Third Grade Of Primary School Research Articles

RELATIONS BETWEEN FUNCTIONAL CAPACITY AND PHYSICAL ACTIVITY OF STUDENTS

The aim of this study was to determine the relation between physical activity and functional capacity at the primary school pupils. Many people are not aware that the health of the most important in human life and associated with the movement. In recent decades, the number of obese people, children and adolescents is is significantly increasing. The modern life style of children and young people are increasingly missing movement and outdoor games, is prevalent sedentary lifestyle (TV, Internet, Play Station ..) adverse effects the development of abilities and skills of children and their health status. The study included 80 students of the third grade of primary school, of which 43 boys (mean age 9.30 ± 0.46 years) and 37 girls (mean age 9.29 ± 0.47 years). The students attended two elementary schools in the city of Petrinja., First Primary School and Elementary School Dragutin Tadijanović. The survey was conducted in the school year 2014/2015. The sample of variables consisted of anthropometric measures of body height, weight, skin fold of the upper arm, back skinfold, abdominal skinfold. The functional abilities were measured test run for 3 minutes - F3, which is used to assess the level of functional ability in primary education in the Republic of Croatia. The level of physical activity was estimated PAQ-C questionnaire. From the results it is evident that of the total sample 60% of them have a normal percentage of body fat, while almost 40% of students with excessive fat in the body. The conclusion of this study indicates a high percentage of students who are overweight. Functional capacity was inversely associated with indicators of obesity, which means that students with high levels of functional capacity have a lower percentage of body fat. School age is the best time to stimulate and positive impact on the growth and development of children and the missed possibilities to that age cannot be recovered in later stages of life. Keywords: aerobic capacity, functional ability, obesity, students, school

Dificultades en el factor neuropsicológico Cinestésico predicen posibles problemas en la adquisición de la escritura

En este estudio, se evaluó a un grupo de niños y niñas de primero a tercer grado de educación básica primaria con problemas en la adquisición de la escritura, comparados con un grupo control. Los resultados obtenidos en la Evaluación neuropsicológica infantil “Puebla-Sevilla”, muestran diferencias significativas en los factores Cinético, Cinestésico y Percepción Espacial Global entre los sujetos control y los experimentales. Resultados similares fueron observados en las tareas de escritura contenidas en la Evaluación Neuropsicológica Infantil (ENI). Asimismo, se tipificaron cualitativamente los tipos de errores cometidos en las tareas de escritura. Análisis posteriores correlacionando la ejecución de los sujetos, mostraron que el factor Cinestésico puede considerarse predictor de una adecuada adquisición de la escritura y la tarea de dictado de la ENI es sensible para el reconocimiento de dificultades en dicho factor.

Working with data tables and graphs at Primary school

The article presents a model for developing data handling competencies at Primary school. The work is part of a larger research aiming at forming basic statistic literacy at early ages. Data analysis knowledge and skills are important part for the nowadays person. At Primary school, some basic skills for data handling must be developed. Working with data structured in tables and presented by graphs corresponds with the process of developing students' digital skills. Experimental work was done at third grade of primary school in equipped with contemporary technologies learning environment. Some example tasks are presented and the results from the experimental work are analysed.

Effectiveness of the Edmark training program on dyslexic students' phonological awareness

AIM: The aim of this study was to investigate the effect of the Edmark Training Program on phonological awareness skill in the dyslexic students studying in the third-grade primary school. METHODS: The research design is experimental and with pretest-posttest and control groups. Accordingly, using the stratified random sampling method, from among dyslexic students of the third-grade primary schools in Mobarakeh Township in 2014–2015, 30 students were selected regarding assigned inclusion criteria and then they randomly divided into two groups: Experimental and control. To collect data, the dyslexic test developed by Kormi Nouri and Moradi was used. The validity and reliability of the test were confirmed. The collected data were analyzed using ANCOVA and employing SPSS version 21. RESULTS: The results of the research indicated that there is significant difference between the performance of the control and experimental groups in the posttest stage (P CONCLUSION: Therefore, it can be concluded that the Edmark Reading Program is positively effective on dyslexic students' phonological awareness and this program causes the improvement in their phonological awareness skill.

The effects of school anxiety on self-esteem and self-handicapping in pupils attending primary school

School anxiety appears to be related to self-esteem and self-handicapping strategies. This study aims at identifying children with atypical levels of anxiety and examining the relationship between their self-esteem at school and their use of self-handicapping strategies. The sample included 120 pupils (M = 8.6 years) attending third grade of primary school and was divided into three groups: pupils with low anxiety, average anxiety and high anxiety. Children were administered the Scale for Evaluation of Anxiety (SAFA A), the TMA - Multidimensional test of Self-esteem- and the Self-Handicapping Scale for Children. On the whole, results demonstrate a nearly normative distribution of school anxiety in a nonclinical sample. Pupils with an average level of school anxiety showed a higher level of Self-esteem and engaged more in self-handicapping strategies. The developmental perspective suggests the importance of preventive research in order to identify any risk factors of subsequent anxiety disorders at an early age.

Teaching science and perceptive abilities of students of different genders

The meaning of the subject Science is to acquire knowledge and to encourage development of pupil's potential. The perceptual abilities of students that come to the fore when processing cartographic content in the framework of the development potential of the work have been analyzed. The research was conducted on a sample of 107 students of the third grade of primary school, of which 54 boys and 53 girls. The aim of this study was to determine the differences in perceptual abilities among students of different sexes. We started from the theoretical assumptions of higher performance males in perceptual abilities. Tests that were used were perceptual abilities IT-1 and spatial abilities KBT. The results indicate that at the age of the third grade pupils, there are no statistically significant differences between pupils of different genders in terms of perceptual abilities.

The relationship between working memory and mathematical skills in third-grade primary school students

Working memory is an important factor that accounts for individual differences in mathematics achievement among children. A specific component of working memory is the visuospatial working memory, responsible for maintenance and processing of visual and spatial information significant for successful task completion. This research was aimed at examining whether there is a link between visuospatial working memory and the level of acquisition of mathematical skills. The research was conducted in primary schools in Belgrade in the second academic term of the year 2016. The sample included 103 students of both genders, aged 9 to 10. In order to assess the visuospatial working memory we used the Houses Recognition test and the Jigsaw Puzzle task. Bearing in mind the results of the Neuropsychological Test Battery for Number Processing and Calculation in Children, a group of children with learning difficulties in mathematics was formed. The results indicated that the capacity of visuospatial working memory was directly proportional to the results of the test of mathematical skills. The analysis of the results of mathematical skills has shown that there was a significant correlation between the children with difficulties and those without difficulties in learning mathematics (p<0.05). Furthermore, there is a difference between these two groups at the level of both active and passive visuospatial working memory, with the better results achieved by the students with no learning difficulties in mathematics. Visuospatial working memory is very significant for the acquisition of mathematical skills and achievement in mathematics.

Socioeconomic Status and Longitudinal Lung Function of Healthy Mexican Children.

IntroductionOur aim was to estimate the longitudinal effect of Socioeconomic status (SES) on lung function growth of Mexican children and adolescents.Materials and MethodsA cohort of Mexican children in third grade of primary school was followed with spirometry twice a year for 6 years through secondary school. Multilevel mixed-effects lineal models were fitted for the spirometric variables of 2,641 respiratory-healthy Mexican children. Monthly family income (in 2002 U.S. dollars [USD]) and parents’ years completed at school were used as proxies of SES.ResultsIndividuals with higher SES tended to have greater height for age, and smaller sitting height/standing height and crude lung function. For each 1-year increase of parents’ schooling, Forced expiratory volume in 1 sec (FEV1) and Forced vital capacity (FVC) increased 8.5 (0.4%) and 10.6 mL (0.4%), respectively (p <0.05) when models were adjusted for gender. Impact of education on lung function was reduced drastically or abolished on adjusting by anthropometric variables and ozone.ConclusionsHigher parental schooling and higher monthly family income were associated with higher lung function in healthy Mexican children, with the majority of the effect likely due to the increase in height-for-age.

A Thought on Reviewing Ways in Primary School

This paper will focus on the effective review of English in the third grade of primary school. In the first part, the author introduces the importance of improving the effective review of English in the third grade of primary school. Analyzing from the aspects of theories, teachers have to get a good knowledge of language theories and analyze it well to achieve the teaching goal. So the author brings some theories about second language acquisition, such as the input hypothesis, the monitor hypothesis, the effective filter hypothesis and the natural order hypothesis. After analyzing the weaknesses deeply, the author lists some methodologies for reviewing language and the motivation for primary students’ review of English. In the third part, it shows the cause of the present problems in the method of present teaching and reviewing lessons. In the next part, it gives some solutions for these problems.

Aplicación móvil de realidad aumentada para la enseñanza de la clasificación de los seres vivos a niños de tercer grado

&lt;p&gt;Las tecnologías de la información y las comunicaciones (TIC) ha tenido un gran auge en lo los últimos años y es debido a este auge que se han ido introduciendo en el aula de clase con resultados prometedores. Por esta razón es indispensable crear herramientas innovadoras que fortalezcan los procesos de enseñanza y aprendizaje de los estudiantes, además de motivarlos a usar este tipo de herramientas tanto dentro como fuera del aula. El presente documento tiene como objetivo presentar al lector la problemática existente en la enseñanza de las ciencias naturales, específicamente en el tema de la clasificación de los seres vivos para los niños de tercer grado, así como la solución propuesta a partir de las TIC.&lt;/p&gt;

Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children.

This study investigated first the main cognitive abilities; phonological processing, visual cognition, automatization and receptive vocabulary in predicting reading and spelling abilities in Arabic. Second, we compared good/poor readers and spellers to detect the characteristics of cognitive predictors which contribute to identifying reading and spelling difficulties in Arabic speaking children. A sample of 116 Tunisian third-grade children was tested on their abilities to read and spell, phonological processing, visual cognition, automatization and receptive vocabulary. For reading, phonological processing and automatization uniquely predicted Arabic word reading and paragraph reading abilities. Automatization uniquely predicted Arabic non-word reading ability. For spelling, phonological processing was a unique predictor for Arabic word spelling ability. Furthermore, poor readers had significantly lower scores on the phonological processing test and slower reading times on the automatization test as compared with good readers. Additionally, poor spellers showed lower scores on the phonological processing test as compared with good spellers. Visual cognitive processing and receptive vocabulary were not significant cognitive predictors of Arabic reading and spelling abilities for Tunisian third grade children in this study. Our results are consistent with previous studies in alphabetic orthographies and demonstrate that phonological processing and automatization are the best cognitive predictors in detecting early literacy problems. We suggest including phonological processing and automatization tasks in screening tests and in intervention programs may help Tunisian children with poor literacy skills overcome reading and spelling difficulties in Arabic.

Problem solving and efficiency of educational objectives accomplishment in teaching equations

This paper presents the results of experimental testing the impact of problem solving on the efficiency of objectives accomplishment in teaching equations in the second and third grade of primary school. In this regard, it was examined the existence of differences in the level of implementation of educational objectives about equations by applying the problem solving teaching with the students of different ages of education. In considering the efficiency of educational objectives accomplishment we started from the taxonomy model of educational aims and objectives operationalization in teaching math. The sample included 97 students of the second and third grade of primary school. The obtained results indicate the positive impact on the level of implementation of educational objectives about equations by applying the problem solving teaching with the students of each ages of education. Obtained results are significant from the aspect of innovating and changing the organization of the teaching process in order to improve the quality of teaching, students engagement and increase conscious activity in mathematics classroom.

Role of Culture and Gender in Rorschach Findings in 9 Year Old Iranian Children

The main objective of this study was investigation of differences between 9 year old boy and girl subjects in Rorschach variables. Also for evaluation of role of culture, non-clinical and 9 year old Iranian sample responses to Rorschach cards were compared with non-clinical non-Iranian samples on Rorschach variables in similar ages. To this end, 110 nine year old children (52 boys and 58 girls) in the third grade of primary school from five regions North, South, East, West and downtown of Tehran were chosen. Comparing the results indicated that the girl and boy subjects responded to Rorschach test according to their gender.

Students’ Strategies of Measuring Time Using Traditional Gasing Game in Third Grade of Primary School

Understanding of measuring time has difficulty for children because it is intangible. Standar units often use directly by teacher for learning time measurement. Many researches involved game in designing learning material to facilitate fun and meaningful learning for children. For this reason, learning of time measurement that connect with children’s daily experience was designed. The context of this research was traditional gasing game. The study is situated in implementation of Indonesian version of Realistic Mathematics Education, labeled as PMRI. This research aimed acquire learning trajectory of time measurement using traditional gasing game for the third grader of primary school by describing students’ progress in learning. Design research methodology comprising preparing for the experiment, teaching experiment, and retrospective analysis was used. The research was conducted in SD (Sekolah Dasar) Pusri (Pupuk Sriwijaya) Palembang as one of PMRI (Pendidikan Matematika Realistik Indonesia) school. The result of the teaching experiment showed that learning design could foster students to experience reinvention of time measurement historically. It stimulated students to emerge their sense of time, measure time using non standar unit, understand the concept of standard unit, and measure time using standar unit. Students’ strategies that were emerged showed students’progress through situation and problems that were provided by traditional gasing game. Keyword: time measurement, gasing, design research, PMRI

Students’ Strategies of Measuring Time Using Traditional Gasing Game in Third Grade of Primary School

Students’ Strategies of Measuring Time Using Traditional Gasing Game in Third Grade of Primary School

Contribution of Student and Demonstration Experiments to the Quality of Students’ Knowledge about Matter in the Initial Chemical Education

The aim of the paper is to determine whether there is a difference in student knowledge at all cognitive levels when the content about physical-chemical properties of matter are taught with the use of demonstration and student experiments in the third grade of primary school. Research sample consisted of 142 students. Experimental, comparative and descriptive – analytical methods were used. The survey instrument was a test. The students who had independently performed experiments obtained better results at the cognitive level of analysis, synthesis and evaluation on the final test and retest than the students to whom experiments had been demonstrated by the teacher.

MOTIVATION AND LEARNING RESULTS IN MUSIC EDUCATION RELATED TO BLENDED LEARNING

A b s t r a c t Computerised environment is a learning environment which is often used in primary schools. The specifics of teaching and learning supported by computers are particularly interesting from the point of view of research into blended learning. Blended learning means combining various methods as well as teaching and learning modalities and also combining classical learning with computerised environment learning. In the newly created system of learning environments it is a challenge to recognise and understand connections between motivation, learning results and learning performance. Our contribution deals with the research which took place at musical classes in the third grade of primary school. The experimental group implemented besides classical didactic materials for class learning also the interactive computerised environment Musical Image Format, Rhythm. The results have shown a motivation for learning in the computerised environment and statistically significant higher results achieved by the experimental group in the areas of musical rhythm and metrum.

Deutschsprachige Version des Fragebogens für Rechenangst (FRA) für 6- bis 9-jährige Kinder

Is the FRA a reliable and valid instrument? Are there any gender differences concerning math anxiety? Are there any developmental changes in this regard in the course of the early grades? Together with the dyscalculia test TEDI-MATH, the FRA was presented to a total of 450 children from the first to the third grade of primary school (at least 40 girls and 40 boys per semester). The total scale has an internal consistency (Cronbach's alpha) between 0.83 and 0.91. Correlations between arithmetic skills and the FRA scales were mostly significant. The significantly higher negative scores for girls were taken into account by providing standard scores corrected for gender. No systematic developmental changes could be observed. The FRA is the first German math anxiety questionnaire for primary school children. High reliability, standard scores corrected for gender, and economic handling make it an instrument well suited for use in clinical settings (e.g., dyscalculia diagnostics and intervention).

Immunization rates and timely administration in pre-school and school-aged children

Whereas immunization coverage has been repeatedly assessed in the Swiss population, little is known about the timely administration of universally recommended immunizations in Switzerland and elsewhere. The goal of this study was to determine compliance with official standard immunization recommendations in pre-school and school-aged children in Basel, Switzerland, focusing on coverage rates and timely administration. Of a cohort of children entering kindergarten and third-grade primary school in Basel in 2001, 310 and 310, respectively, were identified in proportion to the overall age-appropriate populations in the four city districts. Foreign-born children were excluded. The data were extracted from immunization records provided voluntarily by parents. Coverage for three doses of diphtheria, tetanus, and poliomyelitis vaccines was >95% and <90% for pertussis and Hib. The rates of age-appropriate booster doses were significantly lower, especially for pertussis and Hib (<60%). Cumulative coverage for measles, mumps, and rubella (MMR) was <90% for the first dose and 33% for the second dose by 10 years of age. All immunizations were administered with significant delays. Coverage for the first three doses of DTP combination vaccines did not reach 90% before 1 year of age and, for the first dose of MMR, a plateau just below 80% was not reached before 3 years of age. Delayed administration of immunizations in childhood, as well as complete lack of booster doses in a significant fraction of children, with important implications for public health have been discovered in this study. This may lead to fatal disease in individuals, epidemics in the community, and threatens national and international targets of disease elimination, such as measles and congenital rubella syndrome.

Risk Factors and Natural History of Habitual Snoring

It has been suggested that habitual snoring (HS) has adverse health outcomes in children. We aimed to identify risk factors for HS and determine its natural history in primary school children. Cross-sectional, population-based cohort study. Twenty-seven primary schools located within the city limits of Hannover, Germany. Third-grade primary school children. Snoring frequency and potential risk factors were investigated using parental questionnaires. Unadjusted and adjusted odds ratios (ORs) for HS and their 95% confidence intervals (CIs) were calculated. One year after the initial contact, snoring status was re-evaluated in habitual snorers. In total, 1,760 children were contacted, and 1,144 parents and their children (49% were girls) agreed to participate and returned a completed questionnaire. A body mass index >/= 90th percentile (OR, 3.5; 95% CI, 1.8 to 7.1), low maternal education (OR, 2.3; 95% CI, 1.1 to 4.7), regular daytime mouth breathing (OR, 7.4; 95% CI, 3.5 to 15.6), and a higher frequency of sore throats (OR, 17.6; 95% CI, 6.4 to 48.8) were independent risk factors for HS. Parental smoking and frequent infections were significantly but not independently associated with HS. The association of low maternal education and HS was higher in boys (OR, 4.4; 95% CI, 1.5 to 13.6; vs OR, 1.2; 95% CI, 0.4 to 3.6), while that of sore throats and HS was higher in girls (OR, 52.7; 95% CI, 6.0 to 460.2; vs OR, 13.3; 95% CI, 3.0 to 58.5). At follow-up, 39 of 80 eligible habitual snorers (48.8%) still snored regularly. Children who continued to snore differed significantly in maternal education, household smoking, snoring loudness, and prior ear, nose, throat surgery from those who had ceased to snore habitually. Socioeconomic status, obesity, signs of nasal obstruction, and pharyngeal problems were independent risk factors for HS in these primary school children. The expression of HS varied considerably over time.