Reducing high levels of communication apprehension among primary schoolstudents: Can teachers make a difference?

1999 ◽  
Vol 9 (2) ◽  
pp. 129-146
Author(s):  
Margaret-Anne Carter ◽  
Brian Hansford
Keyword(s):  
Action Research ◽  
Primary School ◽  
Case Studies ◽  
Primary Schools ◽  
Communication Apprehension ◽  
Research Process ◽  
School Students ◽  
Student Dialogue ◽  
Semistructured Interviews ◽  
Dialogue Journaling

This study, conducted over a 20 week period, focused on a group of primary school teachers as they implemented a variety of intervention actions, within their class programs, directed towards supporting the reduction of high levels of communication apprehension (CA) among students. Six teachers and nine students, located across three primary schools, six class groups, and four year levels, participated in the study.An action research paradigm incorporating a series of case studies was used to describe each teacher's journey as he/she responded to the diverse needs of individual students with high CA levels. The principal data collection methods used in this study included the Personal Report of Communication Fear (PRCF) scale, semistructured interviews, and dialogue journaling. The PRCF scale was used as a screening tool to identify students experiencing high levels of CA.Semistructured interviews, conducted by the researcher at the beginning and conclusion of the action research process, provided valuable information relevant to each student. Dialogue journaling was the medium by which teachers engaged in written discourse with the researcher, discussing the growth, development, and progress of individual students. Entries in dialogue journals comprised a significant component of each teacher's case study.Six case studies document the teacher's action research journey. These case studies recount the teacher's perceptions of their endeavours to minimise the problems that arise with primary school students experiencing high CA levels. In particular, they highlight the fact that teachers are faced with diverse problems and plan to resolve these in different ways.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

DEVELOPMENT OF MACAMI (MARI MEMBACA DAN MEMAHAMI) INSTRUMENT USING MACROMEDIA FLASH 8 IN PRIMARY SCHOOLS

2020 ◽  
Vol 4 (3) ◽  
pp. 544
Author(s):  
Ermaida Dewi
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Product Design ◽  
Primary Schools ◽  
Measuring Instrument ◽  
School Students ◽  
Average Percentage ◽  
Measuring Devices ◽  
Comprehension Ability ◽  
Feasibility Test

The background of this research is an instrument of learning for reading comprehension which in general is still dominated by an instrument in the form of print out which makes the students’ interest to read is reduced. In addition, this instrument is usually done manually or handwritten so that the students’ work must be corrected manually and require some time to get the results. This study aims to develop instruments or measuring devices for reading comprehension in the Primary School in Pekanbaru and find out the feasibility of measuring devices for reading comprehension skills. This product is Macromedia Flash 8 based namely "MaCaMi" which stands forMari Membaca dan Memahami. The research method used was the 4D model with four stages, such as the define stage, the design phase, the develop phase, and the dessiminate stage which is limited to the third stage. The data of this study were obtained from product design expert validation questionnaire, questionnaire validated by linguists, teacher response questionnaire and students response questionnaire. The data were generated quantitatively and analyzed by using the assessment criteria to determine the product quality. The results of this study showed the assessment of product design experts in draft 1 had an average percentage of 69.61% with the appropriate category then had increased in draft 2 to 90.56% with the very feasible category. The results of  the feasibility test by linguists in draft 1 with had average percentage of 95.30% with the very feasible category then increased in draft 2 to 97.20% withn the very feasible category. The results of the teacher's response to the reading comprehension measuring instrument in the Primary School in Pekanbaru developed by researchers obtained an average percentage of 93.50% with a very good category and the results of students' responses to the measuring instrument obtained an average percentage of 89.90% with a category very good. Based on these results, it can be concluded that the product developed by researchers is feasible to be used as a measure of reading comprehension ability of primary school students.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals Age at Menarche and Menstrual Pattern of Elementary School Students in Medan

2017 ◽  
Vol 38 (3-4) ◽  
pp. 75
Author(s):  
Nurdiani Nurdiani ◽  
Evi Kamelia ◽  
Rusdi Andid ◽  
Ani Ariani ◽  
Hakimi Hakimi ◽  
...  
Keyword(s):  
Elementary School ◽  
Menstrual Cycle ◽  
Primary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Common Finding ◽  
Age At Menarche ◽  
School Students ◽  
Sexual Counseling ◽  
The Moment

This study aimed to determine the age at menarche and its influencing factors and the pattern of menstrual cycles in elementary school students in Medan. Subjects were 227 female students in six primary schools (private and government) in Medan municipal, during October until November 1995. Most students experienced menarche in government primary school (GPS: 35.8%) and private primary school (PPS: 24%), at the age of 10-12 years. The mean age at menarche of these students in government primary school was 11.41 (SD 0.95) years while in private primary school it was 10.65 (SD 0.78) years. Subjects who had had menarche had better nutritional status than who had not (p<0.001). Sports activities are also associated with age at menarche (p<0.001). On the other hand family's economical status and maternal age at menarche were not significantly associated with age at menarche (p>0.05). Most students who had had menarche had regular menstrual cycle; the duration of menarche was 4-6 days for GPS and 3 days for PPS. Dysmenorrhea was a common finding in the first three months of menstruation cycle but gradually diminishing with time. The duration of menstrual cycle was 25-34 days. These findings are useful as a guide for the parents, especially when mothers planning the best time/ the moment to discuss about reproduction and sexual counseling with her daughter.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals The Development of Pop Up Book Media with The Character of Art Figure Besutan Jombang

2021 ◽  
Vol 2 (1) ◽  
pp. 19-28
Author(s):  
Ifa Dwi Aurelia ◽  
Ratih Asmarani
Keyword(s):  
Primary School ◽  
Research Process ◽  
Average Score ◽  
School Students ◽  
Process Implementation ◽  
Implementation Stages ◽  
The Media ◽  
D Model ◽  
Implementation Stage

One of the use of learning media is to deliver the material from teacher to students. There are many types of learning media that can be applied to learning activities, especially at the primary school. In the era of technology, there are many new habits in life especially for primary school. Therefore, it is necessary to strengthen the material for primary school students about the value of goodness contained in regional arts. This research is included in research and development which will later obtain the results of a teaching material in the form of a Pop up book learning media by using Jombang's art figures. In addition to obtain a learning media, this research also aims to determine the process, implementation, and quality of the media. The research process was carried out in accordance with the steps in the 4-D model from Thiagarjan which had been modified by researchers without dissemination stage. In the development process, the researcher obtained 94.35% from material and media experts. While at the implementation stage, the researcher obtained 85.89% from the average score given by media users. Then 87.01% for the quality score which is the average of the process and implementation stages which indicates that the media developed by researchers is included in the category of very valid and feasible to be used without the need for improvement.

scholarly journals School climate and adaptive characteristics of younger primary school students

2021 ◽  
Vol 20 (2) ◽  
pp. 93-108
Author(s):  
Maša Đurišić ◽  
Vesna Žunić-Pavlović
Keyword(s):  
School Climate ◽  
Primary School ◽  
Primary Schools ◽  
Adaptive Functioning ◽  
Future Research ◽  
School Students ◽  
Learning And Teaching ◽  
Outcomes Of Education ◽  
The Individual

Introduction. It has long been established that school climate can influence the course and outcomes of education, but the findings of previous research are inconsistent as to which elements of school climate are crucial for positive outcomes. This paper provides a more detailed insight into the individual contribution of the dimensions and determinants of school climate for adaptive functioning of students. Objective. The objective of the research was to consider the patterns of the relationship between the quality of school climate and its determinants (program, process and material) and adaptive characteristics of students. Methods. The research was conducted in five primary schools in Belgrade. The Charles F. Kettering, Ltd. - CFK School Climate Profile was used to assess school climate, and the TRF Adaptive Functioning Profile was used to assess adaptive characteristics of students. Both questionnaires were completed by primary school teachers. Results. Positive correlations were found between the quality of school climate, program, process and material determinants, on the one hand and, on the other hand, adaptive characteristics of students. Based on the results of regression analysis, the program determinants of school climate were singled out as the only significant predictor. Conclusion. The results of this research confirm that a good school climate, and especially school programs and practices in the domain of learning and teaching, can contribute to adaptive characteristics of students. Based on the obtained results, the paper describes the implications for future research and practice in this field.

scholarly journals The Establishment of The Character Of Indonesian Surrounding through Techniques of Folklore Helpful Value Clarification in Pontianak Primary School

2018 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Marzuki Marzuki ◽  
Sri Utami
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Data Collection ◽  
Primary School ◽  
Research Design ◽  
Primary Schools ◽  
First Semester ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Collection Methods

This study aims to form the characters of Indonesian students through the implementation of Value-clarified Techniques with the help of folklore. The implementation of this lesson is based on the dynamics and problematics of characters that occur today in primary schools and intends to bridge the issues. The research design used is the type of action research with the subject of the study of grade V of Pontianak Elementary School Pontianak amounted to 32 people in the first semester. Data collection methods are observation and interview, while to analyze the data with qualitative descriptive. From the analysis of the results of research and discussion obtained the conclusion that the implementation of Value-assisted Clarification Technique folklore can improve the formation of the character of Indonesian students in primary schools.

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

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