Artículos de revistas: "Primary school learning"

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Gocheva, Margarita, Nikolay Kasakliev y Elena Somova. "Mobile Game-Based Math Learning for Primary School". Mathematics and Informatics LXV, n.º 6 (29 de diciembre de 2022): 574–86. http://dx.doi.org/10.53656/math2022-6-3-mob.

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The paper discusses modern learning approaches in which mobile devices are increasingly used. It presents an experiment to apply mobile game-based learning to primary school students. A suitable learning model has been designed using adaptive, micro lesson, behavioural and game-based approaches. Based on the model, a mobile math educational game was developed to complement traditional classroom learning and be used at home. The mobile game was tested in a real learning environment. A survey was conducted also with the students and teachers, participants in the experiment, which investigated the attitude toward using mobile game – based learning in mathematics in the direction of – practical applicability, motivation, design, accessibility, support and feedback.

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Lee, Boon L., Andrew Worthington y Clevo Wilson. "Learning environment and primary school efficiency". International Journal of Educational Management 33, n.º 4 (7 de mayo de 2019): 678–97. http://dx.doi.org/10.1108/ijem-05-2017-0103.

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Purpose Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.

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Bullock, Kate y Yolande Muschamp. "Learning about learning in the primary school". Cambridge Journal of Education 36, n.º 1 (marzo de 2006): 49–62. http://dx.doi.org/10.1080/03057640500491112.

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Yusof, Zairosni, Mohd Ra’in Shaari y Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL". International Journal of Humanities, Philosophy and Language 3, n.º 9 (15 de marzo de 2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.

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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.

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Saputra, Hendra Nelva y Salim Salim. "Analysis of the Multimedia Use of Primary Schools". AL-ISHLAH: Jurnal Pendidikan 13, n.º 3 (31 de diciembre de 2021): 2535–44. http://dx.doi.org/10.35445/alishlah.v13i3.673.

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Multimedia in learning could make the learning atmosphere more attractive for student attention and student interactions. The objectives of this research were: (1) describe the use of multimedia learning by elementary school teachers in Kendari City; (2) analyze the comparison of the use of multimedia learning in terms of school accreditation by the teacher at elementary school in Kendari City; (3) analyze aspects of obstacles in the use of multimedia learning for elementary school teachers in Kendari City. This research used mixed methods with a sequential exploratory strategy held at the Kendari City Elementary School. The school sample was determined using the random cluster sampling technique selecting 3 schools from 11 sub-districts. Each sub-district took 2 accredited A and non-A public schools and 1 accredited private school so that the total respondents were 66 people. Research data was collected through observation forms and interviews. The results of this research showed that: (1) multimedia learning use by primary school teachers in Kendari City was still good; (2) there was a meaningful comparison of the use of multimedia learning by elementary school teachers in Kendari City in terms of school accreditation; (3) aspects of barriers to the use of multimedia learning by primary school teachers in Kendari City include: (a) teachers 'lack competence in IT, (b) teachers' misconceptions about learning multimedia, (c) the lack of support structures and infrastructures, (d)) the lack of training on multimedia learning means, (e) the lack of involvement of the educational software used by teachers to support learning activities.

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R, Rajesh, Amritha Thomas, Anju James, Josmy Sebastian, Juley Chacko, Neenu Ashok, Sandhya Sandhya et al. "Assessment of Knowledge Regarding Learning Disabilities in Children Among Primary School Teachers". JOURNAL OF CLINICAL AND BIOMEDICAL SCIENCES 10, n.º 2 (15 de junio de 2020): 48–51. http://dx.doi.org/10.58739/jcbs/v10i2.5.

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Background : Learning disability belongs to a heterogeneous group of disorders which exhibits with significant difficulties in acquiring and use of listening, speaking, reading, writing, reasoning or mathematical calculation. This condition broadly affects the scholastic and functional skills of the children. The Aim of this study is To know the level of understanding on learning disabilities in children among primary school teachers in R.L.Jalappa central school at Kolar. Setting and Design: A descriptive survey approach with non-experimental research design was adopted .The study was conducted on primary school teachers at R.L Jalappa central school, Tamaka, Kolar. Materials and Methods: The samples were chosen by using non-probability convenient sampling technique with the sample size of 30 primary school teachers. A structured knowledge questionnaire on learning disabil-ity with 35 items by using self- administration method. Statistical Analysis: The data was analyzed by using descriptive and inferential statistics like frequency, per-centage, mean, standard deviation and chi-square test. Results: Majority 14(46.6%) of the primary school teachers were in the age group of above 31-35 years and 19(63.3%) were female .Most of the primary school teachers 11(36.7%) were qualified with B.Sc, B.Ed; Regarding total years of experience as a teacher 12(40%) of them have less than 5 years of experience. In regard to level of knowledge; Out of 30 primary school teachers, 18(60%) of them had inadequate knowledge, 11(36.7%) had moderately adequate knowledge and 01(3.3%) of them had adequate knowledge. Conclusion : Since learning disabilities were accepted as a major problem in school going population in today’s world. The findings of the study suggested that there was a need for giving structured teaching programme as well as some training for the primary school teachers. Keywords: Learning disability, Knowledge, Primary School Teachers

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Sijabat, Osco Parmonangan. "THEMATIC CHARACTER BASED LEARNING IN PRIMARY SCHOOL". NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran 3, n.º 2 (7 de enero de 2019): 381–86. http://dx.doi.org/10.35568/naturalistic.v3i2.112.

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This study aims to find a design study model character education consists of learning tools and study guides students on thematic learning. The method used is research and development (Research and Development) combined with action research methods.The survey results revealed that students are given guidance at the time of the trial in the class did not give meaningfulness in learning. On the Character Education Model Integrated Thematic Teaching at primary schools HKBP Pematangsiantar developed through this research feasible tested again on the stage of a pilot project to test subjects' primary schools HKBP Pematangsiantar grade 2 and 3. Then proceed to the stage of dissemination in the 1st grade, primary school HKBP Pematangsiantar so that it can serve as the basis for the submission of policy proposals in the field of character education.

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Mutaqin, E. J., L. Asyari, T. Tetep y N. A. Hamdani. "Mathematical learning trajectory in primary school". Journal of Physics: Conference Series 1987, n.º 1 (1 de julio de 2021): 012032. http://dx.doi.org/10.1088/1742-6596/1987/1/012032.

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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh y Maria Zemlyanova. "Learning English language in primary school". International Journal of Educational Management 34, n.º 9 (29 de agosto de 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.

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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.

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Kosola, Silja, Lisa K. Mundy, Susan M. Sawyer, Louise Canterford, Danielle A. van der Windt, Kate M. Dunn y George C. Patton. "Pain and learning in primary school". PAIN 158, n.º 9 (septiembre de 2017): 1825–30. http://dx.doi.org/10.1097/j.pain.0000000000000984.

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Omar Rais y Ahmed Ibrahimi. "Learning devices in primary school classrooms". World Journal of Advanced Engineering Technology and Sciences 8, n.º 1 (30 de enero de 2023): 165–77. http://dx.doi.org/10.30574/wjaets.2023.8.1.0018.

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ICT offers a fertile ground for the renewal of teaching practices. The task-based approach, for its part, seems particularly well suited to taking advantage of it. A number of avenues can thus be explored. The present work revolves around the question of the insertion of the Interactive Whiteboard and the associated forum in French as a Foreign Language classes. It seeks to find a link between the use of the IWB, the change in teaching practices and the development of learning strategies. It is based on the concept of pedagogical alignment. The deepening of this theory in this research involves observation and interviews with children in learning situations and teachers at the French Institute of Morocco and in pilot public schools that have been working for several months with the Interactive Whiteboard.

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Saygili, Gizem. "Identification of students’ learning motivation". New Trends and Issues Proceedings on Humanities and Social Sciences 5, n.º 4 (17 de septiembre de 2018): 74–82. http://dx.doi.org/10.18844/prosoc.v5i4.3706.

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The purpose of this study is to identify the overall learning motivation of primary and middle school students. In this research study, the effect of such variables as gender, parents’ educational status, academic achievement and grade level on primary and middle school students’ intrinsic and extrinsic motivation levels were investigated. This study has a descriptive model as it aims to reveal and explain the current situation in detail. The participants of this study were primary and middle school students from different schools in Isparta. The motivation level detection scale was administered to determine the overall learning motivation of the participants. Mann–Whitney U and Kruskal–Wallis T tests were used to compare the mean scores with respect to variables. The results imply that the intrinsic and extrinsic motivation levels of the primary school students who participated in this study did not differ in their gender, academic achievement and their parents’ educational status.Keywords: Primary school education, learning, learning motivation.

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Imtiaz Alam y Aamir Sohail Langraw. "Teachers' Perspectives on Strategies for Improving the Education in primary school". Voyage Journal of Educational Studies 2, n.º 1 (12 de marzo de 2022): 13–22. http://dx.doi.org/10.58622/vjes.v2i1.10.

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The study was conducted to investigate the primary school teachers effective teaching strategies that develop skills in primary school learning status, and to identify effective professional development for primary schools teachers .To compare the teaching strategies in private and government primary schools as well as compare the teacher’s attitude towards students learning of private and government schools. And To identify the effective professional development of private and government teachers. The findings of research shows that teaching staff of government schools is highly qualified, trained and working on permanent basis while this factor is lacking in private schools. Different teaching strategies affect the students learning and academic achievement as most of the private school teachers using verity of strategies for enhancing the learning process as compare to public school teachers. Research has attempted to compare the effective professional development of private and government teachers mostly public school teachers take part in professional development courses and attain educational conferences, but most of private respondent teachers Search extra subject material and collaborations with other teachers for their development. Research has to compare the teacher’s attitude towards students learning of private and government schools results shows that mostly private school teachers have positive attitude towards student learning.

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Lee, Kar‐Tin. "Online learning in primary schools: designing for school culture change". Educational Media International 43, n.º 2 (junio de 2006): 91–106. http://dx.doi.org/10.1080/09523980500237807.

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Ghimire, Sasmita. "Knowledge of Primary School Teacher Regarding Learning Disabilities in School Children". Journal of Nobel Medical College 6, n.º 1 (22 de agosto de 2017): 29–35. http://dx.doi.org/10.3126/jonmc.v6i1.18084.

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Background: Learning disability refers to a heterogeneous group of disorders manifested by difficulty in reading, writing, spelling and reasoning ability. It usually show up when a child has difficulty reading, speaking, writing, figuring out a math problem, communicating with parents or paying attention in class. Children with learning disability can succeed in school and can have successful career in life if right support and intervention is provided to them.Material & Methods: Quantitative approach with Descriptive crosssectional design was used to assess the knowledge of primary school teachers. A structured knowledge questionnaire was developed focusing on learning disabilities. The study was carried out in 16 schools of Dharan, Nepal. About 150 primary school teachers were selected by convenience sampling technique. Structured knowledge questionnaire was used to collect needed data on knowledge of primary school teachers. The data collected were tabulated and analyzed by using descriptive and inferential statistics.Results: Majority, 79 (52.67%) of the primary school teachers had moderately adequate knowledge and 71 (47.33%) had inadequate knowledge regarding learning disabilities. There was a significant association of knowledge of primary school teachers with demographic variables such as class involved in teaching.Conclusion: The school teachers have inadequate knowledge regarding learning disabilities. The teachers play an important role in identifying learning disabilities in school children at initial state. The children with learning difficulties should be helped at early stage and proper training and guidance should be provided to them.Journal of Nobel Medical CollegeVolume 6, Number 1, Issue 10 (January-June, 2017), Page:

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et al., Ponniah. "Blended learning: A study on Tamil primary schools". International Journal of ADVANCED AND APPLIED SCIENCES 9, n.º 3 (marzo de 2022): 172–77. http://dx.doi.org/10.21833/ijaas.2022.03.020.

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This research was conducted to study the interest of blended learning among the students of Tamil primary schools and to identify the performance on the verse and figurative language (ceiyulum moziyaniyum). Primary schools including Tamil primary schools of Malaysia have implemented blended learning in their teaching and learning process. Both traditional and online learning are blended. Due to the implementation of blended learning in schools, the attitude of students changed and it became a powerful and effective tool for the students to learn. Many types of research on blended learning among primary school students and teachers have been carried out. According to these studies' findings, blended learning in primary schools both in traditional and online learning is essential. The impacts, effects, and environment are focused. Compared with these previous studies, the present study discusses and provides information about the interest and performance of blended learning in primary schools. Moreover, Tamil primary school students are focused on in this study. Further, the findings of this study show that students’ participation in blended learning and their performance are high even during pandemic days. In this study, 4 different Tamil primary schools in Kedah State, Malaysia involved in blended learning were selected. Based on the objectives, the data were analyzed. The findings show that students’ participation in blended learning and their performance are high even during pandemic days.

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Dhindsa, Harmanjot, Hiteshi Borana, Jyoti Yadav, Kavita Gharu, Sanju Pukhraj Khawa y Ashok Kumar. "Knowledge regarding learning disabilities in children among primary school teachers". International Journal Of Community Medicine And Public Health 9, n.º 1 (27 de diciembre de 2021): 235. http://dx.doi.org/10.18203/2394-6040.ijcmph20215003.

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Background: Children are precious resources of a nation and if they are physically and psychologically healthy, then they can excel in all domains of life. Learning disabilities mainly affects the psychological domain of child as it interferes with basic skills such as organization, time planning, abstract reasoning, memory and attention. This disorder is unable to cure at primary stages as it is mostly neglected due to lack of knowledge regarding learning disabilities.Methods: A descriptive cross sectional study was used to assess the knowledge regarding learning disabilities in children among primary school teachers in selected schools of Jodhpur, Rajasthan, India in April 2017. A total sample size of 70 primary school teachers from Class 1st to 5th of four selected schools of Jodhpur, Rajasthan, India were taken using total enumeration sampling technique. The tool for data collection was self structured questionnaire.Results: The results of the study showed that the majority of primary school teachers (70% had average knowledge regarding learning disabilities, 27.14% had poor knowledge whereas only 2.86% had good knowledge and there is no significant association between the knowledge of primary school teachers and their socio-demographic variables like age, gender, marital status, religion, educational qualification, type of school, teaching experience, in-service education on learning disabilities, any family member/friend suffering with learning disabilities.Conclusions: The study concluded that primary school teachers had limited knowledge regarding learning disabilities in children. Therefore, there should be provision of awareness programmes among them along with parents of children.

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Mun, Soh Hon, Abdul Halim Abdullah, Mahani Mokhtar, Dayana Farzeeha Ali, Nurul Farhana Jumaat, Zakiah Mohamad Ashari, Norazrena Abu Samah y Khairul Anuar Abdul Rahman. "Active Learning Using Digital Smart Board to Enhance Primary School Students’ Learning". International Journal of Interactive Mobile Technologies (iJIM) 13, n.º 07 (11 de julio de 2019): 4. http://dx.doi.org/10.3991/ijim.v13i07.10654.

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Digital smart board is one of interactive technology tools which has been used widely in schools to facilitate teaching and learning. Empirical evidence shows that digital smart board allows students to construct their knowledge while mastering more advanced thinking skills. Thus integration of digital smart board facilitates active learning, which is fundamental to mastery of skills. Active learning using smart board program is a program which integrates smart board in Data Handling so that primary school students can learn Data Handling concept actively and meaningfully. Therefore, this study was conducted to identify the effectiveness of active learning using smart board program to enhance primary school students’ learning. Five experts in teaching Mathematics Education and thirty year five students were involved in this study. The students were selected based on purposive sampling. This study used both quantitative and qualitative research approach. A set of interview protocol and a set of questionnaire were used during the data collection phase. Findings from the questionnaire were analysed based on descriptive and inferential statistics by using Winsteps Version 3.72.3. In addition, thematic analysis was used to analyse the qualitative data. Findings from the study indicate that active learning using smart board program has the attributes which can effectively enhance primary school students’ learning. It is hoped that the results from this study can contribute towards development of active learning strategies, methods or activities using smart board in order to enhance primary students’ learning in school.

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Glushkova, Todorka, Veneta Komsalova y Irina Krasteva. "Interactive Computer Science Learning in Primary School". Education and Technologies Journal 9, n.º 1 (1 de agosto de 2018): 152–57. http://dx.doi.org/10.26883/2010.181.849.

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AYGÜN, Ayşe. "LEARNING FRUIT AND VEGETABLES IN PRIMARY SCHOOL". New Era Journal of Interdisciplinary Social Studies 6, n.º 7 (1 de enero de 2021): 115–20. http://dx.doi.org/10.51296/newera.35.

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Kalebić Jakupčević, Katija, Zrinka Vučković y Ina Reić Ercegovac. "Learning strategies in primary school-age students". Metodički ogledi 28, n.º 1 (16 de julio de 2021): 115–40. http://dx.doi.org/10.21464/mo.28.1.8.

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The purpose of this research was to examine the relationship between personality traits, motivation and learning strategies of primary school students. A total of 193 students filled out Personality Traits Questionnaire for Children, Goal Orientations Questionnaaire and The Learning Strategies Questionnaire. Results showed that male students, compared to female students, were more inclined to goals aimed at others and non-academic goals. Female students, compared to male students, used meta-cognitive control and deep processing more often. Younger students rated goals aimed at themselves and others more important, and used all three types of learning strategies more often. Regression analyses showed that both personality traits and students’ goal orientations significantly contributed to all of the learning strategies variance. Conscientiousness and emotional stability were the most important predictors among Big five personality traits. Self-oriented goals were significant predictors of metacognitive control and deep processing, while goals oriented at others significantly predicted surface processing.

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Jicardo, Jicardo y Rochmiyati Rochmiyati. "STEAM'S APPROACH TO PRIMARY SCHOOL THEMATIC LEARNING". Jurnal Ilmiah Teunuleh 2, n.º 2 (28 de junio de 2021): 383–92. http://dx.doi.org/10.51612/teunuleh.v2i2.57.

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This research aims to provide information on the application of STEAM approach to primary school thematic learning. The application of STEAM approach includes aspects of learning planning, application of learning, and assessment of STEAM learning in primary school thematic learning. Qualitative approach with this type of case study research through observation. The data of the research results are processed with narrative through observation and verification techniques steps to produce credible conclusions. from these results it is known that STEAM's approach to primary school thematic learning has constraints in its application.

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Sholovii, M. T. I. "INTEGRATED LEARNING IN PRIMARY SCHOOL: THEORETICAL ASPECT". Innovate Pedagogy, n.º 35 (2021): 186–89. http://dx.doi.org/10.32843/2663-6085/2021/35.37.

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Henning, Elizabeth. "Reading as learning in the primary school". South African Journal of Childhood Education 6, n.º 1 (15 de diciembre de 2016): 6. http://dx.doi.org/10.4102/sajce.v6i1.504.

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Nugraha, Trisna, M. Maulana y Palupi Mutiasih. "Sundanese Ethnomathematics Context in Primary School Learning". Mimbar Sekolah Dasar 7, n.º 1 (30 de abril de 2020): 93–105. http://dx.doi.org/10.17509/mimbar-sd.v7i1.22452.

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Mathematics is mostly related to human life, thus, humans are required to have the mathematical understanding ability in solving life problems since in the elementary school age. Therefore, mathematics learning at school should have relevance value to construct mathematical concept that can be used in real life. Innovative mathematics learning through Contextual Learning (CTL) model based on Sundanese Culture Ethnomathematics as a local wisdom at which humans use mathematics in their real life, was chosen as a deep solution to increase the mathematical understanding ability, because students live in their culture and society. This study employsan experimental method by conducting pretest and postest control group design. The purpose of this study is to determine the increasing of students’ mathematical understanding ability on experiment class (using CTL model based on Sundanese Ethnomathematics) and control class (using conventional learning model). The result of this study produced conclusion that CTL based on Sundanese ethnomahtematics and conventional model can increasethe mathematical understanding ability significantly. However, the application of CTL model based on Sundanese Ethnomathematics was significantly better than conventional model (62.29%) to increase students’ mathematical understanding ability on learning the basic concepts of rectangular geometry for 4th grade students of elementary school.

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Butnariu, Mihaela y Monica-Ionela Butnariu. "Learning Chess at Primary School by Game". GYMNASIUM XX, n.º 1 (Supplement) (30 de diciembre de 2019): 56. http://dx.doi.org/10.29081/gsjesh.2019.20.1s.05.

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This work presents a game dedicated to children from the primary cycle through which they will acquire the elementary knowledge of chess. The game can be conducted with two teams, each team consisting of one to eight children. The basic principle is that of performing the specific movements of each chess piece through a cube, used as a dice. Each child will throw the cube on the surface of the game marked on the ground in the form of a chess table and will perform the specific movement of the chess piece drawn on the top of the cube. The player who will first reach the end of the route will be declared winner and will receive a number of points equal to the number of players. The game proposed by us to learn chess, blends very well learning the correct removal of chess pieces with carrying out motor activities.

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Copping, Adrian. "Behaviour for learning in the primary school". Education 3-13 38, n.º 4 (noviembre de 2010): 421–22. http://dx.doi.org/10.1080/03004270903468220.

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Медведева, Ирина y Irina Medvedeva. "Discovery Learning in Primary School: Target Setting". Primary Education 5, n.º 5 (1 de noviembre de 2017): 8–12. http://dx.doi.org/10.12737/article_59f1b19b1171d9.56108466.

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The article considers discovery learning as an effective tool for the formation of universal learning activities by younger schoolchildren: cognitive, regulative, communicative. The questions of the history of the discovery education are described, the most frequently used discovery teaching methods are characterized: “brainstorming” and the synectic method. Variants of discovery learning tasks for younger schoolchildren are suggested.

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Winkler, Ingeborg. "The Project "Social Learning in Primary School"". European Education 29, n.º 4 (diciembre de 1997): 47–52. http://dx.doi.org/10.2753/eue1056-4934290447.

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Gong, Luxin y Jingyi Wang. "Interactive Learning Environment for Effective Music Learning in Chinese Primary and Secondary Schools". Sustainability 15, n.º 3 (23 de enero de 2023): 2143. http://dx.doi.org/10.3390/su15032143.

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The purpose of the present research is to study approaches to the formation of an interactive learning environment for the effective study of music in Chinese primary and secondary schools. Initially, the study defined that most students had mastered the average level of knowledge before the intervention. The programs for secondary school students focused on studying the aspects of musical notation and the ability to identify it (27%). The present study involved the development of a modified curriculum. The elaborated program contained various interactive technologies, playfully studying the information, and direct interaction from the students. This study builds on an empirical approach through a sociological survey. This method contributed to determining the student perception of the modified training program. The results showed that 88% of primary school students and 86% of secondary school students had a positive perception of the educational process provided by the authors of this research.

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Hartini, Ayu, Dessy Widyaningtyas y Mai Istiqomatul Mashluhah. "LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL". JPI (Jurnal Pendidikan Inklusi) 1, n.º 1 (24 de abril de 2017): 29. http://dx.doi.org/10.26740/inklusi.v1n1.p29-39.

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Children with slow learning problem or a slow learner are those who have low learning achievement or slightly below average of children in general. Today, the children slowly learn many encountered not only in school inclusion, but in regular schools too. Teachers who do not have adequate experience will find it difficult to deal with in the classroom. So the goal of this research is to find appropriate learning strategies for slow learners in elementary school.

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AMAECHI ANIDI, CHARLES. "EFFECT OF COOPERATIVE LEARNING ON PRIMARY SCHOOL PUPILS’ READING ACHIEVEMENT IN AWKA METROPOLIS". Journal Plus Education 30, n.º 1/2022 (1 de mayo de 2022): 67–78. http://dx.doi.org/10.24250/jpe/1/2022/caa/ioo/ecn/eno.

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This study investigated the effect of cooperative learning on reading achievement of primary school pupils in Awka Metropolis in Awka South Local Government Area. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental design specifically the pre-test, post-test control group design. The population comprised of 3,419 primary five pupils in Awka metropolis and 65 pupils selected from schools that use Macmillan English who participated in the study formed the sample for the study. Reading Achievement Test (RAT) with a reliability coefficient of 0.89 determined using Kuder-Richardson Formula 20 was used to collect data for the study. Pupils in the experimental group were taught reading using reciprocal peer tutoring, a type of cooperative learning considered in the study while those in the control group were taught reading using conventional method. Data collected were analyzed using mean scores for research questions and Analysis of Covariance (ANCOVA) for testing the hypotheses at 0.05 level of significance. Major findings revealed that pupils taught reading with Reciprocal Peer Tutoring (RPT) performed significantly better than those taught with conventional method did. There was no significant difference in the performance of male and female pupils taught reading with RPT. Based on the findings, it was recommended that teachers training colleges and universities should incorporate reciprocal peer tutoring in their curriculum so that prospective teachers will be acquainted with the basic skills for designing RPT instructional materials for use in their respective classrooms. Teachers should be well equipped and integrated with RPT for an effective teaching, mastery and its application in the teaching and learning processes.

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Darmaji, Darmaji, Achmad Supriyanto, Maulana Amirul Adha y Agus Timan. "Internal quality assurance system in primary school (case study at Al-Kautsar plus primary school Malang)". JURNAL PENDIDIKAN DASAR NUSANTARA 5, n.º 2 (17 de febrero de 2020): 172–86. http://dx.doi.org/10.29407/jpdn.v5i2.13190.

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The purpose of this study is to describe, (1) the steps of the internal school quality assurance system, (2) the strategy for implementing internal school quality assurance, and (3) the implementation of the implementation of the internal school quality assurance system. The method used in this study was descriptive qualitative with a case study research design. This research was conducted in Al-Kautsar Plus Primary School Malang by involving the Principal as key informants and additional informants as teachers. This study collected data using interview techniques, documentation studies and observations. The results of this study are, (1) the SPMI school's internal quality assurance steps in the school's internal quality assurance through the Plan, Do, Check and Act steps. (2) the school strategy in improving the quality of the superior schools is done internally, the development of syllabus, evaluation of minimum completeness criteria (KKM), graduation standard requirements (SKL), supervision of learning, and learning, and (3) the impact of the implementation of internal quality assurance carried out by Al-Kautsar Plus Primary School in the City of Malang, is school achievements have been achieved both nationally and internationally and the image of the school has increased.

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Hassan, Ismail Noor, Nurmida Chaterine Sitompul y Nunung Nurjati. "Hologram Technology For E-Learning Arabic Language Pre-Primary And Primary School". Akademika 10, n.º 02 (30 de noviembre de 2021): 277–90. http://dx.doi.org/10.34005/akademika.v10i02.1487.

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The objective of this study was finding the starting grade class in pre-primary and early primary school that adjustable with e-learning hologram technology for e-learning Arabic language.This experimental design research used a mixed (1) quantitative method for score of control groups- traditional learning and experimental groups-hologram e-learning of primary school (2) qualitative method for descriptive assesement reports, interview and observation of pre-primary school. The population was taken from 2 IBS with total 68 participants. The validation quantitative data was analyzed by SPSS software: t –test and else Mann–Whitney test, meta-analysis to describe result for conclusion. The qualitative uses triangulation of descriptive data for validation. The result shows that 1st grade, the sig. (2tailed) result 1.00 > 0.05 and 2sc of primary school, the sig. (2tailed) result 0.843 > 0.05 with hologram are indicating no significant gap with traditional learning, same effectiveness, but for pre-primary school with hologram is less-classical completeness 52.5% < 85%. The conclusion is hologram technology of e-learning Arabic language subject adjustable for primary school starting 1st grade and 2sc, but yet, not for pre-primary school which lean to the content attractiveness.

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Tomljenovic, Zlata y Svetlana Novakovic. "Attitudes of primary school teachers about teaching and learning art in a primary school". Inovacije u nastavi 27, n.º 1 (2014): 31–41. http://dx.doi.org/10.5937/inovacije1401031t.

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Jovanović, Marija. "Individualizing classroom communication in primary school". Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, n.º 14 (2020): 263–73. http://dx.doi.org/10.5937/zrufpl2014263j.

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Individualization of instruction as a precondition for quality assurance in planning and achieving learning goals and objectives implies the adaptation of methodology and didactic procedures to individual student characteristics. The basis of successful individualized instruction is the individualization of classroom communication as a means but also a goal of education. This paper aims to determine the opinions of teachers and students on whether primary school education is characterized by individualized classroom communication. The paper presents the results of a study conducted on a sample of 550 students in the final grades of primary school and 160 teachers from the School Administration of Nis. Based on the analysis of the survey results, it can be concluded that the primary schools analyzed in our study are not characterized by an enviable level of individualized classroom communication and that a significant pedagogic and didactic intervention and development of all participants in the learning process is needed in this field.

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Nyatuka, Benard Omenge y Eleanor Maud Lemmer. "Home-School Communication Practices in Primary Schools in Kenya". Journal of Education and Training 5, n.º 1 (23 de febrero de 2018): 22. http://dx.doi.org/10.5296/jet.v5i1.12703.

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Effective two-way communication between the parents and schools is crucial in realizing meaningful learning among children. However, home-school communication was reported to be poor, especially among primary schools in Kakamega County, Kenya. Thus, this study sought to ascertain the effectiveness of family-school communication practices in these schools. A literature review concerning family-school communication and interviews were conducted. Twelve parents, thirteen Parent Teacher Association (PTA) chairpersons and ten District Quality Assurance and Standards Officers (DQASOs), as being information-rich informants, were purposively sampled for the interviews. Semi-structured individual interviews, guided by interview schedules were used. The presentation of the relevant data was done in a narrative format substantiated by verbatim quotations. The findings revealed inadequacies in as far as home-school communication was concerned. It was established that the family-school communication practices in the county were largely ineffective. The findings could be used to improve practice with intent to enhance meaningful learning among the children.

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Zhaukumova, Sh, N. Khanina y G. Tleuzhanov. "Forming communicative competence of future primary school teachers". Bulletin of the Karaganda University. Pedagogy series 102, n.º 2 (29 de junio de 2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.

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The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.

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Polat, Soner y Hande Çiçek. "Intergenerational learning among primary and lower secondary schools". International Journal of Human Sciences 12, n.º 2 (14 de diciembre de 2015): 1649. http://dx.doi.org/10.14687/ijhs.v12i2.3471.

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<p>The purpose of this qualitative study is to identify on which topics intergenerational learning takes place among primary and lower secondary school teachers of different generations. If intergenerational learning is present among colleagues, the content of this learning will be specified. For this purpose, in 2013-2014 school year, in the district of İzmit in the province of Kocaeli two primary and two lower secondary schools where different generations work together were, therefore, selected and 39 teachers of three different generations in these schools were interviewed. Semi-structured interview technique was used during these face-to- face interviews. Data of the study, which was designed using phenomenological pattern, was analyzed with descriptive analysis method. The results indicated that younger teachers learn about topics such as classroom management and handling problems with parents from the experiences of their older colleagues. On the other hand, older teachers learn about the new teaching methods and techniques, teaching materials and the use of technical equipments from their younger colleagues. It was clearly seen that intergenerational learning proceed more functionally at schools where collaboration and knowledge-sharing are important values; where there aren’t any prejudices against age and where there are individuals who are open for development.</p>

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Cassidy, Maria. "“Fitting in?” Scottish Primary Teachers’ Expectations of School Entrants". Scottish Educational Review 36, n.º 2 (27 de marzo de 2004): 191–205. http://dx.doi.org/10.1163/27730840-03602007.

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Although attendance is not compulsory, in Scotland today, a substantial majority of three and four year old children experience some form of pre-school provision prior to school entry. Given such high rates of participation the impact of pre-school experiences on children’s readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. This paper considers the differences in education, beliefs and practices of the adults, particularly teachers, involved in providing for children’s learning in Scottish pre-schools and primary schools. It reports the expectations primary 1 teachers have of children as they start school, and what use they subsequently make of the information transferred from pre-school settings to plan for further learning in a study conducted within one Scottish Local Authority area. The paper then examines factors that may impact on the practices of the primary teachers involved in children’s successful transition from the pre-school sector to the primary sector.

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Golley, R., E. Baines, P. Bassett, L. Wood, J. Pearce y M. Nelson. "School lunch and learning behaviour in primary schools: an intervention study". European Journal of Clinical Nutrition 64, n.º 11 (1 de septiembre de 2010): 1280–88. http://dx.doi.org/10.1038/ejcn.2010.150.

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Sadykhan, Khaidarov, Khaidarov Azizkhoja, Kylyshbayeva Gulnar, Khaidarov Nurlan, Mirzakhojayev Askar y Polatov Azimkhuzha. "Research of pedagogical conditions for the development of students’ educational independence". Cypriot Journal of Educational Sciences 17, n.º 5 (30 de mayo de 2022): 1838–51. http://dx.doi.org/10.18844/cjes.v17i5.7348.

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The purpose of this research is to seek the opinions of primary school teachers in order to investigate the pedagogical conditions for the development of educational independence of primary school students. The research was prepared in accordance with the qualitative research method. Research data were collected with a semi-structured interview form developed by the researchers. The participant group of the research consists of 80 primary school teachers working in various primary schools in Kazakhstan in the 2021–2022 academic year. As a result of the research, it was revealed that the majority of primary school teachers found students’ independent learning skills partially sufficient. Primary school teachers determined the role of families in the development of students’ independent learning skills as encouraging role, directing role, participation role and modelling role. Primary school teachers determined the role of teachers in the development of students’ independent learning skills as the role of providing independent learning skills, the role of developing independent learning skills, the role of approaching the right method, the role of supporting independent learning with in-class activities and the role of implementing technology-supported activities. Primary school teachers’ suggestions for the development of pedagogical conditions for students to gain independent learning skills are divided into five categories, i.e., creating a suitable school environment, creating a suitable classroom environment, teacher–parent cooperation, organising in-service trainings for teachers and organising seminars for families. Keywords: Independent learning, pedagogical conditions, primary school students, teacher opinions;

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43

Efendi, Didik. "Types of Learning Media in Primary School during Covid-19". Southeast Asian Journal of Islamic Education 5, n.º 1 (28 de enero de 2023): 111–28. http://dx.doi.org/10.21093/sajie.v5i1.4855.

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The Covid-19 pandemic required the learning process in primary schools in Jayapura to be conducted online. Each school has its policy for determining the learning media. This study aimed to describe how teachers specify the learning media and various types of media in primary schools during the Covid-19 pandemic. This study was descriptive qualitative research with data obtained through interviews, observations, documentation, and surveys through google forms. The research location consisted of MIN Kota Jayapura, MI Yaa Bunayya, and SDIT Qurrata A'yun in Jayapura. The results of the study show that in determining the learning media during the Covid-19 pandemic, teachers considered (1) learning objectives and teaching materials, (2) the learning style of students, (3) the ease of use of learning media for teachers, students and parents, (4) cost as a supporting factor in the process of determining the learning media since the economy level of the student's parents are different. The types of learning media in primary school during the Covid-19 pandemic consisted of visual-based learning media, audio-based learning media, and audio-visual-based learning media. In addition to these media, teachers collaborated with learning media such as WhatsApp, Google Classroom, Google Meet, Google Form, Zoom, Quizizz, and Wordwall. The obstacles faced by teachers when using these learning media were data packages, networks, the teacher's competence in using online learning media, and parents’ support at home in using online learning media.

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Thakur, Sruchi y Jay Kumar Upadhyay. "The Knowledge Regarding Identifying Learning Difficulties of Primary School Children". International Journal for Research in Applied Science and Engineering Technology 10, n.º 11 (30 de noviembre de 2022): 1650–52. http://dx.doi.org/10.22214/ijraset.2022.47328.

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Abstract: All the health care professionals must take an extensive effort to educate the people to identify the learning difficulties. Researcher felt the need of conducting the research on reduction of learning difficulties among primary school teachers as it is a major modifiable risk factor in the world. A descriptive research approach was used and the research design adopted for the present study was descriptive. The target population for the study was primary school children at selected schools in Urban and Rural Area of Greater Noida, UP. Sample size was 100 ,50 teachers in Rural Area and 50 teachers in Urban Area . The data analysis was done on the basis of objectives and hypothesis of the study. The aim of the study was to assess the knowledge of risk factors on learning difficulties in primary school children.

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Zhou, Siqi, Gang Chen, Hua Xiang, Lijun Tan y Jie Mou. "Research on After-school Delay Service Countermeasures of Information Technology in Primary Schools from the Perspective of "Double Reduction"". Journal of Higher Education Research 3, n.º 3 (29 de junio de 2022): 255. http://dx.doi.org/10.32629/jher.v3i3.850.

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The information literacy requirement for talents in modern society is constantly improving, as a result, the improvement of primary school information technology teaching quality has become a concern of all sectors of society. With the implementation of the national "Double Reduction" policy, the after-school teaching and learning of information technology courses in primary schools have posed new challenges. Based on practice and research, we should draw lessons from deep learning theory, attempts to explore the main factors affecting primary school information technology class delay service. We will explore the countermeasures to promote the effective operation of after-school delay service of information technology in primary schools, in order to promote the effectiveness of after-school delay service of information technology in primary schools, and improve the information literacy of students by using after-school delay service of information technology.

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Lynch, Jacqueline. "Father Reflections on Their Involvement With Primary School Students: Connections to School Literacy Learning". Literacy Research: Theory, Method, and Practice 68, n.º 1 (18 de agosto de 2019): 396–416. http://dx.doi.org/10.1177/2381336919870210.

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Father involvement in children’s education is known to have increased over the years, yet less is known about their involvement with children outside of school, particularly after children attend formal schooling. Such information could provide more knowledge of children’s literacy engagement in schools as well as have implications for future teaching practice. Another goal was to gain insight on fathers’ recommendations for schools in order to assist student learning. There were 13 fathers from culturally diverse backgrounds who volunteered for a 30–40 minute interview. Three themes were found: (1) shared father–child interests and practice, (2) importance of student interest and choice in school, and (3) student writing difficulties and self-concept issues. Following father interviews, teachers were invited for a short interview in order to gather knowledge on their perspectives on student engagement and literacy teaching and learning. Two Grade 2 teachers consented, and two themes were revealed: (1) children’s motivation for reading and writing in school and (2) teacher knowledge of father–child interactions. Following father and teacher theme comparisons, recommendations were suggested for both home and in-school learning. Considering the deficiency in current knowledge of fathers’ practices and perspectives, this research offers further insight on father interactions with children and their perspectives for school learning.

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Rejmi, Zaki Hakimi y Roznim Mohamad Rasli. "MATHNECT: Mathematics Motion Based Learning for Primary School". International Journal of Artificial Intelligence 9, n.º 2 (19 de diciembre de 2022): 49–62. http://dx.doi.org/10.36079/lamintang.ijai-0902.456.

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Courseware is now widely used in the process of learning and teaching, particularly at the primary school level and in mathematics classes. Students become less interested in learning mathematics because it involves abstract and complex concepts. Difficulty learning math is a profound and acknowledged difficulty among students throughout the generations. The way of teaching and learning mathematics has remained relatively the same in our education system. Students are unable to provide their entire focus in class because of the current educational system, which is sometimes boring and relies solely on the whiteboard as a medium of instruction. However, with today's technological advancements, this problem may be overcome. It can be used to enhance the current educational system by utilizing current technology. One of them is Kinect, this device is a motion-tracking technology that allows users to interact with applications by moving their bodies. The main objective of this Mathnect is to develop a motion-based learning environment by utilizing Kinect technology as a learning aid to improve student concentration and attention in mathematics class. This project is developed using a methodology ADDIE. The methodology of analysis employed in this phase, which includes content analysis, should be focused on the compatibility of the content and the target users. The game will be focusing on teaching simple mathematics number, which it will cover on basic numbers among primary school students. Thus, by implementing this project in primary schools, our educational environment can be improved to produce new adaptive learning methods. This Mathnect is beneficial for educators, students, and parents to be used in the classroom and can also be used for self-based learning. As a result, students will not be bored in the classroom at any time.

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Laganovska, Egija. "MOTOR COORDINATION DIFFICULTIES IN CHILDREN WITH LEARNING DISABILITIES". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (26 de mayo de 2016): 86. http://dx.doi.org/10.17770/sie2016vol3.1434.

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Nowadays increasing the number of children with learning disabilities in comprehensive schools of Latvia, so it is necessary preventive measures during schooltime. One of the support measures are short movement activity in academic lessons. The aim of article is theoretical analyze the correlations between motor coordination difficulties and the child's academic achievement and find out primary school teachers' views on possible support for children with learning disabilities. Main findings – development of motor coordination in children of primary schools is effective when using short movement breaks in classroom. Research methods: analysis of scientific and methodological literature, a survey of primary school teachers from Riga (88 respondents), data collection and analysis.

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Oyeniran, Rassidy y Ishmael Bonjah Anchomese. "Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals". Journal of Educational Issues 4, n.º 1 (9 de junio de 2018): 148. http://dx.doi.org/10.5296/jei.v4i1.13042.

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Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.

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dari, Suka, Mifedwil Jandra, Miftachul Huda y Andino Maseleno. "Inequalities in Access of Learning in Primary School: Voices from Children with Special Needs". International Journal of Psychosocial Rehabilitation 24, n.º 1 (31 de enero de 2020): 356–65. http://dx.doi.org/10.37200/ijpr/v24i1/pr200138.

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