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Petersen, Belinda, Sharon McAuliffe und Cornelis Vermeulen. „Writing and mathematical problem solving in Grade 3“. South African Journal of Childhood Education 7, Nr. 1 (30.06.2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.483.
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This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.
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Pretorius, Elizabeth J., und Lieke Stoffelsma. „How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools“. South African Journal of Childhood Education 7, Nr. 1 (16.11.2017): 13. http://dx.doi.org/10.4102/sajce.v7i1.553.
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In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.
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Mortimer, J., J. Krysztofiak, S. Custard und A. J. McKune. „Sport Stacking in Auditory and Visual Attention of Grade 3 Learners“. Perceptual and Motor Skills 113, Nr. 1 (August 2011): 98–112. http://dx.doi.org/10.2466/05.11.25.pms.113.4.98-112.
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Mdluli, Manono. „The use of workbooks in South African grade 3 mathematics classrooms“. South African Journal of Childhood Education 4, Nr. 1 (01.07.2014): 15. http://dx.doi.org/10.4102/sajce.v4i1.118.
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The poor performance of South African learners on national and international benchmark tests in mathematics and literacy has prompted the South African Department of Basic Education (DBE) to devise intervention strategies, one of which is the provision of workbooks for learners. This paper is based on a case study of six Grade 3 teachers’ use of DBE workbooks. Data from classroom observations and interviews are reported and analyzed in relation to literature on mathematical and pedagogical resources. The key finding is that teachers use the workbooks in disparate ways as a resource and that the majority of the teachers in the case study use the workbooks in ways that do not resonate with the DBE’s intentions. We argue that the provision of resources alone may not lead to improved teaching and learning in primary school mathematics classrooms and that pre-service and in-service teacher education programmes need to include a focus on how resources such as workbooks can be utilized optimally
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Van Staden, Surette, Roel Bosker und Annika Bergbauer. „Differences in achievement between home language and language of learning in South Africa: Evidence from prePIRLS 2011“. South African Journal of Childhood Education 6, Nr. 1 (29.11.2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.441.
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This study utilised regression methods to explain Grade 4 reading literacy achievement taking into account discrepancies between the language of the test and home language for learners who participated in the South African preProgress in International Reading Literacy Study (prePIRLS) 2011. Grade 4 learners were tested across all 11 official languages. The language of testing did not always coincide with the learner’s home language; therefore, prePIRLS 2011 test results reveal achievement for learners who in many cases did the test in a second or third language. Results from the current analyses show that testing in African languages predicts significantly lower results as compared to English, but that exponentially worse results by as much as 0.29 points lower of a standard deviation can be expected when the African language of the test did not coincide with the learners’ home language. Findings from the current study provide evidence that African children stand to be disadvantaged the most when a strong mother tongue base has not been developed and when education for children between Grade 1 and 3 is only available through a medium of instruction other than the mother tongue. Evidence that exposure to a language that at least shares linguistic similarities to the home language could have a positive effect.
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Van der Walt, Marthie. „Study orientation and knowledge of basic vocabulary in Mathematics in the primary school“. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 28, Nr. 4 (07.09.2009): 378–92. http://dx.doi.org/10.4102/satnt.v28i4.73.
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Whatever the reason, underachievement in mathematics in South Africa is endemic and tantamount to a national disaster. Despite the transformation of education in South Africa, failure rates in mathematics at school and university remain unacceptably high, and the number of learners who leave Grade 12 with a pass mark in both mathematics and physical science is unacceptably low. Relatively little has been written about inadequate performance of Grade 4 to 7 learners in mathematics in South Africa, and even less about possible solutions to the problem. South African primary school learners’ lack of basic mathematics and vocabulary skills in particular is a source of major concern. In the first national systemic evaluation of learners’ skills in English, mathematics and science in 2001 Grade 3 learners achieved an average of 30% in mathematics. In the follow-up studies, Grade 6 learners achieved a national average of 27% in mathematices, in 2004, while nationally eighty percent of Grade 3 and 6 learners achieved less than 50 percent for mathematics and Languages in 2008. The finding that so many primary school learners today are not numerate or literate has a direct influence both on the teaching and the learning of mathematics. Everything possible needs to be done to change this situation. During the past 15 years, the research focus in mathematics has shifted to an examination of the influence of social, cognitive and metacognitive, conative and affective factors on achievement in mathematics. In this regard, it is of particular importance that an ongoing investigation into “other” aspects that impact on achievement in mathematics is launched, rather than to restrict the investigation to mere assessment of objectives that are aimed at continually evaluating cognitive progress in mathematics. There is sufficient empirical evidence that an adequate orientation to the study of mathematics correlates positively with high achievement in mathematics on secondary and tertiary levels. The aim of this research was to investigate the extent to which the performance in study orientation (Study Orientation questionnaire in Mathematics (Primary)) and knowledge of basic vocabulary/terminology in mathematics (Mathematics Vocabulary (Primary)) (vocabulary as one aspect of language in Mathematics) of Grade 4 to 7 learners predict performance in mathematics (Basic Mathematics (Primary)). Three standardised questionnaires were administered, namely the Study Orientation questionnaire in Mathematics (Primary), or SOM(P), Mathematics Vocabulary (Primary) or (MV(P), and Basic Mathematics (Primary) or BM(P). The participants consisted of learners in Grade 4 to 7 (n = 1 103) in North-West Province with respectively Afrikaans, English and Tswana as their home language. Results from the data, by calculating intercorrelations and stepwise regression, confirmed that learners’ performance in mathematics (BM(P)) can be predicted through their performance in the knowledge of basic vocabulary in mathematics (MV(P)), their “maths” anxiety, study attitude towards and study habits in mathematics (SOM(P)). The results can be implemented to improve learners’ performance in mathematics when teachers identify inadequate knowledge of basic vocabulary in mathematics as well as study orientation (for example, “maths” anxiety, study attitude towards and study habits in mathematics) in the early years of schooling. Learners’ scores can be checked to identify those requiring aid, support, remediation and/or counselling. An analysis of individual answers (particularly those where learner’s replies differ significantly in respect of the answers usually given by good achievers in mathematics) could be extremely useful. Enculturing learners to the vocabulary of mathematical language is an aspect of instruction that needs specific attention. The three questionnaires, which are administered in this research, provide mathematics teachers with standardised tools with which to make a simple systematic analysis of a number of important background particulars, feelings, attitudes, habits and customs with regard to the learner’s academic orientation in mathematics, as well as to their knowledge of basic vocabulary in mathematics that could be remedied when inadequate.
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Nhase, Zukiswa, Chinedu I. O. Okeke und Christian Sunday Ugwuanyi. „Using an inquiry-based approach to enhance grade 3 learners’ basic science concepts development“. Cypriot Journal of Educational Sciences 16, Nr. 3 (30.06.2021): 1065–72. http://dx.doi.org/10.18844/cjes.v16i3.5825.
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This study explored Grade 3 teachers’ use of an inquiry-based approach to mediate the development of basic science concepts among learners within the socio-cultural theory. This study adopted interpretive case study research of the qualitative type, using a sample of four (4) female teachers who use the home language of learners as the language of instruction. Data were collected using a semi-structured interview guide and observational schedule which was properly validated. Analysis of data was achieved through thematic data analysis. The result of the study revealed that the foundation phase teachers are aware of the importance of the use of the inquiry-based approach in mediating the development of basic science concepts by the learners, but only one out of the four participants implemented it. Thus, it was recommended that there should be a provision of further professional development spaces that promote a community of practice in using an Inquiry-Based Approach in the Foundation Phase.
Keywords: Basic science concepts, Grade 3 teachers, Foundation Phase, Inquiry-Based approach
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Meisani, Diah Royani, und Pupung Purnawarman. „Young Learners’ Perceptions on the Implementation of Online English Proficiency Test“. NOBEL: Journal of Literature and Language Teaching 10, Nr. 1 (30.04.2019): 71–86. http://dx.doi.org/10.15642/nobel.2019.10.1.71-86.
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The present study made use of Cambridge Online English Test for Children and Young Learner to explore how young learners perceived the implementation of an online test and to what extent the ICT backgrounds and English exposures correlated to their online English test achievement. Three data collection strategies were used to gather the data that involved second to sixth-grade elementary school students as the participants. The instruments were: 1) Online English Proficiency Test for Young Learners; 2) observation field notes; and (3) interviews. The findings revealed that students’ test scores diverse as their grade levels were also various. The mean score was 10.53 which could be categorized into Movers level which was in the middle level. It was also found that the three-quarter of the participants declared that they preferred having an online test as it gave them new experiences and comfortable feeling with taking a test on laptop or smartphones. From further investigation to the randomly selected six students, it was revealed three factors were majorly influential for young learners in benefitting the digital technology use. They were: 1) family socio-economic background; 2) parental involvement in children’s digital media use; and 3) learners’ personal motivation in using the digital media.
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Cabigao, Joey Ramos. „Improving the Basic Writing Skills of Grade 7 Learners in Filipino: An Action Research in Filipino Language“. Shanlax International Journal of Education 9, Nr. 3 (01.06.2021): 67–71. http://dx.doi.org/10.34293/education.v9i3.3815.
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This action research primarily aims to remediate the low level of basic writing skills (writing in cursive, capitalization, punctuation, spelling, and paragraphing) of Grade 7 learners in Filipino class/subject in a government high school. The researcher conducted (1) assessment of learners’ writing competency through pre- and post-tests; (2) preparation/development of writing exercises; (3) activities emphasizing the conduct of writing activities in and out of the classroom; and (4) home visitations to reinforce the teacher’s and parents’ monitoring on the progress of their children. A five-point rating scale was utilized in assessing learners’ outputs. An increase of 1.56 was recorded in the general rating of pre- to post-test, which shows that 80% improvement is manifested among the learners’ basic writing competencies, proving that the intervention used is effective in achieving the target of the study. The study reveals the significant role of teachers in arousing learners’ interest in writing and making them realize its importance. The study holds true the importance of having learning activities and worksheets appropriate to the level of learners’ needs to improve/enhance the unique skills in writing of each learner. Just like other researchers, this study encourages the promptly remediate the classroom- and/or school-based problems through the conduct of research for a rational and systematic way of addressing it. With the aid of well a documented study in all research endeavors, this will guide other teachers and school heads to experience the same plight of addressing the gaps in schools effectively.
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Ramagoshi, Refilwe, und Ina Joubert. „Preserving cultural heritage by teaching idioms to young learners as part of imaginative language in Setswana“. South African Journal of Childhood Education 6, Nr. 1 (03.12.2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.279.
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Teachers need creative strategies and techniques when teaching idioms in Setswana. However, they do not know what idioms are nor are they aware that through idioms cultural heritage can be preserved and that idioms can be taught as part of imaginative language, especially in Grade 3. As a result, teachers and learners in Grade 3 Setswana classes lack the understanding of the role of idioms and language proficiency in using and writing idioms. The aim of this paper was to show how intervention could help teachers with new strategies for teaching idioms. Constructivism and the five subtheories of decoding idioms were used (Liu 2008). The project consisted of two research-based phases and the findings showed that teachers can now use their own initiative and creativity in language teaching and the learners learned and retained the idioms they have learnt.
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Aziez, Feisal. „An Analysis of Interlanguage Performed by Students of an Islamic Boarding School in Tasikmalaya“. Academic Journal Perspective : Education, Language, and Literature 4, Nr. 2 (11.10.2018): 102. http://dx.doi.org/10.33603/perspective.v4i2.1543.
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This descriptive study aims at: (1) finding out and describe the phonological,lexical, and syntactic forms of English language learners’ inter language, and (2)finding out whether there are any differences in the inter language of the learners ofdifferent grades. The subjects of this research were 24 learners of the first, second,and third grade of an Islamic boarding school in Tasikmalaya. The data werecollected from students’ conversations, interviews, and reading aloud. The datawere recorded and transcribed. Then, the data were filtered by using Corder’sprocedure. The results of the research reveal the existence of the following aspectsin the learners’ inter language: (1) phonological transfers, (2) lexical transfers, (3)syntactic transfers, (4) phonological overgeneralizations, (5) lexicalovergeneralizations, and (6) syntactic overgeneralizations. This research also foundout some differences in the inter language of the students of different grades.
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Klop, Daleen, und Seppo K. Tuomi. „The Persistence of language Disorders in a Group of Disadvantaged Grade 3 Learners“. South African Journal of Communication Disorders 54, Nr. 1 (31.12.2007): 59–66. http://dx.doi.org/10.4102/sajcd.v54i1.756.
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A strong correlation between early language impairment and academic failure has been suggested by past research. This follow-up cohort study of 25 monolingual, disadvantaged grade 3 learners investigated whether the language impairments diagnosed in their preschool year were still evident after 3 years of school attendance, maturation and speech-language therapy. The results verified the persistence of preschool language impairments, which have been associated with poor reading and academic failure.
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Kusmawati, Linda, und Gigin Ginanjar S. „PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP PERKALIAN MELALUI PENDEKATAN PEMBELAJARAN KONSTRUKTIVISME PEMBELAJARAN MATEMATIKA DI KELAS 3 SDN CIBADUYUT 4“. Didaktik : Jurnal Ilmiah PGSD STKIP Subang 1, Nr. 2 (30.06.2016): 262–71. http://dx.doi.org/10.36989/didaktik.v1i2.32.
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The learning approach that is held in generally still conventional still dominated by a class that focuses on teachers as the main source. Just as in mathematics, in learning the teacher directly convey the formulas, definitions, rules, laws, concepts, procedures, and algorithms. Learners are expected to mimic what the teacher described the math lessons that it provides. One of the many alternative approaches applied in teaching mathematics is to use a constructivist approach. This approach is an effort to improve understanding of the concept of learners towards learning mathematics. Constructivist learning approach assumes that learners should be active mentally build knowledge structures based on cognitive maturity has. With regard dengaan classroom action research that uses a constructivist approach in teaching mathematics to increase understanding of the concept of learning material multiplication in third grade at SDN Cibaduyut 4 Districts Bandung Kidul Bojongloa by the number of learners as many as 40 children. The instrument used in this study is a learning device that consists of a lesson plan and worksheets, data collection instruments consisted of the test and non-test. From the research we concluded that constructivist learning approach can improve understanding of the concept of multiplication for learners grade 3 SDN Cibaduyut 4. Seen from the attitude that learners can give a positive response to learning that have significant impact on the quality of the learning process and learning outcomes of students.
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Rohana, Tatang Rohana. „KONTRIBUSI MOTIVASI BELAJAR, PERILAKU PROSOSIAL DALAM IPS, DAN LINGKUNGAN KELUARGA TERHADAP PENGUATAN MODAL SOSIAL PESERTA DIDIK“. JURNAL PENDIDIKAN ILMU SOSIAL 25, Nr. 2 (10.04.2017): 172. http://dx.doi.org/10.17509/jpis.v25i2.6193.
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This research is motivated by the increasing number of social deviation in the community that directly or indirectly affect the characteristics of learners. As a result, what the students see, experience and feel, also gives effect to the psychological and social development of learners, both positive and negative influences. Therefore, the necessary social capital of each learner as a result of learning social studies in school. The survey research was conducted in ten junior high schools in Subang with a sample of 360 eighth grade students were then divided proportionally. Data collection technique used observation, questionnaires, interviews, and literature studies. Data obtained from respondents, further processed and analyzed using path analysis (path analysis), the results are as follows: 1) learning motivation positive effect on social capital learners, 2) prosocial behavior in IPS positive effect on social capital learners, 3 ) family environment has a positive effect on social capital learners, 4) motivation to learn, prosocial behavior and the family environment, positive effect on social capital learners, 5) there is a significant difference between learning motivation, prosocial behavior, family environment and social capital learners based cluster region.Keywords: motivation to learn, prosocial behavior, family environment and social capital.
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Tamara Awad Alobiedallah, Tamara Awad Alobiedallah. „The inclusion of constructivist theory principles, in sixth, Seventh and eighth Grades. Science textbook in Saudi Arabia: اشتمال كتب العلوم لصفوف السادس والسابع والثامن في السعودية على مبادئ النظرية البنائية“. مجلة العلوم التربوية و النفسية 5, Nr. 29 (29.08.2021): 65–89. http://dx.doi.org/10.26389/ajsrp.r020321.
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This study aimed at identifying the degree to which constructivist theory principles are included in 6th, 7th, and 8th grades science textbooks in Saudi Arabia. where a content analysis tool, in light of constructivism theory, consisting of (31) sub indicators, within (12) of the constructivist theory principles. The study sample consisted of all topics included in sixth, serauth and eighth grades science textbooks for the school year 2019/2020, however analysis was limited on student's book but not teacher's guidebook, in its first part. Descriptive analytical approach was employed, The results indicated that science books for grades covered the principles of constructivism with a total percentage of (99.6%), At the grade level. Results showed that the content of textbooks for the three grades to gather, principle" encourages learner on collective work came in the last rank with (1%, 0%,3%), For each of them in Succession, Also, content analysis of sixth grade science textbooks showed that the principle of "emphasizes evaluation tools based on constructivisin was ranch first with (20%), Meanwhile, content analysis of seventh grade science textbook showed that the principle highlights interrelationships between ideas in the textbook and learner real life" came in the first order with (20%), while the principle "Considers the treatment of Miscue options acquired, from public life, by learners, with a (21%) and in the first rank, in the eighth grade text book, in the eighth grade text book Based on the results, the researcher presented a set of recommendations and proposals to include the principles of constructivism theory that did not obtain sufficient proportions for students of the studied classes and the general stages of education.
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Bourgoin, Renée, und Josée Le Bouthillier. „Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion“. Canadian Journal of Applied Linguistics 24, Nr. 2 (31.05.2021): 70–98. http://dx.doi.org/10.37213/cjal.2021.31378.
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Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.
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Lynette Allers, Amanda, und Prakash Singh. „An Experimental Study of Self-regulated Learning with Mildly Gifted Learners in Grade 3 Mathematics“. International Journal of Science, Mathematics and Technology Learning 28, Nr. 2 (2021): 1–21. http://dx.doi.org/10.18848/2327-7971/cgp/v28i02/1-21.
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Schleeter, Gideon D., John R. Slate, George W. Moore und Frederick C. Lunenburg. „Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation“. Asian Journal of Interdisciplinary Research 2, Nr. 4 (29.12.2019): 141–55. http://dx.doi.org/10.34256/ajir19413.
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Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed between English Language Learner boys and English Language Learner girls. Data were obtained on the reading performance of all Grade 3 English Language Learner boys and girls for three school years. Inferential statistical analyses revealed that English Language Learner girls had statistically significantly better reading performance than English Language Learner boys in all three school years. Implications for policy and practice, as well as recommendations for future research, are provided.
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Ruth Emsley, Maletšema. „Teachers' views on a double transit in Grade 4: From Foundation Phase to Intermediate Phase and from Indigenous Language to English“. Journal of African Education 1, Nr. 3 (01.12.2020): 109–29. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a6.
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South African Grade Four learners cannot read and comprehend written language in their own mother-tongue. In the midst of this challenge, the Language in Education policy prescribes that these learners should use English as Language of Learning and Teaching (LoLT). The primary objective of this study is to investigate the effects of double exit experienced in the transition from Grade 3 to Grade 4; and from indigenous language learning to learning in English. The study used semi-structured interviews in collecting data from 6 purposively sampled participants who teach Grade Four classes. Qualitative thematic and narrative analysis were used to scrutinize data. The research findings identified negative impact of transition on teaching and learning, teachers' diffidence and incompetence to teach in English, the overuse of code switching and lack of support by authorities, schools lack of focus and direction in mitigating the transition challenges, and participants' suggestions on how to mitigate the challenges of transition. The study recommends that the use of English as LoLT should be introduced at an advanced stage for second language learners.
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Nugraheni, Aninditya Sri, und Sugiharto Sugiharto. „EDUCATION PSYCHOLOGICAL UNDERSTANDING ON MADRASAH IBTIDAIYAH EDUCATORS IN BANTUL“. Sunan Kalijaga International Journal on Islamic Educational Research 1, Nr. 1 (20.09.2018): 123–35. http://dx.doi.org/10.14421/skijier.2017.2017.11-08.
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Education world cannot be separated from psychology of education. Scholarly relevant to psychology of education is crucial to be understood by each educator. However, seeing the existing phenomena, there are many educators who lack of comprehension on it. The researcher finds discrepancy between the educator’s action and the existing psychological theory. Learners deserve and have to obtain skill and science which are appropriate with their age. Therefore, the researcher conduct a research towards educators on the understanding in psychology of education concerning reading and writing skill for learners in Primary School/MI age. Based on the research conducted by the researcher, data which is obtained by four private MIs by using interview towards 25 educators who are scholars, it can be drawn a conclusion that most of them have not comprehended the skill which is appropriate with Primary School/MI learners of 1st grade. For instance, they agree to carry out reading and writing test as the requirement to register the Primary School/MI which is 70%. It is discussed in Act Number 20 Year 2003 on National Education System. On Paragraph 3 of Article 69, it is mentioned that Learners Admissions of 1st grade of Primary School/MI or other equal school is not based on the result of reading, writing, calculating and other types of test. Furthermore, concerning learners’ readng and writting skill of certain age, 75% of them answer in the end of childhood period, 20% of them answer in the beginning of 1st grade and the others, which is 5% of them answer in the beginning of 1st grade or ahead of the second grade. 5% of them asnwer on the period between the first and second grade. It indicates the need of government’s socialization associated with psychology of education towards educators.
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Mafukata, Mavhungu Abel. „Complexities and Constraints Influencing Learner Performance in Physical Science“. International Journal of Research in Business and Social Science (2147-4478) 5, Nr. 1 (22.01.2016): 30–46. http://dx.doi.org/10.20525/ijrbs.v5i1.47.
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This paper explores complexities and constraints affecting performance and output of physical science learners in Vhembe District, Limpopo Province, South Africa. The study was motivated by the desire of the researcher to establish, profile and characterise the complexities and constraints reminiscence of poor performance of learners in physical science as measured through end-of-year Grade 12 (final year of high school education) examination results. Twenty six schools (n=26) were purposively selected from three circuits of education (n=3). From these schools, two learners were randomly selected (n=52) for interviews. In addition, two circuit managers (n=2) were conveniently selected as part of Key Informant Interviews (KII). For the Focus Group Discussions (FGDs), twelve (n=12) parents were randomly selected to form two groups of six members each. Multi-factor complexities and constraints impeding performance of learners were discovered. Intensive teacher in-service programme is recommended. Community engagement should be encouraged to educate parents on the value of involvement in the education of their children. Free access learner support structures such as Homework and Extra-lessons Assistance Centre (H&EACs) should be established.
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OGBONNAYA, UGORJI I., und FRANCIS K. AWUAH. „QUINTILE RANKING OF SCHOOLS IN SOUTH AFRICA AND LEARNERS’ ACHIEVEMENT IN PROBABILITY“. STATISTICS EDUCATION RESEARCH JOURNAL 18, Nr. 1 (31.05.2019): 106–19. http://dx.doi.org/10.52041/serj.v18i1.153.
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There is some disparity in the quality of education among the various races and provinces in South Africa. Since the dawn of democracy in 1994, the government has tried to bridge the gap using quintile categorisation of public schools and its concomitant funding. The categorisation is based on the socioeconomic status of the community in which the schools are located. This study investigated the achievement of learners in the first four quintiles from one school district on the topic of probability. The study employed a quantitative research approach and used Bloom’s taxonomy as the conceptual framework. A total of 490 Grade 12 learners from seven schools participated in the study. Results showed that learners in Quintile 4 had significantly higher achievement scores than learners in the lower quintiles at all levels of Bloom’s taxonomy except synthesis. Counter intuitively, Quintile 1 students had higher achievement than those in Quintiles 2 and 3 at all cognitive levels of Bloom’s taxonomy, with the exception of synthesis. The educational implications of the findings are discussed in relation to quintile ranking of schools and learner achievement. First published May 2019 at Statistics Education Research Journal Archives
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Mahdalena, Mahdalena, Indri Astuti und Dede Suratman. „The Multimedia Development for Learning Outcomes of Fraction Concept in Third Grade Of SDN 41 Sungai Ambawang“. JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, Nr. 2 (15.10.2019): 57. http://dx.doi.org/10.26418/jp2d.v2i2.70.
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The main problem in this research is the difficulty of learning media procurement in math, especially on fractional concept material. Many learners have difficulty understanding fractions because learning tends to use a mechanistic way of giving rules directly to be memorized, remembered, and applied so that learners will quickly forget the fractional concepts, and it will be challenging to apply the concept. The results of this research are: (1) multimedia design is carried out through stages such as conducting preliminary research, designing, material collection, initial product development, material expert validation, media expert and design expert, (2) multimedia profile depicted in the storyboard contains the forms of drawings accompanied by explanations or narratives used in the process of producing multimedia programs, so that in the process of producing multimedia programs will be more structured and orderly, (3) students implement multimedia learning with enthusiasm, it looks more enthusiastic learners in the implementation of learning so that learners are more independent and active, and (4 Learning outcomes of learners who use multimedia, this can be seen from the differences in learning results fractional concepts between before learning and after learning to use multimedia.
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Atar, Cihat. „An Analysis of the English Textbooks in Turkish Primary Schools with Regard to the Processability Theory“. Shanlax International Journal of Education 9, S1-May (10.05.2021): 117–25. http://dx.doi.org/10.34293/education.v9is1-may.4007.
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The Processability Theory suggests that teacha bility and learn ability of a language is constrained by what learners are ready to acquire. This means that what is presented to the learners should be in line with their level and readiness. Textbooks are one of the fundamental resources of language learning and teaching, and in this sense, analyzing them is very significant for ensuring that they are appropriate for the target learner group. Accordingly, this study aims to find out whether the stages of different morphosyntactic structuresin 5 English textbooks are sequenced according to the developmental stages offered bythe Processability Theory and whether these 5 textbooks complement each other from the 2nd grade to 4th grade. The 5 English textbooks that are currently being used in public schools in Turkey at primary school level were selected. Textbook Analysis as a part of Document Analysis was undertaken, and the morphosyntactic structures provided in the units of these textbooks were analyzed. The findings suggest that the textbooks follow the stages suggested by the Processability Theory in general; however, there are some incompatibilities as well. The sequential development from the 2nd grade to the 4th grade is in a complementary fashion in that they tend to focus on later stages of morphological development as grade increases except for Primary School Just Fun English 3 (Tıraş, 2018) which was found to present a few morphosyntactic structures that are slightly from higher stages for the expected developmental stage while most of the structures of this textbook conforms to the developmental stages of the Processability Theory as well.
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AL-Jarrah, Jarrah Mohammad, Tamer Mohammad AL-Jarrah und Rania Hassan Talafhah. „The Extent to which Jordan Opportunities 3 Meets the General Guidelines for English Language Teaching in Jordan“. International Journal of Accounting and Financial Reporting 5, Nr. 2 (15.07.2015): 15. http://dx.doi.org/10.5296/ijafr.v5i2.8014.
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English has become the dominant foreign language in the non-English speaking world. Jordanian students learn English as a foreign language starting in the first grade and continue to do so until the twelfth grade. Agrawal (2004) stated that evaluation plays a pivotal role in deciding what the learners learn and what the teachers teach in schools. The final objective of this evaluation is to detect the strengths and weaknesses of the textbooks with the purpose of improving them and to develop and improve the quality of the educational programs.
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Alant, Busisiwe P., und Marion P. Sherwood. „Grade 3 Learners’ Representation of their Solutions to a Design Problem through Drawing: A Semiotic Analysis“. African Journal of Research in Mathematics, Science and Technology Education 21, Nr. 1 (02.01.2017): 74–85. http://dx.doi.org/10.1080/18117295.2017.1291478.
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Haas, Alison, Scott E. Grapin, Daniel Wendel, Lorena Llosa und Okhee Lee. „How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models“. Systems 8, Nr. 4 (22.11.2020): 47. http://dx.doi.org/10.3390/systems8040047.
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The purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction. Individual student interviews were conducted with nine ELs about computational models of landfill bottle systems they had developed as part of a physical science unit. We found evidence of student engagement in four systems thinking practices. Students used data produced by their models to investigate the landfill bottle system as a whole (Practice 1). Students identified agents and their relationships in the system (Practice 2). Students thought in levels, shuttling between the agent and aggregate levels (Practice 3). However, while students could think in levels to develop their models, they struggled to engage in this practice when presented with novel scenarios (e.g., open vs. closed system). Finally, students communicated information about the system using multiple modalities and less-than-perfect English (Practice 4). Overall, these findings suggest that integrating computational modeling into standards-aligned science instruction can provide a rich context for fostering systems thinking among linguistically diverse elementary students.
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MAROHOMBSAR, ASLIMA M. „Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New Normal“. International Journal of Linguistics Studies 1, Nr. 1 (15.07.2021): 16–51. http://dx.doi.org/10.32996/ijls.2021.1.1.3.
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In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended.
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Farnia, Fataneh, und Esther Geva. „Late-Emerging Developmental Language Disorders in English-Speaking Monolinguals and English-Language Learners: A Longitudinal Perspective“. Journal of Learning Disabilities 52, Nr. 6 (07.08.2019): 468–79. http://dx.doi.org/10.1177/0022219419866645.
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Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the challenges of identifying and treating Developmental Language Disorders (DLD) in English Language Learners (ELLs). Developmental patterns of DLD are not necessarily consistent over time, and we hypothesized that some monolinguals and ELLs go “under the radar” in lower grades but their language difficulties become more pronounced in later years, as syntactic demands increase, hence “late-emerging DLD”. This longitudinal study examined (a) the existence of late-emerging DLD in Grades 4-6 in English-speaking monolinguals and ELLs, and (b) the Grade 1 and 3 cognitive and language profiles that predict late-emerging DLD. This study involved monolinguals (n = 149), and ELLs (n = 402) coming from diverse home language backgrounds. Cognitive (working memory, phonological short-term memory, processing speed), language (vocabulary and syntax), and word reading skills were assessed annually from grades 1 to 6. Separate parallel analyses in the monolingual and ELL samples confirmed that late-emerging DLD exists in both groups. In comparison with their typically developing peers, late-emerging DLD can be identified as early as Grade 1 based on poorer performance on phonological awareness, naming speed, and working memory.
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Dinata, Tomy Priya, und Waluyo Waluyo. „UPAYA MENINGKATKAN HASIL BELAJAR LOMPAT JAUH GAYA MELENTING MENGGUNAKAN GAYA MENGAJAR INKLUSI“. PHEDHERAL 15, Nr. 2 (16.11.2018): 45. http://dx.doi.org/10.20961/phduns.v15i2.50990.
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<p>The purpose of this study is To Improve Results Long Jump learning styles bouncy Students Grade XI IPA 3 SMA Negeri 1 Kartasura Academic Year 2017/2018.<br />This research is a classroom action research are conducted in two cycles, with each cycle consisting of 2 meetings. The research subjects were the students grade XI 3 totaling 37 learners, Source of data derived from learners, teachers, and researchers. Data collection techniques are observation, interviews, documentation or archives are photographs. The validity of the data using data triangulation technique. Data were collected at each observation of the implementation cycle by qualitative descriptive analysis, using techniques percentage to view trends in learning activities.<br />Based on the analysis in chapter IV obtained pre-cycle improvement occurring in the first cycle to and from the first cycle to the second cycle, In the long jump pre-cycle learning outcomes bouncy style on the criteria enough 27.02%, approximately 35.14%, and 37.84% less once the number of learners who pass are 10 learners. In the first cycle of learning outcomes long jump bouncy style in the good category of 13.51%, just 43.24%, 27.03% less, and less once 16.22%, the number of learners who completed 21 learners with a percentage of 56.76%. While on the second cycle of learning outcomes long jump bouncy style in the very good category for 5.41%, good 32.43%, 45.95% enough, lacking 13.51%, and less so 2.70%, The number of learners who complete and pass are 31 learners, of a total of 37 pesra students with a percentage of 83.78%. The increase occurred in the first cycle and the second cycle. Learning outcomes long jump bouncy style has reached the target to be achieved in the second cycle even exceeding the target.<br />From the analysis of the above data it can be concluded thatusing a modification of inclusion style of teaching learning media can improve learning outcomes long jump on the bouncy style of learners in class XI IPA 3 SMA Negeri 1 Kartasura year 2017/2018 Teachings.</p>
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Fayt, Charles, und Willemijn Heeren. „Contextuele invloeden op de productie van /h/ in het Nederlands van Belgisch-Franstalige leerders“. Dutch Journal of Applied Linguistics 7, Nr. 1 (10.08.2018): 89–108. http://dx.doi.org/10.1075/dujal.17021.fay.
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Abstract The phoneme /h/ is absent in French and its acquisition has been described as being difficult for second language learners of Dutch, a language with /h/ in its phoneme inventory. In this study, several factors were examined that may affect the production of /h/ by Belgian-French learners of Dutch. Specifically, the factors included in this exploratory study were (1) L1-to-L2 transfer, (2) semantic contrastiveness, (3) the monitoring of one’s speech, and (4) educational grade. L1-to-L2 transfer was operationalized as the effect of liaison/elision contexts on /h/-production. The expectation was liaison contexts might transfer and would therefore hinder /h/-production. Semantic contrasts in minimal pairs including an h-initial word would elicit more /h/-productions if that word was contrasted with an empty onset than an onset (oor-hoor) filled by some other consonant (hand-tand). If a speaker pays more attention to his/her speech in an increased-monitoring task, the speaker is expected to produce /h/ more often, and finally it was expected that increased exposure to Dutch would result in more correct productions. In a cross-sectional study, students from the first, third and sixth grades of secondary education (60 in total, aged between 12 years and 19 years old) took part in two reading-aloud tasks, which were assumed to differ in the degree of speech monitoring they require. The first task was a text, with which L1-to-L2 transfer was assessed, and the second a list of minimal pairs containing h-onsets contrasting with either empty or filled onsets. Monitoring was assessed by comparing results between reading tasks. Results showed that increased monitoring positively influenced the numbers of [h]s produced, but that L1-to-L2 transfer of liaison/elision contexts did not occur. A small difference between conditions was found, but in the opposite direction. There was large between-learner variability and no performance increase with amount of exposure from first to sixth grade. Overall, performance left much room for improvement relative to native Dutch speakers and to the learners’ teacher. Further research is needed to better understand the development of French-speaker learners’ production of Dutch /h/.
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Nadia Qurotha, RA Murti Kusuma Wirasti und Santi Maudiarti. „Pemanfaatan City Tour sebagai Sumber Belajar dalam Mata Pelajaran Tour Guiding di Kelas XI Jurusan Usaha Perjalanan Wisata di SMK Negeri 57 Jakarta“. Jurnal Pembelajaran Inovatif 2, Nr. 2 (01.09.2019): 82–89. http://dx.doi.org/10.21009/jpi.022.01.
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This study aims to describe the utilization of city tour on tour guiding subject in grade XI tourism program at SMK Negeri 57 Jakarta. The method used in this study is descriptive qualitative with case study approach and data collection techniques through questionnaire, interview, observation and documentation. The result of this study indicates that the teacher has taken advantage of city tour as a source of learning on tour guiding subject grade XI. Data obtained are described in percentage and narrative analysis. The utilization of city tour is described through the six steps of utilization model ASSURE which includes 1) Analyze learners, 2) Select objective, 3) Select method, media and materials, 4) Utilize media and materials, 5) Require learners’ participation, 6) Evaluate and revise.
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Setiabudi, Agung, Agus Susanta und Della Maulidiya. „EFEKTIFITAS LKPD DENGAN PENDEKATAN SAINTIFIK UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VIII SMP NEGERI 3 KOTA BENGKULU“. Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS) 3, Nr. 2 (30.08.2019): 228–41. http://dx.doi.org/10.33369/jp2ms.3.2.228-241.
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AbstrakPenelitian ini bertujuan menghasilkan Lembar Kerja Peserta Didik dengan Pendekatan Saintifik pada Materi Bangun Ruang Sisi Datar untuk Meningkatkan Pemahaman Konep Matematika Siswa Kelas VIII di SMPN 3 Kota Bengkulu yang memenuhi kategori efektif. Penelitian ini adalah penelitian pengembangan (Research and Development) dengan memodifikasi model 4D Thiagarajan menjadi 3 tahapan yaitu tahap pendefinisian (define), tahap perancangan (design), dan tahap pengembangan (develop) yang terdiri dari validitas, kepraktisan, dan efektifitas. Efektifitas LKPD diuji pada tiga puluh dua peserta didik di kelas VIII 1 SMP Negeri 3 Kota Bengkulu semester genap tahun ajaran 2017/2018. Instrumen penelitian terdiri dari lembar efektifitas. Hasil penelitian menunjukkan bahwa Lembar Kerja Peserta Didik Dengan Pendekatan Saintifik Pada Materi Bangun Ruang Sisi Datar Untuk Meningkatkan Pemahaman Konsep Matematika Siswa Kelas VIII Di SMPN 3 Kota Bengkulu termasuk dalam kategori efektif berdasarkan : 1) respon peserta didik dengan skor rata-rata 63,88 dalam kategori sangat baik; 2) aktivitas peserta didik dengan skor rata-rata 66,5 dalam kategori sangat baik dan; 3) hasil belajar peserta didik mencapai ketuntasan klasikal 81,25%. Kata Kunci : Efektifitas, Lembar Kerja Peserta Didik, Pendekatan Saintifik, Pemahaman Konsep matematika AbstractThis research aims to develop the learners' worksheet with the Scientific Approach in Polyhedron Material Facility to Increase the Understanding of Mathematical Concept of the 8th-grade students at the SMPN 3 Kota Bengkulu that meets effective category. Type of research used development research (Reasearch and Development) by modifying the 4D Thiagarajan model into 3 phase, which are define phase, design phase, and development phase consisting of validity, practicality, and effectiveness. Validation has been done by 3 validators. The effectiveness of LKPD was tested on thirty-two students in the 8th-grade 1 SMP Negeri 3 Kota Bengkulu in the even semester of the 2017/2018 academic year. The research instruments consist of effectiveness. The results showed that the Students' worksheet with Scientific Approach in Polyhedron Material to improve the Understanding of Student in Mathematical Concept of the 8th grade in SMPN 3 Kota Bengkulu includes in the category as follows effective on the basis of: 1) the response of learners with an average score of 63.88 in very good category; 2) the activity of learners with an average score of 66.5 in a very good category and; 3) learning outcomes of learners achieve classical completeness 81,25%. Keywords : Effectiveness, Students' Worksheet, Scientific Approach, Understanding Mathematical Concept.
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Yuliana, Yuliana. „STRATEGI PEMBELAJARAN MENULIS PARAGRAF ARGUMENTASI BERBASIS SAINTIFIK PADA PESERTA DIDIK SD NEGERI SUNGAI PINYUH“. Jurnal Edukasi Khatulistiwa 1, Nr. 2 (26.11.2018): 188. http://dx.doi.org/10.26418/ekha.v1i2.29618.
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Learning to write paragraphs of argument in primary schools has not been entrenched because of the lack of interest and motivation of learners to learn to write. The scientific approach in Indonesian language learning especially in writing argumentation is one strategy that can be used to encourage and motivate learners to be more interested in writing an essay of argumentation based on critical and creative thinking. This study aims to describe the implementation of learning to write paragraphs of argumentation with a scientific approach in grade IV primary school. The subjects of this study were classroom teachers, and the fourth grade students at SDN 02, SDN 07 and SDN 08 Sungai Pinyuh. The results of this study indicate that (1) Learning to write paragraphs of argument has been implemented in accordance with the RPP that is designed based on scientific, (2) Learning to write paragraph argumentation has been done by teacher in accordance with scientific step, (3) the teacher has not been skilled in the use of learning resources, (4) Learning outcomes of learners in writing paragraphs argumentation approach scientifically indicate that learners can pour the contents of the idea well. Keywords : Writting, Paragraph Argumentation, Saintific Approach
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Alt, Mary, Genesis D. Arizmendi, Carole R. Beal und J. Sayleen Hurtado. „The Effect of Test Translation on the Performance of Second Grade English Learners on the KeyMath-3“. Psychology in the Schools 50, Nr. 1 (26.11.2012): 27–36. http://dx.doi.org/10.1002/pits.21656.
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Schleeter, Gideon D., John R. Slate, George W. Moore und Frederick C. Lunenburg. „Reading inequities by the economic status of Texas grade 3 english language learners: A Texas, multiyear analysis“. Journal of Education and Learning (EduLearn) 14, Nr. 1 (01.02.2020): 34. http://dx.doi.org/10.11591/edulearn.v14i1.13893.
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Naim, Ainul, und Siti Mahmudah. „Motivasi Enterpreneurship dalam Meningkatan Lifeskill Peserta Didik di SD NU Insan Cendekia Kediri“. JURNAL PENELITIAN 12, Nr. 1 (01.02.2018): 27. http://dx.doi.org/10.21043/jp.v12i1.4132.
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This study aims to determine the role of motivation given by educators in terms of entrepreneurship which will then increase the lifeskills in learners on SDNU Insan Cendekia Ngadiluwih Kediri.This research uses qualitative research method. Research strategy using phenomenological approach. This approach is perceived to understand the meaning of human events and interactions in their particular situations. Researchers take focus in grade 3 and 4 as many as 4 classes. And data collection techniques that researchers take ie from the method of interviewing and documentation. The result of the research concludes that, (1) Prophet Muhammad has a strategy in doing entrepreneurship activities in the form of honesty, maintaining trust, confidence, spirit, business that is really clean, ethical, prospect, diligent, persistent, independent, never give up, take a risk, and have egalitarian personality, (2) On applying entrepreneurship in SDNU Insan Cendekia done by learners and parents, can not be separated from educators who provide an entrepreneurship motivation. From the application of entrepreneurship, it will increase the lifeskills contained in the learner that includes personal skills and social life skills, and (3) Along with held entrepreneurship in learners. Apparently there are several advantages and disadvantages of the application of entrepreneurship. This is because this activity is still done first in this school. Then the need for an evaluation so that the future can be improved again.
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Gu, Cui, und Thanachart Lornklang. „The Use of Picture-word Inductive Model and Readers’ Theater to Improve Chinese EFL Learners’ Vocabulary Learning Achievement“. Advances in Language and Literary Studies 12, Nr. 3 (29.06.2021): 120. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.120.
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Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL). This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers’ theater on Chinese primary EFL learners’ vocabulary learning achievement. The samples were 34 fifth-grade students from a primary school of China. The students received a vocabulary learning treatment with the lesson plans constructed based on the picture-word inductive model and readers’ theater using Chinese Cheng-yu, and an English vocabulary learning achievement test was conducted before and after the treatment. Results of the test showed that the students’ mean scores in the posttest were significantly improved than in the pre-test, and results of the questionnaire showed that the participants were highly satisfied with learning English via picture-word inductive model and readers’ theater. The results indicated that learning English via picture-word inductive model and readers’ theater is an effective way for improving learners’ English vocabulary learning achievement as it provides the visual support and opportunities for learners to engage in vocabulary acquisition.
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Ginting, Siti Aisah. „Local Characteristics Content: An Analysis of ELT Textbook for Young Learners“. SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, Nr. 1 (30.05.2019): 30–34. http://dx.doi.org/10.35307/saltel.v2i1.14.
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The purpose of this study was to analyse the media used in ELT textbook for beginners based on local characteristics of students by showing the data from analysed textbook, which is inappropriate for the the young learners in Indonesia, and this media made the teaching learning process ineffective and inefficient. Descriptive research design was applied in this study. The technique for collecting the data was quantitative approach. There were three (3) textbooks commonly used in primary level grade 4 in Indonesia. Those three were analyzed based on the local characteristics of students using demographic analysis. The result shows that only 5.6% of the media was related to local characteristics of students since the rest were to related general and foreign characteristic which reached 49% and 45.4% respectively. Therefore, the reason why the Englishlearners in Indonesia particularly on primary level grade 4 could not reach the standard of English Learning was because the media was 94.4% not related to the local characteristics of students.
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Roth, Wolff-Michael. „On the pregnance of bodily movement and geometrical objects: A post-constructivist account of the origin of mathematical knowledge“. Journal of Pedagogy 5, Nr. 1 (01.06.2014): 65–89. http://dx.doi.org/10.2478/jped-2014-0004.
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Abstract Traditional (e.g., constructivist) accounts of knowledge ground its origin in the intentional construction on the part of the learner. Such accounts are blind to the fact that learners, by the fact that they do not know the knowledge to be learned, cannot orient toward it as an object to be constructed. In this study, I provide a phenomenological account of the naissance (birth) of knowledge, two words that both have their etymological origin in the same, homonymic Proto-Indo-European syllable ĝen-, ĝenә-, ĝnē-, ĝnō-. Accordingly, the things of the world and the bodily movements they shape, following Merleau-Ponty (1964), are pregnant with new knowledge that cannot foresee itself, and that no existing knowledge can anticipate. I draw on a study of learning in a second-grade mathematics classroom, where children (6-7 years) learned geometry by classifying and modeling 3-dimensional objects. The data clearly show that the children did not foresee, and therefore did not intentionally construct, the knowledge that emerged from the movements of their hands, arms, and bodies that comply with the forms of things. Implications are drawn for classroom instruction
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Khachadourian, Liza Der. „Scaffolding the Lebanese EFL Cycle 3 in Science Report Writing“. European Journal of Language and Literature 6, Nr. 1 (01.01.2020): 31. http://dx.doi.org/10.26417/ejls.v6i1.p31-46.
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Some Lebanese university science instructors complain that students face difficulty in writing reports. The same problem was detected at Harvard University; where professors have also traced a similar problem. Little attention was paid to the scientific report writing process since high-school days. Usually, secondary schools focus on the content, rather than on the process writing itself. The aim of this study was to help cycle 3 Lebanese learners become proficient in science report writing. An action research was carried on a group of Lebanese grade 8 science class learners (n=10). The theoretical framework followed the Technological Pedagogical Content Knowledge (Koehler - Mishra, 2009), to investigate the impact of integrating: the web tool, Google+ platform (Cavazza, 2012), known for its instructional, collaborative and motivating features, the procedural scaffolding (Constructivist theory), and authentic content, in science report writing. Data collection instruments used in this study were: (a) samples from the students’ reports written pre, during, and post intervention; (b) the students’ class performance scores; (c) interviews with the students (pre/post intervention) and their science teacher. The results revealed that the focus group outperformed the passive significantly by fifteen points. Suggestions and recommendations for further research were shared.
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Abdulhay, Husain. „Iranian EFL Regular University Students’ Motivational Beliefs by 2nd, 3rd and 4th Grade“. International Letters of Social and Humanistic Sciences 60 (September 2015): 60–66. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.60.
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Poking about the motivational beliefs of EFL learners across different graders is felt en route to monitoring their outlooks for waging into any actual learning. To do so, the study sought to ascertain the effect of grade levels on the motivational beliefs of Iranian EFL university students. A total of 202 Iranian EFL learners were examined for their self-efficacy and control of learning beliefs by dint of motivation subscales of Motivated Strategies for Learning Questionnaire. Cross-sectional study was done for data collection and for means differences. Sophomores reported lower means for their motivational beliefs than other two graders. Third graders reported higher means than sophomores and seniors in all two variables. Fourth graders reported lower self-efficacy than other two graders. Furthermore, fourth graders reported a higher means for control of learning beliefs than sophomores. The findings corroborate former studies evidencing a tail-off in self-efficacy in higher graders.
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Lumadi, Mutendwahothe Walter. „School finance reform for curriculum innovation: An equity prospect“. South African Journal of Education 40, Nr. 4 (30.11.2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2027.
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The advent of democracy in South Africa triggered notable reforms to the financing of quality education, and curriculum design and innovation. The ulterior motive behind this study was to underscore the correlation between inadequate financial resources and learners’ achievement. School finance reform was found to contribute to learner achievement and was viewed as a building block of every discourse related to equity. In the Eastern Cape (EC) province, the dismal percentage of Grade 12 learners who achieve success in gateway subjects, as reflected in the National Senior Certificate Examination results, was linked to the grossly inequitable distribution of funding and even the defunding of education. The 3 high schools in question were stigmatised as chronic underachievers, having reported a 0% pass rate for 5 successive years. Establishing an intervention programme to finance quality education for schools in poverty-stricken communities was an arduous undertaking. Although the windfall was temporary, it was construed as the dawn of a new age of philanthropy. The project spurred the development of local education finance to motivate South Africa’s Dinaledi (stars).
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Evans, Mary, Bridget Fleming und Gillian Drennan. „Can the augmented reality sandbox help learners overcome difficulties with 3-D visualisation?“ Terrae Didatica 14, Nr. 4 (30.11.2018): 389–94. http://dx.doi.org/10.20396/td.v14i4.8654110.
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Research has shown that students have difficulties in understanding topographic maps and landforms associated with contour patterns and therefore have problems in reading and interpreting topographic maps and relating these 2-dimensional representa-tions to a real 3-dimensional environment. However, maps are a fundamental tool for understanding geographical concepts and solving geographical problems. Current research indicates that this is not uniquely a South African problem and various at-tempts have been made to address this problem such as the use of videos, models and fieldtrips – each with their own limita-tions and difficulties. Nevertheless, the ability to visualize in 3-dimensions from a 2-dimensional representation is an essential skill in understanding and interpreting topographical maps. To address the problem of 3-D visualisation, an augmented reality sandbox (AR-Sandbox) was introduced to a Geography classroom, to Grade 11 students at a Secondary school in Johannes-burg, South Africa. The aim of this study is to determine the effectiveness of using the AR-Sandbox to enhance the learning of – and improve the learner's performance – in mapwork, and thereby address the problems experienced with 3-D visualisation. The results of the pre-test and post-intervention test are presented and show that the AR-Sandbox is an effective tool for en-hancing an understanding of landscapes rather an improving performance in the construction of cross-sectional profiles.
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Thordardottir, Elin. „Amount trumps timing in bilingual vocabulary acquisition: Effects of input in simultaneous and sequential school-age bilinguals“. International Journal of Bilingualism 23, Nr. 1 (18.08.2017): 236–55. http://dx.doi.org/10.1177/1367006917722418.
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Objectives: This study examined the extent to which the language performance of school-age bilingual children is impacted by the amount of language exposure they have received in each language versus the timing of this exposure in terms of the age of first exposure (AoE). Methods: Receptive and expressive vocabulary and word morphology measures were administered in both languages to school-age simultaneous and sequential learners of French (other language English), and to their monolingual counterparts. Data and analysis: The study included 64 children in first grade and 68 children in third grade in French schools in Montreal. Within each grade level, simultaneous bilinguals, sequential bilinguals, and monolinguals were equivalent in age, nonverbal cognition and socio-economic status (maternal education). Detailed information on previous language exposure was gathered by parent report. Conclusions: Simultaneous bilinguals performed somewhat better than sequential bilinguals; however both groups overall performed significantly more poorly than monolinguals. Differences in performance between simultaneous and sequential bilinguals were mediated by differences in amount, not timing, of exposure. Sequential learners in grade 1 required lower amounts of input to reach high French scores than did their simultaneous counterparts; sequential and simultaneous learners in grade 3 did not differ in this respect. This finding suggests that the recency of bilingual exposure is a significant determiner of the rate of second language learning. The amount of exposure to each language since birth predicted performance in each language of the bilingual children. Originality: Bilingual children with different AoEs were compared while also controlling for differences in amount of exposure. Significant implications: The results call into question the traditional separation between simultaneous and sequential bilinguals and shows that an early start of bilingualism does not in and of itself predict better performance or performance within the monolingual range. Better performance was more strongly related to amount than timing of exposure.
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Khairani, Eliza Octa, Ristiono Ristiono, Helendra Helendra und Resti Fevria. „The Effect of the application of the Cooperative Learning Model Type Snowball Throwing Against an increase in the activity of learning to the learners on subjects Science in grade VII Inclusive SMPN 23 Padang“. Jurnal Atrium Pendidikan Biologi 4, Nr. 1 (11.03.2019): 178. http://dx.doi.org/10.24036/apb.v4i1.5490.
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The research was distributed by the low activity of learning to learners in an inclusive classroom while learning the IPA take place where student activity still centered on teachers so that students not actively in learning. This research aims to find out how big the influence of cooperative learning model type Snowball Throwing against learning activities learners in learning the IPA in the VII inclusive classroom junior high school 23 Padang. This type of research is the Quasy alphabets experiment using Control-Group design Only. This research was carried out in class VII2 as class experiments with the number of learners 32 people (with 3 learners ABK) and VII3 class as the class of the control to the number of learners 32 people (with 2 of HER students). The instruments used in the research in the form of the now learners learning activities that contains items of the statement drawn up in accordance with a predetermined indicators. Data analysis technique used is comparing the difference of two average learners with learning activities begins conducting a test of its homogeneity and normality, so that in the end done with test t (t-test).The average value of learning activities students class experiments is higher compared to the average value of learning activities learners class control. The average value of experimental class 76.41 and average value of kotrol class 70.08. Hypothesis test results data study activity learners class Sample thitung 2.67 and ttabel 1.67 its mean thitung > ttabel means then the hypothesis is accepted. This means that applying cooperative learning model type Snowball Throwing a positive effect against an increase in the activity of learning to the learners.
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Pienaar, A. E. „Prevalence of overweight and obesity in grade 1 learners in the North West Province of South Africa: The NW-CHILD Study“. South African Journal of Sports Medicine 26, Nr. 4 (04.02.2016): 109. http://dx.doi.org/10.17159/2413-3108/2014/v26i4a502.
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Objectives. To determine the prevalence of overweight and obesity among grade 1 learners, taking into account age, gender, race and school socioeconomic profile. Methods. The study is based on the baseline prevalence of overweight and obesity as part of the ongoing 6-year longitudinal NW Child Health Integrated Learning and Development (NW-CHILD) study. Stratified random sampling was used to identify 20 schools from four educational districts across all five quintiles of schools in the North West Province (NWP) of South Africa (SA). A total of 816 (419 boys, 397 girls) grade 1 learners with a mean age of 6.80 (standard deviation 0.39) years participated in the study, including 567 black learners, 218 white learners and 31 learners from other race groups. Standard anthropometric techniques and international body mass index (BMI) cut-off points for children were used to determine overweight and obesity. Results. A combined prevalence of overweight and obesity (Ow/Ob) of 11.1% was found, of which 7.5% were overweight and 3.6% obese. Although 7-year-old children showed a significantly higher prevalence of overweight (10.5%) than 6-year-old children (6.3%; p<0.05), obesity levels were more prevalent among 6-year-old children (4.7%) than 7-year-old children (2.3%). Although not significant, a higher prevalence of overweight (9.3 v. 6.4%) and obesity (4.3% v. 3.3%) was found in girls than boys. For the whole sample, white children displayed a significantly higher prevalence of Ow/Ob compared with black children (19.7% v. 8.8%; p<0.05), and the prevalence of Ow/Ob was higher in 4th- (18.1%) and 5th- (21.2%) quintile schools (which are associated with higher socioeconomic status (SES)) than in quintile 1 to quintile 3 schools (5.1%, 8.7%, 6.1%, respectively; p<0.05). Conclusions. More than 10% of grade 1 learners in the NWP of SA were overweight or obese, with the prevalence being significantly lower in lower SES schools and among black children. Prevention strategies are needed to combat overweight and obesity, and the associated negative consequences of these health risks. Obesity levels in black children should also be monitored because of continuing economic transition, and taking into account increasing overweight and obesity in black South African adults.
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Kivilu, Joseph Mbithi wa. „Determination of Differential Bundle Functioning (DBF) of Numeracy and Literacy Tests Administered to Grade 3 Learners in South Africa“. South African Journal of Psychology 40, Nr. 3 (September 2010): 308–17. http://dx.doi.org/10.1177/008124631004000309.
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Cekiso, Madoda. „Home Language versus First Additional Language Instruction: A Comparison of Grade 3 Rural Learners’ Reading Comprehension in South Africa“. International Journal of Educational Sciences 7, Nr. 3 (November 2014): 647–52. http://dx.doi.org/10.1080/09751122.2014.11890227.
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Ntombifuthi Msimango, Welile. „The influence of the Whole-School Approach on the Teaching of Reading to Grade 3 Learners in Multilingual Contexts“. Journal of African Education 2, Nr. 1 (30.04.2021): 179–204. http://dx.doi.org/10.31920/2633-2930/2021/v2n1a8.
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