scholarly journals Classroom effect on primary school students’ self-concept in literacy and mathematics

2019 ◽  
Vol 35 (3) ◽  
pp. 625-646
Author(s):  
Kati Vasalampi ◽  
Eija Pakarinen ◽  
Minna Torppa ◽  
Jaana Viljaranta ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Primary School ◽  
High Performance ◽  
Study Data ◽  
Self Concept ◽  
Primary School Students ◽  
Classroom Performance ◽  
School Students ◽  
Negative Effect ◽  
Grade 3 ◽  
And Mathematics

AbstractAccording to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.

scholarly journals Stymulowanie przez nauczycieli aktywności samokształceniowej uczniów klas 1–3 szkoły podstawowej – raport z badań

2021 ◽  
Vol 20 (2) ◽  
pp. 257-276
Author(s):  
Jolanta Flanz
Keyword(s):  
Primary School ◽  
Scientific Literature ◽  
Learning Activities ◽  
Independent Learning ◽  
Learning Approach ◽  
Primary School Students ◽  
School Students ◽  
Multi Level ◽  
Grade 3

The necessity of developing students’ competences concerning independent learning is easily noticeable in both Polish and international educational documents as well as in scientific literature. This article contains an attempted answer to a question in what way teachers stimulate independent learning activities of primary school students (grade 1 to grade 3). This was the aim of the research conducted with the help of selected group of teachers from Kuyavian-Pomeranian Voivodeship in Poland. The research checked for instance how the teachers encourage the students to independent learning, how they are formulating their homework tasks, and whether they apply the multi-level learning approach. The results of this study are presented in this report.

scholarly journals Causes of learning problems in primary school students

2003 ◽  
pp. 151-165
Author(s):  
Snezana Mirkov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Technical Education ◽  
Learning Problems ◽  
Previous Knowledge ◽  
Primary School Students ◽  
School Students ◽  
School Subjects ◽  
Eighth Grade Students ◽  
And Mathematics

Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335). The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible), textbook and teacher?s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students? responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

scholarly journals Examining the views of secondary school students on tourism according to different variables (a quantitative study in Safranbolu)

2011 ◽  
Vol 1 (4) ◽  
pp. 85-97 ◽  
Author(s):  
Ufuk Karakuş ◽  
Osman Çepni ◽  
Bahadır Kılcan
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Quantitative Study ◽  
Secondary School Students ◽  
Economic Status ◽  
Study Data ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Geographic Position

The purpose of this study is to indicate primary school students' views on changes in the socioeconomic and cultural structures of population, which stem from touristic activities. The ffects of variables on these views will be tested in the study. 676 primary school students of sixth, seventh, and eighth grade in Safranbolu, Karabük participated in the study. Data were collected by 5-point Likert type questionnaire developed by Özüpekçe (2008). Results mirrored that students' views on touristic activities were generally positive. It was also seen that students' views differed significantly according to the variables such as school's geographic position, students' grades, and families' economic status.

scholarly journals Examining the Relations between Dance and Mathematics among First Class Students

2020 ◽  
Vol 1 (1) ◽  
pp. 21-36
Author(s):  
Mónika Pálinkás-Molnár ◽  
László Bernáth
Keyword(s):  
Primary School ◽  
Spatial Abilities ◽  
First Year ◽  
Spatial Skills ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Skills ◽  
And Mathematics ◽  
The One

Dance and mathematics are seemingly very distant concepts at first glance. In the theoretical parts of our study we show how strongly mathematics and spatial abilities are interrelated, including the correlation between dance and spatial abilities as well. Consequently a hypothesis derives that dance develops spatial abilities, through which it develops mathematical skills at the same time. Our research focused on first year primary school students. During the one month course we applied creative children dance and tasks of movement from drama pedagogy. Children’s abilities were measured pre- and after the course classes with a test of both mathematical and spatial skills. According to this research, we could show some improvement in mathematical skills as a result of the development, but there is no significant improvement in spatial skills. We attempted to find out about the reasons of the results we found.

scholarly journals PREPARE PRIMARY SCHOOL STUDENTS TO FACE THE TECHNOLOGICAL AGE: MATHEMATICAL CREATIVITY AND SPATIAL ABILITY

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Minanur Rohman
Keyword(s):  
Primary School ◽  
Spatial Ability ◽  
Computer Games ◽  
Mathematical Creativity ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Other Hand ◽  
And Mathematics

Technology and mathematics are two things that are interconnected and influence. Technology, such as computer games, can be used to describe abstract mathematical concepts so that they are more easily understood by students. Unfortunately, technology also has some undesirable impacts, such as causing students difficulties in developing their creativity to understand mathematical concepts. On the other hand, spatial ability gets less attention than educators when students are studying mathematics. This paper will discuss how teachers can help students develop their mathematical creativity and spatial ability.

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