Third-grade Students Research Articles

Filling a gap: initial evidence for reliable and valid measures of students’ self-concept, self-efficacy, and interest in science with elementary students traditionally underrepresented in STEM

American students continue to perform poorly on national and international assessments of Science, Technology, Engineering, and Mathematics (STEM) competencies, and achievement gaps spanning racial/ethnic and socioeconomic lines emerge early and widen over time. Scholars and practitioners agree that expanding access to high-quality STEM education has the potential to improve students’ performance and reduce inequalities. Research has elucidated the critical role that students’ self-perceptions play in driving academic achievement, which has spurred the development of many educational programs and initiatives aimed at increasing students’ confidence, self-efficacy, and interest. However, our capacity to determine what programs and initiatives are effective and for whom is limited by our lack of psychometrically sound measures that assess science-related self-perceptions and interests of elementary students from diverse populations. To address this gap, we developed and tested measures of Science Self-Efficacy, Science Self-Concept, Interest in Science Activities, and Attitudes toward STEM careers in a sample of third-grade students (8–9 years) traditionally underrepresented in STEM careers (94% of our sample identified as either African American or Hispanic). We present initial evidence, from a preliminary pilot study, for the reliability and validity of these measures and reveal the multi-dimensional nature of students’ self-perceptions and interests in science. We discuss how such measurement tools will inform our understanding of the nature of young students’ science self-perceptions, how the utilization of such tools can inform educational practice, and highlight the critical importance of conducting measurement development research with diverse populations.

A Proposed Unit Based on the STEM Approach: Developing 21st-Century Skills Among Middle-School Students

This research aims to determine the effectiveness of a proposed instructional unit based on the integration of science and mathematics, following the STEM approach, to teach critical thinking and problem-solving as 21st-century skills. To achieve this goal, an experimental approach based on a quasi-experimental single-group design with a pre-test and post-test was used. The research sample consisted of 40 third-grade students in a middle school. A problem-solving skills test was developed, and the Watson Glaser Critical Thinking Skills Appraisal was used, the results showed statistically significant differences between the mean scores of the participant group in the pre-test and post-test measurements for both critical thinking and problem-solving skills. The research concluded that the proposed unit helped students develop 21st-century skills.
 
 Received: 11 November 2023 / Accepted: 17 February 2024 / Published: 5 March 2024

The Influence of Utilizing Inquiry-Based Learning Strategy on Science Accomplishment of Primary Students’ Stage

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.

Penggunaan Media Puzzle Pecahan dalam Meningkatkan Hasil Belajar Siswa Kelas III pada Pelajaran Matematika

The purpose of this study is to identify the problems in learning Mathematics, simple fractions, educational learning media, and the learning outcomes of SDN 101873 Batang Kuis. This study uses qualitative research methods with observation techniques, literature analysis, and documentation when conducting learning activities in analyzing the use of fraction puzzles in the fraction material abilities at SDN 101873 Batang Kuis. The subjects of this study are third-grade students at SDN 101873 Batang Kuis. The results of implementing fraction puzzles in the fraction material skills at Batang Kuis show that mathematical puzzle skills have improved in the third grade. Students really enjoy playing fraction puzzles. Based on the results of the research and discussion, it can be concluded that the use of fraction puzzle media in fraction material provides a better impact. Students are able to first understand and analyze problems, able to design, plan, and find solutions, and then evaluate these solutions.

Effect of using K.W.L strategy on developing some motor abilities and response speed with precision aiming with hand ball


 Research objective: To identify the effect of using K.W.L strategy in developing some motor abilities and speed of response with precision aiming with handball. The imposition of the research: There is no statistically significant relationship between exercises to develop some motor abilities and response speed in the accuracy of correction in handball. Research methodology and its sample: The researcher used the experimental approach with two pre and post tests to suit the suitability and nature of the problem, and the research was chosen from third-grade students 2016-2017, where the sample was chosen from two divisions of students and the students were excluded because they were not participating in the research, and the research sample was divided into two control and experimental groups. The total number of the sample is (50) students, and the researcher excluded non-committed students and their number was (8) students and absentees were excluded (5) students and (3) repeaters were excluded, and (10) students were excluded for their participation in the exploratory experiment, where the research sample consisted of (25) A student formed a proportion of (50%) of the research community, and each group was divided (12) students, and the researcher used the statistical bag (SPSS) for the purpose of data processing.
 

Differential Performance of Computerized Adaptive Testing in Students With and Without Disabilities – A Simulation Study

Technologies that enable individualization for students have significant potential in special education. Computerized Adaptive Testing (CAT) refers to digital assessments that automatically adjust their difficulty level based on students' abilities, allowing for personalized, efficient, and accurate measurement. This article examines whether CAT performs differently for students with and without special educational needs (SEN). Two simulation studies were conducted using a sample of 709 third-grade students from general and special schools in Germany, who took a reading test. The results indicate that students with SEN were assessed with fewer items, reduced bias, and higher accuracy compared to students without SEN. However, measurement accuracy decreased, and test length increased for students whose abilities deviated more than two SD from the norm. We discuss potential adaptations of CAT for students with SEN in the classroom, as well as the integration of CAT with AI-supported feedback and tailored exercises within a digital learning environment.

Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study

In this research, we aimed to determine whether students' math achievements improved using ChatGPT, one of the chatbot tools, to prepare lesson plans in primary school math courses. The research was conducted with a pretest-posttest control group experimental design. The study comprises 39 third-grade students (experimental group = 24, control group = 15). The implementation process lasted five weeks and 25 lesson hours. In the experimental group, lessons were taught according to plans prepared using ChatGPT, while in the control group, existing lesson plans were used. Students' academic achievement was measured with a multiple-choice achievement test of 25 questions with two separate questions for each learning objective. According to the results, students' academic achievement increased significantly (d = 1.268) in math lessons taught according to lesson plans prepared using the ChatGPT. Although there was a difference between the post-test scores of the experimental group and the control group in favor of the experimental group, it was determined that this difference was not significant. These results show that teaching primary school math according to lesson plans prepared using ChatGPT is effective in academic achievement. Teachers should consider ChatGPT and their plans, combining them and benefiting from both in the implementation process.

PENINGKATAN KREATIVITAS MENGGAMBAR DEKORATIF SISWA KELAS III MELALUI PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING (CTL)

The study aimed to improve student’s creativity in decorative painting, and describe the constraints and solutions in the implementation of Contextual Teaching and Learning. It was classroom action research. The subjects were teacher and students of third grade at SDN 1 Mekarsari. The data used is in the form of qualitative and quantitative data. Data collection techniques using tetst, observations, and interviews. Data validity uses triangulation of sources and techniques. Data analysis with data reduction, data presentation, and drawing conclusions. The results indicated that Contextual Teaching and Learning (CTL) improved student’s creativity in decorative painting. The students had interesting and unique ideas in painting. The student’s learning outcomes and works improved. The constraints were the teacher had difficulty to manage the students when drawing and they needed much times to finish. The solutions were the teacher provided more efforts to manage the students. It concludes that the implementation of Contextual Teaching and Learning (CTL) improves creativity in decorative painting to third grade students

The Effectiveness of Using the Constructivist Learning Model in Improving the Motivation towards Reading among Third Grade Students

The study aimed to investigate the effectiveness of using the constructive learning model in improving the motivation towards reading among third grade students in the Galilee region. The study used the quasi-experimental methodology. The study sample consisted of all third-grade students in Hussein Yassin elementary school in the Galilee region, whose number was (39) students. A questionnaire was used as a study tool after verifying its validity and reliability. The results of the study showed a difference in the estimates of the experimental and control group in the areas of motivation towards reading together, in favor of the experimental group. The study recommended encouraging and training teachers to design and develop constructive learning environments for teaching various educational materials, in line with students' preferences in this field, to improve educational and scientific outcomes.

The Effect of Musical Play on the Social Skill Development of Primary School Students

The purpose of this study is to determine the effect of musical play on the social skill development of third-grade students and to investigate the opinions of classroom teachers on the effect of musical play on the social skill development of their students. The study sample consists of 60 students: 30 in the experimental group, and 30 in the control group. Musical play activities were applied in the experimental group for 10 weeks. At the end of the research, interviews were conducted with both the experimental and control group classroom teachers. The results demonstrate a significant difference, in of the experimental group, between the posttest total scores, adjusted according to the students' social skills scale pretest total score averages. According to the answers to interview questions from the classroom teachers, musical play is beneficial for the development of social skills.

Ortaokul Öğrencilerinin Erime ve Çözünme Kavramlarına Yönelik Bilgi Yapılarının Gelişim Sürecinin Kavramsal Değişim Teorilerine göre İncelenmesi

The aim of this longitudinal research is to examine the development process of scientific and consistent knowledge structures of first, second, and third-grade students in middle school within the concepts of melting and dissolution according to conceptual change theories at the end of the education and training processes carried out in educational institutions. The research is carried out in a district of a metropolitan city in the Marmara Region with the participation of 43 middle school students. Open-ended questions developed for concepts were used to collect data. Friedman test is used to determine whether there is a difference between students’ consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution. As there is a significant difference between the students’ consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution, the Wilcoxon Signed Rank Test is used for dual comparisons between student levels. In addition, Spearman’s correlation coefficient of rank differences is used to determine if there is a relationship between the class levels of the students and the scores of students’ consistent and scientific knowledge structure regarding the concepts of melting and dissolution. As a result of the research, it is determined that the students’ consistent and scientific knowledge structure scores regarding the concepts of melting and dissolution differ depending on the students’ levels. When all the findings obtained from the research are evaluated together, it can be said that the development process of students’ knowledge structures regarding the relevant concepts is more compatible with the knowledge in pieces conceptual change theory. Based on the results of the research, some suggestions were made.

Assistance in Learning Activities Using Games and Songs Media to Increase Learning Motivation and English Vocabulary of Class 3 Students of SDN 3 Bebalang in 2023

English has become a globally dominant language that is widely used in various sectors of life. Its significance in international communication and its widespread use in various fields can emphasize the importance of acquiring English language skills for personal and professional growth. This study aims to investigate efforts to improve motivation in learning English through songs and games on the topics of days of the week and parts of the body. This research adopts the Peer Assisted Learning Strategies (PALS) methodology, which involves (1) identifying the teacher's problems, (2) conducting a needs analysis to address the identified issues, (3) designing coaching and mentoring programs, (4) implementation, (5) monitoring and observing the activities, and (6) reporting and follow-up. The subjects of this study are 15 third-grade students from SDN 3 Bebalang. The focus of this research is on motivation and English vocabulary. The results of this study indicate an improvement in English vocabulary and student motivation, students are more actively engaged in the learning process and show enthusiasm for learning English. With the positive impact shown by this research, it can be concluded that the implementation of the mentoring method using English games and songs has succeeded in achieving the stated goals, namely increasing students' learning motivation and mastery of their English vocabulary.

Upaya Peningkatkan Collaboration Skills Peserta Didik SD Melalui Penerapan Project Based Learning (PjBL)

This study aims to improve the collaboration skills of third-grade students at SD N Ledok 01 Salatiga by applying the Project Based Learning (PjBL) Model. The type of this research is a collaborative classroom action research (PTKK). The subject of this research were 26 third-grade students. This study uses a spiral spin model design developed by Kemmis and Mc Taggart. This research was conducted in 2 cycles. Each cycle consists of 3 stages, namely the planning stage, the implementation and observation stage, also the reflection stage. This research is successful if it achieves success indicators<80%. Data collection techniques are in the form of observation, interviews and documentation. Data analysis used is descriptive qualitative and quantitative. The results showed that the Project Based Learning (PjBL) Model can increase collaboration skills occurring in each cycle which has been shown that students can interact with group mates while doing assignments, which is shown in the pre-cycle of 0%, cycle I of 54%, and cycle II by 81%. Mutual assistance has increased as shown in the pre-cycle of 0%, cycle I of 62%, and cycle II of 85%. Student’s ability to be responsible increased as shown in the pre-cycle of 0%, cycle I of 58%, and cycle II of 85%.

The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth

Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among U.S. second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students’ performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.

Associations between forms of aggression and peer victimization: Does prosocial behavior matter?

Relatively little is known regarding factors that may mitigate the strength of the associations between forms of aggressive behavior and peer victimization. The goal of the current study was to investigate prosocial behavior as a moderator of these links over a 2-year period during middle childhood. Participants included 410 third-grade students (53% boys) and their homeroom teachers. Results indicated that prosocial behavior was associated with lower initial levels of victimization, whereas relational aggression was associated with higher initial levels of victimization. Physical aggression predicted more stable patterns of victimization over time, and prosocial behavior moderated the prospective link from relational aggression to peer victimization; specifically, relational aggression predicted decreases in victimization at higher levels of prosocial behavior and more stable patterns over time when levels of prosocial behavior were low. Further, gender differences were observed in the moderating effect of prosocial behavior on the prospective link from physical aggression to peer victimization, such that it served as a risk factor for boys and a protective factor for girls.

Pemanfaatan Software Artificial Intelligence Dalam Pengembangan Media Pembelajaran Mengenal Dan Membaca Bahasa Aksara Sasak Berbasis Mobile

The influence of global culture and modernization in the field of technology has had a major impact on the field of education, especially in learning and teaching methods. The technology which keeps developing rapidly and provides great opportunities to improve the quality and effectiveness of learning media is Artificial Intelligence technology. Based on the results of observations and interviews, 85% of the 19 third-grade students at SDN 3 Sekarteja found it difficult to recognize and read the Sasak script language in local content lessons. This research aims to overcome students' difficulties in recognizing and reading the Sasak script language at SDN 3 Sekarteja through the development of mobile-based interactive learning media that utilizes Artificial Intelligence tools to create, so that they can be used as a means of teaching and learning activities. This research was carried out using the methods of problem analysis, data collection, design stage, design stage, development stage, trial and implementation. The results showed a very good response which was evidenced by the results of testing interactive learning media showing a good response: the absence of errors and getting very good results regarding the implementation of interactive learning media at SDN 3 Sekarteja from the results of the questionnaire.

Analisa Kesalahan dalam Berbicara dan Berbahasa pada Diskusi Anak Sekolah Dasar Kelas III dengan Konsep Morfologis di Madrasah Ibtidaiyah Ali Imran Medan

This article aims to share an understanding of the use of proper language by third-grade students at Madrasah Ibtidaiyah Ali Imran Medan Elementary School. Many students have pronunciation errors that need to be studied in terms of the dictionary and morphology. The research method used is a descriptive qualitative research method with direct observation and observation of students at school. The results show that many third-grade students use standard language mixed with everyday language, so their pronunciation is not pleasant when applied, and they are used to using regional accents so that when pronunciation using Indonesian feels foreign. The purpose of this research is to help students speak in accordance with good and proper rules.

Civic Literacies: From Talk to Action: Classroom Journals as a Scaffold for Civic Engagement

As the second piece of our year-long inquiry asking “What does it mean to prepare students for civic engagement?,” Tim O’Keefe shares how his second-and third-grade students learn to observe the world more closely and ask critical questions about those things that appear to lack adequate explanation or justice.

A Study on the Impact of Representational Forms of Concepts in Elementary School Mathematics on the Degree of Transfer Occurrence

Educators aspire for learners to proficiently apply acquired knowledge across diverse contextual scenarios. Facilitating knowledge transfer involves employing varied methodologies in the construction of instructional materials. Regrettably, extant research lacks a comprehensive examination of the efficacy of these methodologies in specific applications. Drawing upon cognitive psychology principles, this research delineates three representations of instructional materials conducive to knowledge transfer: the amalgamation of conceptual content and digital applications, the integration of conceptual content with situational queries, and the fusion of two situational queries. Subsequently, a cohort comprising 63 third-grade students undergoes experimentation to discern the differential impacts of the aforementioned instructional material configurations on both knowledge acquisition and transfer. Findings indicate a general convergence in the acquisition of mathematical knowledge and transfer capabilities, albeit with discernible variations in the domain of problem-solving sub-skills. Specifically, instances of excessive familiarity with situations facilitate knowledge acquisition but do not necessarily correlate with enhanced transfer acquisition. This underscores the recommendation that educators incorporate instructional materials wherein learners possess a moderate level of familiarity with the given situations during the design phase, thereby fostering concurrent development of transfer acquisition and knowledge acquisition.

The Effects of an Early Algebra Intervention on Third-Grade Students’ Algebraic Thinking Skills

The importance of early algebra has been emphasized in international literature, and it has been discussed in many studies that students who are involved in a comprehensive intervention improve their algebraic thinking skills. The aim of this study was to test the effects of an early algebra intervention on the algebraic thinking skills of 3rd-grade students. The 3rd-grade intervention and control groups were included in the study, and both groups were given pre-test and post-test. In the findings, although there was no statistical difference between the 3rd-grade intervention and control group performances in the pre-test, a statistically significant difference was found in the post-test. Analysis of the students' strategies revealed that the students in the intervention group used algebraic thinking strategies more in the post-test than the control group in three big ideas, which are equality, expressions, equations and inequalities, generalized arithmetic, and functional thinking.