Third-grade Primary School Students Research Articles

The Effect of Story Reading Activity on Attitudes of Typically Developing Students Towards Students with Special Needs

Making children with special needs a part of society depends on others’ accepting them with their differences and supporting them considering their needs. For this reason, various activities can be utilized as tools to develop social tolerance and demonstrate positive attitudes towards children with special needs. Some of these activities include informing, drama, and reading children's books. The purpose of this study is to investigate the effects of the reading storybooks activity on the attitudes towards students with special needs in students who demonstrate typical development. The study utilized a mixed-method design. The study group was composed of 84 third-grade primary school students who received education in the Ağrı city center. Data were collected through the Student Interview Form developed by the researchers and the Social Acceptance Attitude Scale developed by Siperstein (1988); reliability and validity for the Turkish translated form were performed by Civelek (1990). Results showed that Social Acceptance Scale post-test data demonstrated differences in favor of the experimental group students who were exposed to the reading storybooks activity compared to the control group post-test data. Besides, the students reportedly found the activity enjoyable, and at the end of the activity, they stated many positive views about students with special needs.

Children’s exploratory talk: The role of verbal communication during construction

The article presents the results of qualitative research aimed at recognizing the role of exploratory speech in the process of constructing and engaging in conceptual activity. The study involved 22 third-grade primary school students who were involved in designing, constructing and testing products for four months. The data was obtained through observations, photographic documentation and transcription of recorded dialogues. Two areas were analyzed, including interactions (communication in a group, negotiations, dialogues leading to problem solving, argumentation), as well as communication challenges (both vocabulary and communication style). The results of the analysis indicate the role of exploratory talk as a tool for building meanings supporting problem solving during construction. Conclusions may be important for educational practice and contribute to the promotion of students’ conceptual activity.

Do artificial neural networks dream of understanding sentence comprehension? A preliminary study (¿Sueñan las redes neuronales artificiales con entender la comprensión de frases? Un estudio preliminar)

ABSTRACT Artificial neural networks (ANNs) are an emerging field with a positive and encouraging outlook. In education, it is postulated that attention and academic performance could explain reading outcomes. The main goal of this research was to study the predictive capacity of an ANN with a backpropagation algorithm by analysing the relationship between sentence and text reading comprehension efficiency, attentional variables and academic performance in third-grade primary school students (N = 183). A non-experimental approach was adopted, using a cross-sectional and ex post facto design. Ten schools (70% public) located in southeastern Spain participated. Test of Reading Efficacy (TECLE), d2 attention test and TALE-2000 were administered. The results revealed that it is possible to design a network capable of learning by itself to predict sentence comprehension. Students who were good readers obtained better grades, concentrated better, scanned the stimulus more attentively, obtained more correct answers and made fewer omissions. The conclusions concerned the ethical implications of AI and the need to introduce ANNs in initial teacher training.

The effect of online creative drama method on primary school students’ levels of happiness and fun in school: Solomon four-group design

This study examines how the 'online creative drama method' affects third-grade primary school students' levels of happiness and enjoyment at school. The Solomon four-group design, one of the quantitative research designs, was used. The study group of this research consists of a total of 3rd-grade students (n = 100) studying at a public school in Istanbul in the 2020-2021 academic year. Four groups, two experimental and two control groups, were determined through purposive sampling in the research, ‘Happiness Scale for Primary School Students' and ‘The Scale of The Determining the Fun in Life studies Course' were used as data collection tools. The study concluded that the Happiness Level at School and Fun Level post-test scores of the students in the ‘experimental 1-2 groups', in which the ‘online drama method’ was used, were significantly higher than the post-test scores of the control 1-2 groups, regardless of the pre-test application status. Also, post-test Fun Level mean scores increased in the Control 1 group compared to pre-test Fun Level scores. In conclusion, 'online creative drama' activities positively affect the happiness level and fun level of primary school students.

Формирование метаязыковой деятельности у младших школьников с общим недоразвитием речи

The article focuses on the theoretical and practical issues of metalinguistic skills in primary school children. Metalinguistic activity is an important parameter of linguistic personality assessment since its analysis can reveal various language impairments. The authors described the metalinguistic level of third-grade primary school students with general speech underdevelopment and specified the phonological, morphological, syntactic, and pragmatic components for each level. The research was based on such cognitive operations as identification, analysis, synthesis, and generalization. The obtained statistics on the interrelation of metalinguistic components made it possible to develop a typology of phonological and morphological exercises based on practicing the corresponding cognitive operations. The article outlines the main directions of speech therapy, which may be of interest to primary school teachers and speech therapists.

Analytical Rubric Development Study for Assessment of the Speaking and Writing Skills at Primary School Level

The purpose of this research is to develop an analytical rubric for the assessment of speaking and writing skills of primary school students. The study was designed according to the survey model. The sample of the study consisted of third-grade primary school students who were studying in Aydın Province, Turkey in the 2020-2021 academic year. 34 primary school third-grade students, 19 girls and 15 boys, involved in the studies carried out throughout the research. Field experts were consulted to define content validity of the analytical rubrics improved for speaking and writing skills. The content validity indexes obtained from the field experts’ opinions on each item show that the content validity of the analytical rubrics is provided. For reliability of the analytical rubrics, analysis of variance and Kendall's W test were carried out. According to the reliability analysis, the rubrics were found to be reliable. These findings are strong evidence showing that analytical rubrics for speaking and writing skills are valid and reliable.

Students' learning growth in mental addition and subtraction: Results from a learning progress monitoring approach.

The purpose of this study was to measure and describe students' learning development in mental computation of mixed addition and subtraction tasks up to 100. We used a learning progress monitoring (LPM) approach with multiple repeated measurements to examine the learning curves of second-and third-grade primary school students in mental computation over a period of 17 biweekly measurement intervals in the school year 2020/2021. Moreover, we investigated how homogeneous students' learning curves were and how sociodemographic variables (gender, grade level, the assignment of special educational needs) affected students' learning growth. Therefore, 348 German students from six schools and 20 classes (10.9% students with special educational needs) worked on systematically, but randomly mixed addition and subtraction tasks at regular intervals with an online LPM tool. We collected learning progress data for 12 measurement intervals during the survey period that was impacted by the COVID-19 pandemic. Technical results show that the employed LPM tool for mental computation met the criteria of LPM research stages 1 and 2. Focusing on the learning curves, results from latent growth curve modeling showed significant differences in the intercept and in the slope based on the background variables. The results illustrate that one-size-fits-all instruction is not appropriate, thus highlighting the value of LPM or other means that allow individualized, adaptive teaching. The study provides a first quantitative overview over the learning curves for mental computation in second and third grade. Furthermore, it offers a validated tool for the empirical analysis of learning curves regarding mental computation and strong reference data against which individual learning growth can be compared to identify students with unfavorable learning curves and provide targeted support as part of an adaptive, evidence-based teaching approach. Implications for further research and school practice are discussed.

The association of myopia progression with the morphological changes of optic disc and β-peripapillary atrophy in primary school students.

To study the association of myopia progression with the morphological changes of optic disc and β-peripapillary atrophy (β-PPA) in 8-11years old primary school students. This study was a prospective, school-based investigation. This study included 610 children (1008 eyes) who were continuously observed and had data available from 2016 to 2017 in the Sanhe Cohort Study of the Risk Factors for Myopia (SCSRFM). The children underwent a comprehensive eye examination including measurement of visual acuity, autorefractometry, and posterior segment of the eye. β-PPA regions and optic disc ovality index were identified and measured on the fundus photographs. The prevalence of myopia was 72.62% (732/1008) in 2016. In myopic children, the prevalence of the vertical β-PPA, the horizontal β-PPA, and the oval optic disc were 75.68% (554/732), 75.96% (556/732) and, 11.61% (85/732) respectively. From 2016 to 2017, with the progression of vertical β-PPA, horizontal β-PPA, area of β-PPA, and optic disc ovality index, the myopic diopter and the axial length (AL) were increased. The progression of horizontal β-PPA was significantly correlated with the progression of myopic diopter and AL (all p < 0.05). The analysis on the distribution of progression rate of parameters in different groups found that the progression rate of horizontal β-PPA, area of β-PPA, and optic disc ovality index increased with the increase of the progression of diopter and AL. The progression of horizontal β-PPA, area of β-PPA, optic disc ovality index, and diopter in girls were greater than that in boys, and the progression of optic disc ovality index anddiopter had a statistical significance (all p < 0.05). The 1-year follow-up study of the third-grade primary school students showed that with the progression of myopia and the growth of AL, β-PPA and optic disc ovality index also changed. There was a positive correlation between the change of β-PPA and optic disc ovality index and the progression of myopia diopter and AL.

RELATIONAL THINKING IN THE SCHOOLING OF THE HIERARCHY OF OPERATIONS AND EARLY ALGEBRA IN ELEMENTARY

El objetivo general de este estudio fue promover el pensamiento relacional en el análisis de expresiones numéricas, utilizando la jerarquía de operaciones, en alumnos de tercer grado de primaria. Se diseñó una secuencia psicoeducativa basada en la representación de propiedades numéricas y expresiones de igualdad por equivalencia, con base en actividades fenoménicas (didáctica fenomenológica) y en la aplicación de la jerarquía de operaciones. Treinta alumnos fueron evaluados a través de múltiples indicadores de su desempeño en dominios tanto procedimentales como conceptuales. El 71.43% de los escolares alcanzaron un nivel muy alto o alto de logro en tareas de la aplicación de la jerarquía de operaciones. Los resultados se discuten en términos de la relación entre el pensamiento relacional y las actividades fenoménicas con el nivel de logro de la jerarquía de operaciones.

Social Problem-Solving Activities in The Life Skills Course: Do Primary School Students Have Difficulty Solving Daily Life Problems?

This study aimed to investigate how a social problem-solving education program implemented in the life skills course affected the social problem-solving skills of third-grade primary school students. For this purpose, using a mixed-methods research design, the participant students received social skills education over 20 class hours. The data collection tools used in the study were the Social Problem-Solving Skills Scale, semi-structured interviews, and document analysis. The study was conducted with 35 students attending a public school on the European side of Istanbul, Turkey. The dependent t-test was employed to analyze the quantitative data and content analysis for qualitative data. As a result, it was seen that the qualitative data supported the quantitative data. According to the quantitative data, after receiving social problem-solving education, the students developed the skills of creating alternative solutions, selecting a suitable solution, and estimating the outcomes of the selected solution. The students were also found to retain these skills four months after the education program. Furthermore, it was determined that the students mostly liked solving social problems, were able to solve the problems clearly and by associating them with the topic, generally enjoyed the problem-solving process, and produced various creative outputs. It is thought that the results obtained from this study will guide teaching practices involving social problem solving-based activities.

Primary school students’ understanding of polygons and the relationships between polygons

The goal of this study was to characterise how third-grade primary school students understand the concept of polygon as well as relationships between polygons. Following a teaching experiment, students answered a questionnaire on the recognition of polygons and relationships between polygons, providing information about how a polygon was understood as an example of a class. Dimensional deconstruction of shapes (Duval, 2017) and Statistical Implicative Analysis (Gras, Suzuki, Guillet, & Spagnolo, 2008) were used to analyse students’ answers. The findings indicated that students’ understanding of the polygon concept depended on how students recognised and modified the relevant attributes considered in the definition of polygon. These results suggest that a progressive complexity underlies the understanding of the concept of polygon. Evidence of this progressive complexity was found in the relationship between recognising a figure as a polygon and transforming a non-example of a polygon into a polygon. Furthermore, the ability to identify a polygon as an instance of a class depended on the attribute that defines the class. That is, the fact of identifying a class of polygons was linked to the non-relevant attribute considered. Instructional implications are finally drawn regarding the key role of dimensional deconstruction to understand polygons and relationships between polygons.

IDEAS ABOUT PROFESSIONS OF THIRD-GRADE STUDENTS OF PRIMARY SCHOOL BASED ON OWN RESEARCH

The presented publication is the result of qualitative research on the ideas of professions carried out among third-grade students of primary school. The subject is of interest to researchers all over the world. The aim of the research was to check how third-grade students imagine professional work in general and how they imagine the work of people in particular occupations. The main problem that included specific problems was the question: What are the ideas of the professions of third-year primary school students? The research results show a positive image of professional work of third-grade students. They are able to identify their own interests, see the practical side of their professional work (obtaining the means necessary for living), understand the work as a service to other people (they associate the profession with the responsible work of a firefighter, policeman, teacher, doctor, secretary),they also have general knowledge about the work of their parents, correctly associate objects (props) with professions, know the names of the professions and they are able to indicate the features of a good and bad employee. The publication is supplemented with works by third-grade students presenting work in various professions.

An Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Students

This study aimed to improve the fluent reading skills of third-grade primary school students by developing and implementing action plans based on fluent reading strategies. It employed the participatory action research design, one of the qualitative research approaches. A total of 27 third-grade students attending a state primary school in Konya during the spring of 2017 participated in the study. First, pre-measurements were performed to determine students’ current states regarding the three fluent reading components ( accurate reading, reading speed, and prosody ). Next, ten action plans related to the three components were developed and implemented in 10 weeks. Later, post-measurements were performed, and pre- and post-measurement results were compared. Also, feedback about the implementation process ( qualitative data ) was sought through participant observations, conversation type interviews with the classroom teacher and students, reflective journals, and video recordings. According to the findings, students’ reading mistakes in all the three text types ( narrative, informative, and poetic ) decreased, reading speeds increased, and reading prosody levels enhanced. The use of various technological tools, software programs, and different reading strategies during the implementation process helped students focus more on the activities, raised their interest in them, and made their learning more pleasant. Moreover, the use of grouping strategies such as reading choir, reading theatre, and dart playing affected students positively for learning. It is concluded that the study has great potential to contribute to the research literature by reflecting the practical experiences.

Limits and Virtues of Educational Technology in Elementary School Mathematics

The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject.

PENGGUNAAN MEDIA GAMBAR UNTUK MENINGKATKAN KETERAMPILAN MENULIS PARAGRAF DESKRIPSI SISWA SEKOLAH DASAR PEKANBARU

This research is based on the low skill of writing a paragraph. Description of third-grade students of primary school, from 22 students, only 8 students (40%) are skilled and the remaining 12 students (60%) are less skilled. This research is an Action Research conducted in 2 cycles per cycle consisting of 2 meetings. This study aims to improve the skills of writing description paragraphs with the use of image media. The subject of this research is the third-grade students of primary school in Pekanbaru. Data obtained through observation and test. The data analysis technique used is descriptive statistical technique. The results showed that the percentage of teacher activity scores on the first cycle of 66.66%, while in cycle II the percentage score of 91.66%. Student activity in learning also experience improvement, student activity on cycle I score percentage equal to 6.66% whereas in cycle II percentage score equal to 91.66%. The results of the writing skill of the descriptive paragraph on an average baseline score of 65.3. Meanwhile, the value of the writing skill of the descriptive paragraph in the first cycle score average score of 87.2, then cycle II increased with an average of 89. It can be concluded that using image media can improve the skills to write paragraphs description of primary students.

The Opinions of Third-Grade Primary School Students on the Value of Openness to Innovation

The Opinions of Third-Grade Primary School Students on the Value of Openness to Innovation

Opinions of Third-Grade Primary School Students on the Value of Patriotism

Opinions of Third-Grade Primary School Students on the Value of Patriotism

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&lt;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.

Developing Critical Thinking in Elementary Mathematics Education through a Suitable Selection of Content and Overall Student Performance

Authors of this paper draw attention to the importance of developing critical thinking in the process of education. For this purpose, we organized a research (an experiment with parallel groups) on a sample (N=246) of third-grade students of primary school, to examine if critical thinking can be developed by a better planned selection of content. The obtained results show that the selection of content can encourage and develop critical thinking of all students, and that there should be no restrictions regarding the classification of students by their overall performance at school.