scholarly journals The Integration of Internet and Picture Book: Using Online Picture Book Reading Project to Promote Primary School Students’ Reading Literacy

2021 ◽  
Vol 123 ◽  
pp. 01025
Author(s):  
Yanfei Zhou ◽  
Tingfang Fei ◽  
Jing Chen
Keyword(s):  
Primary School ◽  
Picture Book ◽  
Book Reading ◽  
Reading Literacy ◽  
Primary School Students ◽  
School Students ◽  
Reading Interests ◽  
Post Test ◽  
Good Reading ◽  
Picture Book Reading

This study aims to explore the effect of the combination of English picture books and the Internet on pupils’ English reading literacy. 12 primary school students participated in the online picture book reading project. The results are as follows: first, through pre-test and post-test, students’ reading comprehension ability has been improved; Second, the questionnaire shows the online project can help them increase reading interests, develop good reading habits and reading strategies; Last but not least, children give positive feedback to the project, especially about reading-guide videos and teachers’ comments in pronunciation. In general, the online project can promote pupils’ reading literacy.

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 KESAN PENGGUNAAN PETA PEMIKIRAN TERHADAP PENGAJARAN PENULISAN KARANGAN MURID TAHUN LIMA

2021 ◽  
Author(s):  
NORLIZA ABDULLAH ◽  
ZULKIFLI OSMAN ◽  
ABDUL MUNIR ISMAIL
Keyword(s):  
Treatment Group ◽  
Social Science ◽  
Primary School ◽  
Test Scores ◽  
Control Group ◽  
Primary School Students ◽  
Thinking Maps ◽  
School Students ◽  
Essay Writing ◽  
Post Test

Kajian lalu menunjukkan kebolehan mengarang karangan dalam kalangan murid sekolah rendah adalah rendah. Oleh hal yang demikian, kajian ini dijalankan untuk mengkaji kesan penggunaan peta pemikiran terhadap tahap penulisan karangan Bahasa Melayu dalam kalangan murid tahun lima. Penyelidik menggunakan kaedah eksperimen kuasi melibatkan satu sampel kajian yang terdiri daripada 64 murid sekolah rendah yang dibahagikan sama rata kepada satu kumpulan perlakuan dan satu kumpulan kawalan. Para murid dalam kumpulan pertama menggunakan peta pemikiran dalam pengajaran karangan, sementara kumpulan kedua menggunakan kaedah tradisional. Ujian pra dan ujian pasca digunakan untuk mendapatkan data yang dianalisis dengan Statistical Package For Social Science (SPSS) versi 21. Bagi kumpulan perlakuan, analisis data menunjukkan skor pasca ujian min murid adalah lebih tinggi dari skor pra ujian min mereka, sekali gus menunjukkan mereka memperoleh peningkatan dalam penulisan karangan dari segi kandungan dan pengolahan idea. Dapatan yang sama juga menunjukkan skor pasca ujian min murid dalam kumpulan perlakuan adalah lebih tinggi dari min skor yang sama bagi mereka dalam kumpulan kawalan, sekali gus menunjukkan kumpulan perlakuan adalah lebih berprestasi daripada kumpulan kawalan. Dapatan kajian ini mempunyai implikasi dalam amalan pengajaran semasa. Guru mata pelajaran Bahasa Melayu boleh menggunakan peta pemikiran sebagai satu alat pengajaran bagi membantu murid sekolah rendah belajar menulis karangan dengan lebih berkesan.   Studies have shown that students’ essay writing abilities of primary school students are low. As such, this study was carried out to examine the extent of the effects of using thinking maps on the teaching of Malay language essay writing among Year Five students. In this study, the researchers used a quasi-experimental method involving a study sample consisting of 64 primary school students were divided equally into a treatment group and a control group. The former used thinking maps in essay writing learning, while the latter used a traditional method. A pre-test and a post-test were used to obtain the data, which were analyzed using Statistical Package for Social Science (SPSS) version 21. For the treatment group, the analysis of data showed students’ mean post-test scores were significantly higher than their mean pre-test scores, indicating they made significant improvements in essay writing in terms of content and ideation. The same analysis also showed students’ mean post-test scores in the treatment group were significantly higher than those of the control group, indicating the former outperformed the latter. These findings have a practical implication for the current teaching practice. Malay language teachers can use thinking maps as a teaching tool to help primary school students effectively learn to write essays.

scholarly journals USE OF THE BOOK IN EXTRACURRICULAR EDUCATION IN PRIMARY SCHOOL STUDENTS NEEDS FOR SELFEDUCATION

2021 ◽  
pp. 13-17
Author(s):  
M. POLYAKOVA-LAGODA ◽  
O. RUTKOVSKA ◽  
V. TSINA
Keyword(s):  
Primary School ◽  
Holistic Approach ◽  
Educational Activity ◽  
Book Reading ◽  
Primary School Students ◽  
School Students ◽  
Educational Activities ◽  
School Subjects ◽  
Literary Sources ◽  
Independent Work

The article considers the problem of improving the state of self-educational activity of primary school students in terms of limiting the lessons of the organization of the study of school subjects. The purpose of the article is to substantiate a holistic approach to educating students in the need for self-educational activities with a book while studying certain topics and sections of school subjects. Types of independent work of students with a book are analyzed on the basis of the number of textbooks (single and multi-textbooks), the results of their written processing (plan, thesis, citations, notes, synopsis, review, annotation, abstract). The advanced character of extracurricular work with the book in relation to studying of subjects at lessons is offered. The peculiarities of the formation of students’ ability to find and process books on educational subjects are revealed: methods of preliminary acquaintance with the text, rules of reading the book, regularities of memorizing its content. Means of determining the depth and stability of the expression of students’ needs in self-educational activities with a book (observation of students’ learning activities, conversations with them, parents and teachers, analysis of students’ library forms) are identified. The levels of cognitive self-educational activity of students with a book and the norms of time for their performance by students are analyzed: reproductive, reconstructive-variable, heuristic and creative (search) independent works. The method of expert assessments established the time spent on self-educational types of work with a book of different levels of cognitive independence of students. Observations of students ‘independent work with the book, questionnaires, self-photographs and timing helped to determine the actual cost of students’ time to complete educational tasks from literary sources. Experimentally established average norms of time spent by students on various types of self-educational activities with a book: reading basic and additional literature, notes, the use of literary sources to perform creative tasks.

scholarly journals Impact of health education on preventive measures of Rabies among primary school teachers in Mandalay, Myanmar

2021 ◽  
Vol 8 (4) ◽  
pp. 1558
Author(s):  
Ei Ei Phyo Aung ◽  
Nang Mie Mie Htun ◽  
Pa Pa Soe
Keyword(s):  
Health Education ◽  
Primary School ◽  
Educational Intervention ◽  
Preventive Measures ◽  
Major Public Health Problem ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Test

Background: Rabies is an exceptionally fatal zoonotic disease and major public health problem in developing countries. Health knowledge of preventive measures of rabies among primary school teachers is paramount to cultivate their students and create a secure and safe environment since primary school students are the most vulnerable group. The study aimed to assess the effect of health education on knowledge of preventive measures of rabies among primary school teachers.Methods: A pre and post-test intervention study was conducted among randomly selected 64 primary school teachers from 7 Townships in Mandalay from July to October, 2020. An educational intervention was conducted by contributing 4 sheets of pamphlets and appearing 5 minutes education video record and reassessment was done one month later.Results: The mean knowledge scores before and after intervention were 40.59±4.85 and 47.75±4.02 showing statistically significant improvement (p<0.001). Mean of the improvement percentage was 19.38±5.06. Out of 64 participants, 37.5% had good knowledge in pre-test which improved to 95.3% in post-test (p<0.05). Although, age, marital status, having children and having stray dogs near school compound were adjusted in multiple linear regression, there was no statistical significance association with improvement percentage.Conclusions: There is improvement of knowledge status, which is not influenced by sociodemographic factors, following educational intervention. This highlights the need of continuing medical education for preventive measures of rabies for both primary school teachers and primary school students.

scholarly journals Study on Effectiveness of Lecture and Smart Class Method of Teaching on Academic Achievements among Upper Primary School Students

2017 ◽  
Vol 76 ◽  
pp. 25-29
Author(s):  
Poonam Bala ◽  
Tanivir Kaur ◽  
Maninder Kaur
Keyword(s):  
Experimental Study ◽  
Primary School ◽  
International School ◽  
Inclusion Criteria ◽  
Primary School Students ◽  
School Students ◽  
Teaching Programme ◽  
Lecture Method ◽  
Post Test ◽  
Structured Questionnaire

This is an experimental study conducted on the upper primary school students in the district of S.B.S Nagar, Punjab. The study was conducted on the students of 6th and 7th class of an international School. Total of 100 students were enrolled for this experimental study who met the inclusion criteria and were randomly divided into 2 equal groups by simple randomization technique. They received either the lecture method teaching or the smart class method teaching. For conducting the experiment, the investigator used pre-test and post-test comparison group design. For collection of data, a structured questionnaire and a structured teaching programme was used. t-test was used for analysis and interpretation of the data. The results of the study revealed that the lecture method of teaching was more effective as compared to a smart class method of teaching.

scholarly journals Stratified Teaching Method of English Picture Book Reading in Primary Schools

2021 ◽  
Vol 5 (9) ◽  
pp. 103-108
Author(s):  
Yidan Xu
Keyword(s):  
Primary School ◽  
Curriculum Reform ◽  
Picture Books ◽  
Primary Schools ◽  
Picture Book ◽  
Teaching Method ◽  
Core Competencies ◽  
Book Reading ◽  
English Reading ◽  
Picture Book Reading

With the advancement of the new curriculum reform, many schools have put forward the idea of combing English reading with stratified teaching. Enhancing the effectiveness of reading English picture books is an important goal that most English teachers uphold when reforming the teaching of English reading. In order to achieve this goal, it is necessary to improve the teaching methods of reading. Reading picture books is an important way to improve students’ core competencies in English. However, at present, the method of teaching reading in primary school is simple; in addition, the teaching activities are not well organized. Therefore, in order to improve students’ core competencies in English, this article points out several issues in the teaching of English picture book reading and provides some pedagogical implications for the teaching in this aspect based on the stratified teaching method and classroom observation by including Class 1, Grade 2 students from a primary school in Leshan as the research subjects.

scholarly journals THE EFFECTIVENESS OF USING MIND MAPPING STRATEGY IN DEVELOPING WRITING SKILLS FOR SIXTH YEAR PRIMARY SCHOOL STUDENTS IN QATAR

2021 ◽  
Vol 03 (04) ◽  
pp. 206-220
Author(s):  
Mahrous Mohamed SOLIMAN
Keyword(s):  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aimed at investigating the effectiveness of using Mind mapping strategy in developing writing skills for sixth year primary school students in Qatar. Quasi-experimental design was used in this study. The population was the sixth year students of Al Forqan primary school for boys with a total number of 103 students. Out of this population, a purposive sample of 51 students was taken, the control group (27 students) and the experimental group (24 students). First, the data was collected by using a prewriting test. Then, the experiment had been implemented. Next, the second part of the data was collected using the posttest. The data obtained were analyzed by using t-test formula. The findings of study were: A) there are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test of the experimental group in writing skills in favor to the posttest. B) there are statistically significant differences between the mean scores obtained by participants in the post-test of the control group and the experimental group in writing skills in favor to the experimental group. Depending on the statistical analyses of the hypotheses of the study, we can safely conclude that exposing students to the training strategy helped them develop their performance during the post administration of the writing skills test. In light of the results, a number of points can be recommended: writing skills via mind mapping strategy use in the primary stage specially in the 6th grade students should be emphasized in teaching writing skills. Moreover, deliberation attempts should be made to help students in the primary stage acquire and use the writing as amusing as possible. Furthermore, the objectives of teaching English language should concentrate on writing skills beyond the mechanics level and emphasize writing as a process.

scholarly journals Contextualized Problem Solving in Primary School Students

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Sofía López de Nava Tapia
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Primary Education ◽  
Intervention Strategy ◽  
Sixth Grade ◽  
Primary School Students ◽  
School Students ◽  
Test Conditions ◽  
Sixth Grade Students ◽  
Post Test

The objective of the present study was to explore and describe the influence of a proposal that returns to Problem Based Learning for the application arithmetic principles in the solution of problems in sixth grade students of primary education. Eighty-six of sixth grade students participated with an average age of 11.0 years. The intervention strategy was carried out in nine sessions lasting approximately one hour each. The results in general, do not show statistically significant differences in the performance of the execution in the resolution of problems between pre-test and post-test conditions, however, it was observed through the students' report that they had experienced knowledge acquisition based on the content of the intervention.

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