Literacy Skills in Students

Misinformation poses a significant threat to democratic societies by undermining public trust, increasing polarization, and obstructing informed decision-making. This paper explores the pervasive impact of misinformation on democracy and emphasizes the critical role of K-12 educators in fostering media literacy skills among students. By equipping students with the ability to critically evaluate information, educators can help build a more informed citizenry capable of resisting the influence of falsehoods. The paper discusses strategies for teachers, including building media literacy, teaching critical evaluation methods, leveraging technology responsibly, and fostering a culture of critical thinking and civil discourse. Practical resources for teachers are also highlighted to combat misinformation effectively

A Case Study on Writing Difficulties of Five Chinese English Majors

Writing ability is an essential skill for college students to improve their school performance and complete their academic writing tasks. Proficient English writing skills are also highly advantageous for their future career prospects and personal growth. However, many English learners face difficulties in various aspects of English writing. The study investigated the writing difficulties encountered by five Chinese undergraduates majoring in English; and discussed the primary causes of these writing difficulties. The research instruments included two writing tasks and the retrospective interviews. Thematic analysis was employed for data analysis. The findings showed that their writing difficulties are mainly manifested in constructing writing content, coherence and cohesion, insufficient linguistic knowledge, difficulties in applying writing theories to writing practices, and difficulties caused by time constraints. The participants also shared their perspectives about the English writing courses, emphasizing the addition of more genres other than argumentative writing, actual writing practice over objective examinations, and the need for improvement of the textbooks.

AI-enhanced video drama-making for improving writing and speaking skills of students learning English as a foreign language

ABSTRACT Advanced technologies, such as artificial intelligence (AI), have been used by teachers to enhance English as a Foreign Language (EFL) learning. However, few studies have employed AI in the making of video dramas to facilitate EFL learning. In this study, AI was used to recognize the authentic context of a drama and provide students with meaningful lexical resources, including vocabulary and sentence structures, to inspire them in their writing. Video-to-text recognition (VTR) and AI methods were used to develop an AI-enhanced video drama (AI-EVD) application for EFL learning, and its effectiveness for improving EFL writing and speaking was investigated by recruiting 77 university students in three groups: an experimental group (EG), which used the app, and control groups, which used the app without AI features (CG1) or participated in conventional learning (CG2). Learning achievement in the EG was significantly higher than that in CG1 or CG2. An analysis of the correlation between learning behavior and learning achievement showed that VTR-generated vocabulary, generative pretrained transformer (GPT)-generated sentences, and a pronunciation correction mechanism significantly improved the students’ performance. Further analysis with a stepwise multiple regression model revealed that the GPT-generated sentences feature was the learning behavior with the strongest effect on writing and speaking skills. Moreover, the AI-EVD application was perceived as being easy to use, helpful, and engaging according to the results of student questionnaires and interviews. Therefore, the AI-EVD application can motivate EFL students, enable them to produce meaningful video dramas, and improve their writing and speaking skills.

Strategies for Training and Developing the Students’ Transformative Skills

Globalization, the economic condition and the international financial crisis have resulted in systemic changes in a variety of fields, including physical education and sports. Nationally, demographic changes and migration contributed to a large decline in the number of pupils/students in educational institutions. The current concerns facing the Republic of Moldova's sustainable growth and the European Union integration are the desired ones, requiring active participation of the school/academic communities in effecting change and achieving national/international competitiveness. According to national statistical data and the Legatum Institute's global prosperity index for 2021, "the Republic of Moldova ranks the 60th out of 167 states in the chapter "Education at a higher level than Romania (64th place), but significantly ahead of other Central and Eastern European countries" (Ministry of Justice, 2022). Management and leadership technologies, organization and personnel, methods and tactics used in (initial and ongoing) specialist training require constant improvement aimed at performance and competitiveness. In this context, the development of transformative and perspective skills in the physical education and sports systems will help to lay the groundwork for a knowledge-based society, with citizens' help in order to achieve these long-term responsibility skills, integration into society and contribution to its development. The article's strategies for teaching and developing transformative skills in students are confirmed by educational theories that give a scientific foundation for these processes.

Examining the effect of imaginary short story activities in Turkish courses on the higher level thinking skills of eighth grade students

Short stories stand out as a type of writing that is thought to affect distinct language skills. This study investigates how activities supported by imaginative short stories in Turkish lessons affect eighth-grade students’ higher-level thinking skills. The research employed a mixed-method, sequential explanatory design. In this context, we first collected the quantitative data for the experimental study. We then collected qualitative data through observation and interviews to explain and support the quantitative data. We determined the sample size by considering the central exam success rankings from the previous year and the socio-economic environment, resulting in a total of 46 students in two different classes within a single suitable school. We collected data through the high-level thinking skills test, as well as observations and semi-structured interviews. We analyzed quantitative data using paired and independent sample t-tests, as well as qualitative data using thematic analysis. As a result of the research, we determined that imaginative short stories significantly increased students’ skill test scores and retention levels. In addition, a significant difference was found between the skill test scores of the two groups. The researchers’ observations and the results obtained from the interviews confirmed that the activities achieved the desired results and had positive effects on the students. In this respect, it also supported the quantitative findings. Given its originality, more studies on this topic are required to reach more generalizable results. In particular, the use of imaginative short stories in the education of different languages can help demonstrate the effectiveness of such texts.

Task-Based Needs Analysis: A Triangulated Methodology

This study presents a task-based needs analysis of female English major seniors at a Saudi university to identify the academic tasks needed for their academic progress. The study utilized triangulated sources and methods, including the department’s written materials; semi-structured interviews with instructors and students; and questionnaires. Academic tasks were found to be essential for academic progress, providing insights that could be overlooked without such analysis. The interviews revealed that students’ proficiency levels ranged from low to average and that course content was not adapted to support below-average students. According to the questionnaire, the most essential skills for students’ academic progression were effectively using the university’s Learning Management System, time management, and delivering presentations. Listening to teachers as well as writing coherent and cohesive paragraphs were also important, whereas critical thinking and writing research papers were the most difficult tasks. The findings of this study emphasize the importance of adapting course content and pedagogical strategies to accommodate diverse student proficiency levels, thereby enhancing academic success.

The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia

What This Study AddsTeaching academic skills to students with intellectual disabilities can be a challenge for educators. This study explored the role of AI in the field of special education and provided a novel framework for educational integration of children with mild ID. Interestingly, it demonstrated that using AI-driven interventions could significantly improve academic skills and lead to better learning outcomes. This is crucial, as the holistic approach associated with the "whole child" model of education is prevalent due to the challenges students with ID face in social interactions typically involved in academic socialization. BackgroundIntellectual disabilities (ID) are neurodevelopmental disorders that hinder learning, communication, and daily functioning. It negatively impacts learning of academic skills such as match and reading skills. Artificial intelligence (AI) may offer opportunities for these students to improve their academic performance. AimsTo investigate the effectiveness of using AI in improving academic skills in a sample of seventy boys aged 9–12 with mild ID. They were enrolled into special education programs integrated into public schools in the Jeddah region of Saudi Arabia. MethodsParticipants were randomly assigned to an experimental and control group. The experimental group received ten 60-minute sessions twice weekly during five weeks, utilizing AI to personalize their academic skills activities. The control group received the educational program without the AI. All participants completed the Woodcock-Johnson IV-achievement test at pre-intervention, post-intervention, and one-month follow-up. ResultsThe experimental group demonstrated significant and sustained improvements in academic performance across all measured domains compared to the control group, with effect sizes ranging from moderate (η² = 0.685) to large (η² = 0.921), underscoring the efficacy of the intervention at post-intervention. Conclusions and ImplicationsThis study sheds light on the promise of applying AI tools in special education to respond to distinctive needs experienced by students with mild ID. Future studies should investigate the long-term effects of such interventions and their broader applications across diverse educational contexts for inclusive learning.

Critical Thinking Abilities Students Solving Social Arithmetic Numeracy Problems Based On Initial Mathematics Proficiency

This study aims to present the results of the analysis of critical thinking skills of students with low, medium, and high initial abilities in solving social arithmetic numeracy problems and to determine the critical thinking skills of students in each critical thinking indikator. Critical thinking ability is an important skill that students must have to evaluate information, make rational decisions, and solve problems effectively. Students trained in critical thinking have the ability to face problems, examine them, and find appropriate solutions. This research is qualitative research with descriptive qualitative method. The research subjects were seventh grade junior high school students in Surakarta. Data were colleccted through written tests, student interviews, and observations. The results and conclusion of this study indicate that students’mathematical critical thonking skills on social arithmetics material in terms of initial ability are still relatively low, from the results of the analysis based on the four critical thinking indicators that are the reference in this study students tend not to be able to fulfill the four critical thinking indicators.

Enhancing Students' Critical Thinking Skills in Madrasah Ibtidaiyah through Problem-Solving Learning

This study analyzes the impact of problem-solving learning on the critical thinking skills students. A quasi-experimental method with a pretest-posttest control group design was used. The sample consisted of 5th-grade students from Madrasah Ibtidaiyah Negeri 2 Serang, with 27 in the experimental class and 27 in the control class. Data collection involved observation and tests using a validated multiple-choice instrument. Normality and homogeneity tests preceded data analysis using the t-test. Results showed significant improvements in both classes, with the experimental class implementing the problem-solving model outperforming the control class using conventional methods. The t-test significance (2-tailed) was 0.007, indicating a significant difference in critical thinking skills between the groups. This finding supports the effectiveness of active learning approaches in fostering higher-order thinking skills where developing critical thinking is essential to fulfilling human responsibilities in living a meaningful life.

Exploration Of Computational Thinking Skills Of Junior High School Student In Term Of FI And FD Cognitive Style

The purpose of this study is to investigate the computational thinking skills of junior high school students in terms of FI and FD cognitive styles on materials with numerical patterns. The type of research used is qualitative descriptive. The subjects of the study were 57 students from class VIII at one of the public junior high schools in Jepara. The data collection instruments used are computational thinking test questions, GEFT tests, and interviews. Researchers adopted three questions from the Pusmendik Kemdikbud class VIII to test students' computational thinking skills. All questions were validated by three mathematics education experts and tested on 5 grade VIII students before being used. In this study, four components of computational thinking: abstraction, pattern recognition, algorithmic thinking, and generalization were used to analyze students' computational thinking skills. This study focused on exploratory examination of pupils’ computational thinking with high categories, researchers selected 3 students on FI cognitive style and 2 students on FD cognitive style. The results showed that students with a FI cognitive style were able to meet all indicators of computational thinking namely abstraction, pattern recognition, algorithmic thinking, and decomposition. In contrast, students with FD cognitive styles are able to meet three indicators of computational thinking: abstraction, pattern recognition and generalization. Thus, it may be said that the ability to think computationally is related to the cognitive style of students.

The Effect Of The Use Of Online Geogebra Learning Media And Learning Style Categories On The Mathematical Communication Skills Of Junior High School Students

This research aimed at testing, 1) whether there was a difference in mathematical communication skills of students in classes using Online GeoGebra and those not using Online GeoGebra; 2) whether there were differences in mathematical communication skills in terms of learning styles; 3) whether there was an interaction effect on students using Online GeoGebra and those not using Online GeoGebra and learning styles This research used a quasi-experimental design research method with a post-test only research design. The population of this research consisted of 8th-grade students with a total of 4 classes from of one of the Integrated Islamic Junior High Schools in Bekasi City. There were two groups for this research-the experimental group and the control group. The sample used consisted of two classes: one as The control class consisted 23 students and the other as the experimental class consisted 27 students. This research used two instruments: a questionnaire on learning styles and a test related to mathematical communication skills. Data analysis test using two-way ANOVA and Scheffe's multiple comparison test. The results of the research showed that, 1) there was a difference in mathematical communication abilities in classes using Online GeoGebra and those not using Online GeoGebra; 2) there were no differences in mathematical communication abilities in terms of learning styles; 3) there was an interaction between treatment and learning style on mathematical communication skills.

Flipped learning and academic information management in university students from Ica, Peru

En the current era, the acquisition and dissemination of knowledge occur swiftly, generating the need to update the way it is obtained and, above all, how information is managed. For this reason, it is of utmost importance that students, especially university students, cultivate the ability to handle information efficiently. The aim of this study was to determine the influence exerted by the application of flipped learning on the development of proper management of academic information in trainee teachers at the National University "San Luis Gonzaga," Ica-Peru. The adopted approach was quantitative with a pre-experimental design. The sample consists of 27 intentionally and conveniently selected students. An evaluation rubric with five assessment criteria and 10 items was applied, validated through Cronbach's alpha, and obtained high reliability (0.852). For the hypothesis test, the obtained p-value (0.0000) supports the significance of the difference in favor of post-test results compared to pre-test results. When implementing flipped learning, the overall classroom averages regarding the variable of academic information management increased significantly. It was concluded that the use of flipped learning positively and significantly influences the development of the dependent variable and that its use is highly beneficial in fostering various skills in students, such as managing the information they require.

Peningkatan Pemahaman Kompetensi Hard Skill dan Soft Skill Siswa SMK Al Ansori Sebagai Persiapan Menuju Dunia Kerja

This community service activity carried out by lecturers and students aims to improve the understanding of hard skills and soft skills of SMK Al Ansori students in preparation for the world of work. In the era of globalization and rapid technological development, a balanced competency between technical skills (hard skills) and interpersonal skills (soft skills) is very important. This activity consists of a series of workshops, trainings, and simulations designed to provide students with hands-on experience in skills development relevant to industry demands. Through an interactive approach, students will be trained in various aspects, such as effective communication, teamwork, time management, as well as technical skills according to their majors. In addition, this activity also involves discussions with professionals in the field to provide insight into the world of work and the challenges faced. The expected outcome of this activity is an increase in students' confidence, a better understanding of the importance of the combination of hard and soft skills, and their readiness to enter the competitive world of work. Thus, this activity is expected to contribute to improving the quality of SMK Al Ansori graduates in facing future career challenges.