scholarly journals Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation

2021 ◽  
Author(s):  
Sophie Oudman ◽  
Janneke van de Pol ◽  
Tamara van Gog
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
Primary School Students ◽  
School Students ◽  
Self Monitoring ◽  
Actual Performance ◽  
High Performing ◽  
Monitoring Accuracy ◽  
Before And After ◽  
Division Problems

AbstractPreparing students to become self-regulated learners has become an important goal of primary education. Therefore, it is important to investigate how we can improve self-monitoring and self-regulation accuracy in primary school students. Focusing on mathematics problems, we investigated whether and how (1) high- and low-performing students differed in their monitoring accuracy (i.e., extent to which students’ monitoring judgments match their actual performance) and regulation accuracy (i.e., extent to which students’ regulation judgments regarding the need for further instruction/practice match their actual need), (2) self-scoring improved students’ monitoring and regulation accuracy, (3) high- and low-performing students differed in their monitoring and regulation accuracy after self-scoring, and (4) students’ monitoring and regulation judgments are related. On two days, students of 9 − 10 years old from 34 classes solved multiplication and division problems and made monitoring and regulation judgments after each problem type. Next, they self-scored their answers and again made monitoring and regulation judgments. On the multiplication problems, high-performing students made more accurate monitoring and regulation judgments before and after self-scoring than low-performing students. On the division problems, high-performing students made more accurate monitoring judgments before self-scoring than low-performing students, but after self-scoring this difference was no longer present. Self-scoring improved students’ monitoring and regulation accuracy, except for low- and high-performing students’ regulation accuracy on division problems. Students’ monitoring and regulation judgments were related. Our findings suggest that self-scoring may be a suitable tool to foster primary school students’ monitoring accuracy and that this translates to some extent into more accurate regulation decisions.

scholarly journals OHIS Differences on Primary School Students in Relation to Little Dentist Training

2021 ◽  
Author(s):  
Asep Arifin Senjaya ◽  
Ni Made Sirat ◽  
I Nyoman Wirata ◽  
Ni Ketut Ratmini
Keyword(s):  
Treatment Group ◽  
Primary School ◽  
Oral Hygiene ◽  
Dental Health ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
The Difference

Dental healthcare is very important since dental and oral hygiene should be maintained. Statistics showed that more than 80% of children in developed and developing countries suffer from dental disease. This study aimed to see the safety of OHIS (Oral Hygiene Index Simplified) in primary school students who got and did not get little dentist cadre training in Bangli Regency in 2019. The study was done in an experimental design: pre and post-test with control design, which was conducted in August-September 2019. The sample in this study is 366 students. The difference in OHIS scores before and after treatment in the control group and treatment group was carried out by the bivariate Mann Whitney U Test. The results of the study showed that before dental health training was conducted, there were 54.3% of primary school students in the treatment group with good OHIS score criteria, and after the training was carried out as many as 98.4% of the students in the treatment group had a good OHIS. Additionally, prior to the training, 57.5% of the control group had fair OHIS criteria score. Then, after the training was carried out, 73.7% of the control group had good OHIS score. Hence, the study concluded that there was a significant difference in the OHIS of primary school students who got little doctor training prior to and after the training. Also, there was a significant difference in the OHIS of the students who did not get such treatment before and after the training.

scholarly journals UPAYA PENINGKATAN KECERDASAN EMOSI SISWA SEKOLAH DASAR MELALUI PENDIDIKAN JASMANI HARMONI

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Eunike R. Rustiana
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Primary School ◽  
Cognitive Theory ◽  
Intervention Group ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Positive Attitudes ◽  
Before And After

Abstrak: Penelitian ini bertujuan untuk mendapatkan bukti bahwa Pendidikan Jasmani Harmoni efektif meningkatkan kecerdasan emosi siswa SD. Penelitian ini berdasar pada teori kognitif sosial dari Bandura. Materi Penjas Harmoni terdiri atas permainan, olahraga, dan tarian masal (tari Saman). Subjek penelitian adalah siswa kelas V enam SDN yang berbeda, dengan tiga kelas sebagai kelompok intervensi yang diajar penjas Harmoni, dan tiga kelas sebagai kelompok kontrol yang diajar penjas reguler. Perlakuan berlangsung selama 14 kali pertemuan. Kecerdasan emosi diukur sebelum dan sesudah perlakuan dengan Skala Perasaan modifikasi dari Bar-On EQ inventory. Hasil penelitian menunjukkan nbahwa Penjas Harmoni efektif meningkatkan kecerdasan emosi siswa SD, yaitu kecakapan intrapersonal, interpersonal, penyesuaian diri, pengelolaan stres, dan sikap positif. Tidak ada pengaruh jenis kelamin, namun ada pengaruh bersama antara tingkat akreditasi sekolah dan jenis perlakuan terhadap peningkatan kecerdasan emosi. Penjas Harmoni disarankan untuk dipakai guruguru penjas SD di Semarang guna melengkapi KTSP 2006. Kata Kunci: Pendidikan Jasmani Harmoni, kecerdasan emosiEFFORTS TO INCREASE THE EMOTIONAL INTELLIGENCE OF PRIMARY SCHOOL STUDENTS THROUGH HARMONY PHYSICAL EDUCATIONAbstract: This study is aimed to ascertain the effectiveness of Harmony Physical Education (HPE) program to increase primary school students’ emotional intelligence (EI). This study is based on Bandura’s social cognitive theory, The material of HPE is consist of games, sports, and group dance(Saman Dance). The subjects of the study were fifth grade students from different Public Elementary Schools. They were randomly assigned into control group (three classrooms) who received regular PE program, and intervention group (another three classrooms) who received HPE program. The treatment was conducted in 14 weeks. Emotional intelligence was assessed before and after the treatment using Emotional Scale that was modified from Bar-On EQ inventory. The results show that HPE Program is effective in increasing primary school students’ Emotional Intelegency which consists of intrapersonal, interpersonal, self adjustment, stress management, and positive attitudes. There were no gender role, but there is a relation between school acreditation level and the treatment used towards the improvement of emotional intelegency. Harmony Physical Education is recommended to be used by teachers in semarang as a supplement for KTSP 2006Keywords: harmony physical education, emotional intelligence 

scholarly journals Self-Descriptions of High-Performing and Regular-Performing Primary School Students: An Open, Exploratory Study

Roeper Review ◽  
2021 ◽  
Vol 43 (4) ◽  
pp. 256-271
Author(s):  
Anouke Bakx ◽  
Elise Samsen-Bronsveld ◽  
Linda van Elderen ◽  
Janet van Horssen-Sollie
Keyword(s):  
Primary School ◽  
Exploratory Study ◽  
Primary School Students ◽  
School Students ◽  
High Performing

scholarly journals The development of creative competence of primary school students under the condition of inclusive education

2020 ◽  
Vol 210 ◽  
pp. 18110
Author(s):  
Alexey Dmitriev ◽  
Valeriya Chukalskaya ◽  
Svetlana Dmitrieva ◽  
Slavica Golubović ◽  
Evgeniya Novosiltseva
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Fairy Tale ◽  
Self Regulation ◽  
General Tendency ◽  
Primary School Students ◽  
Creative Imagination ◽  
School Students ◽  
Potential Growth ◽  
The Aesthetic

The importance of formation and development of creativity of primary school students is recognized by specialists in pedagogy and psychology. At the same time, one of the topical problems is the increase in the number of children with special educational needs. The purpose of the study is to regard the function of the aesthetic and imaginative perception of the world as a constituent of creative competence of primary school students in the context of a potential growth point for a child with specific learning disabilities. The subject of the study is the dynamics of indicators of creative competence (creative imagination, in particular) demonstrated by children as a result of mastering an integrated set of activities aimed to develop creative thinking in primary school students to be able to solve tasks, as well as to form creative competence, to improve self-expression and self-regulation through the use of tools of creative activities and to introduce children to works of culture and art in the conditions of inclusive education. At the stage of the ascertaining experiment, the creative imagination of children participating in the experiment was evaluated according to the methodologies of Dyachenko O. ("Drawing figures") and Kravtsova E. ("Where is its place?"). The general tendency, which is true for the results of the ascertaining experiment with the application of both methods, is the absence of children with a high level of imagination development in the group studied. Integrated lessons aimed to the formation and development of creative imagination in children with developmental delay were carried out for a year and a half, in inclusive groups. In the course of the complex work, the elements of art therapy, logopedic rhythm, psycho-gymnastics, fairy-tale therapy, dance movement therapy and music therapy were used, the means of theatricalization and dramatization were actively applied. According to the results of the ascertaining experiment, it is revealed that the subjects have the ability to overcome the stereotypes formed on the basis of the accumulated experience, which is one of the elements that determine the success of creative activity. As a result of the study, it was discovered that creative imagination regarded as a component of the creative competence of primary school students could be stimulated and improved with the help of a psychological-pedagogical influence during the application of the methodology of integrated lessons of the aesthetic course.

scholarly journals Organization of extracurricular activities aimed at developing the cognitive interests of younger students

2021 ◽  
pp. 251-269
Author(s):  
Т.И. Киселева
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
Experimental Work ◽  
Primary School Students ◽  
Control Groups ◽  
School Students ◽  
Initial Stage ◽  
Before And After ◽  
And Control ◽  
Experimental Group

Младшие школьники зачастую формируют свои познавательные интересы на основе внешнего воздействия. При этом направленность познавательных интересов определяется уже не столько педагогическим уклоном, как возможностью оказания помощи в выборе дальнейшей структуры обеспечения имплементации в структуре школьного обучения. Авторы отмечают, что способствовать возможности активизации познавательной способности возможно на основе внеурочной деятельности. В статье рассматривается опытно-экспериментальная работа по организации внеурочной деятельности, направленной на развитие познавательных интересов младших школьников. Определяется, что наблюдается более высокий уровень развития познавательного интереса у обучающихся экспериментальной группы. Авторами выделено, что различия между экспериментальной и контрольной группами значимы более чем на 0,05. Авторы сравнивают результаты, которые были получены до и после проведения эксперимента. Выявлено, что на начальном этапе эксперимента в контрольной и экспериментальной группах были примерно равные показатели. Авторы приходят к выводу о том, что разработанная модель развития познавательного интереса младших школьников во внеурочной деятельности является теоретически обоснованной и подтвержденной практически. Авторы показывают, что внеурочная деятельность может быть дополнительно рассмотрена как основа для интеграции концепции устойчивого образования. Younger students often form their cognitive interests based on external influences. At the same time, the orientation of cognitive interests is no longer determined so much by the pedagogical bias as by the possibility of assisting in choosing a further structure for ensuring implementation in the structure of school education. The authors note that it is possible to promote the possibility of activating cognitive ability on the basis of extracurricular activities. The article deals with experimental work on the organization of extracurricular activities aimed at the development of cognitive interests of primary school students. It is determined that there is a higher level of development of cognitive interest in the students of the experimental group. The authors found that the differences between the experimental and control groups were significant by more than 0.05. The authors compare the results obtained before and after the experiment. It was revealed that at the initial stage of the experiment, the control and experimental groups had approximately equal indicators. The authors come to the conclusion that the developed model of the development of cognitive interest of primary school students in extracurricular activities is theoretically justified and practically confirmed. The authors show that extracurricular activities can be further considered as a basis for integrating the concept of sustainable education.

scholarly journals Formation of independent thinking in primary school children with mental retardation

2020 ◽  
pp. 465-476
Author(s):  
Natalija Stepanova
Keyword(s):  
Mental Retardation ◽  
Characteristic Feature ◽  
Primary School ◽  
Self Regulation ◽  
Development Program ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Theoretical Approaches ◽  
Independent Thinking

The article reveals theoretical approaches to the study of the independence of thinking in primary school students. The features of the development of indicators of the independence of thinking in schoolchildren with a diagnosis of "mental retardation" are analyzed. The results of an empirical study are presented, in which schoolchildren of 10-11 years old with a diagnosis of "mental retardation of cerebral-organic genesis" participated. They showed that the independence of thinking in younger schoolchildren with mental retardation is not formed and has a characteristic feature in the form of a lack of clear receptions of mental activity, poor awareness of the goal and methods of completing tasks, which is due to the underdevelopment of the process of self-regulation. The application of the correctional development program is substantiated, its effectiveness is proved.

scholarly journals Challenging primary school students’ attitude toward calculators

2020 ◽  
Vol 5 (3) ◽  
pp. 289-303
Author(s):  
Russasmita Sri Padmi
Keyword(s):  
Developing Countries ◽  
Primary School ◽  
Mean Value ◽  
Primary School Students ◽  
School Students ◽  
Mathematics Classrooms ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Before And After ◽  
Attitudes Toward Calculators

Calculators are a viable option for educational technology in developing countries due to its affordability and accessibility; it is also supported by literature to have positive effects on the students’ acquisition of mathematics concepts and skills positively. However, the stakeholders of education in Indonesia often stigmatize the use of calculators in mathematics classrooms, especially in primary school. This is in contrast with the policy of many developing countries which include calculator as one of the educational technologies to be used in the classroom. This study aims to investigate the effect of calculator-enhanced mathematics lessons on the attitude of primary school students’. Fourth-grade students (n = 95) in four separate schools with minimum calculator experience participated in this study. The questionnaire was administered before and after the lesson to record their attitude. The use of a well-established scale ensured validity, while the Cronbach-Alpha score confirmed reliability. Data analysis was conducted through the comparison of mean value between pre- and post-questionnaires scores. The finding suggests that while the effect on attitude toward mathematics is somewhat mixed, there is a significant improvement in the students’ attitude toward using calculators to learn mathematics. Calculator-enhanced mathematics lessons help the students foster more positive attitudes toward calculators. The finding of the present study is expected to help teachers to challenge the stigma about calculator and thus can benefit from calculator to enhance their lesson.

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