Improving Children's Attitudes toward Blind Peers

1980 ◽  
Vol 74 (4) ◽  
pp. 132-135 ◽  
Author(s):  
Gary N. Siperstein ◽  
John J. Bak
Keyword(s):  
Sixth Grade ◽  
Blind Child ◽  
Sixth Grade Students ◽  
Blind Children ◽  
Children's Attitudes ◽  
Students Attitudes

Examines the effects of a classroom program designed to improve fifth- and sixth-grade students’ attitudes toward blind peers. The results indicated that children who received the lessons had better feelings about blind children, but were less inclined to engage in activities with them than those who received no lessons. All children responded more favorably to an academically competent blind child than an incompetent one.

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

scholarly journals Attitudes toward Plants: Comparing the Impact of Instruction through Writing & through a Botanical Garden Trip

2020 ◽  
Vol 82 (4) ◽  
pp. 218-226
Author(s):  
Funda Gül İri ◽  
Emine Çil
Keyword(s):  
Sixth Grade ◽  
Botanical Garden ◽  
Study Data ◽  
Urban Trees ◽  
Four Dimensions ◽  
Positive Attitudes ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
The Impact ◽  
Support Students

We designed and implemented two instructional approaches to plant education, with the intention of supporting positive attitudes toward plants among sixth-grade students (11–13 years old). In one instructional approach, students prepared a book about plants that have interesting characteristics. In the other approach, students visited a botanical garden. The purpose of the study was to compare the effects of these approaches on students' attitudes toward plants. A matched-pairs experimental design was used in the research. A total of 56 students (28 in each group) participated in the study. Data were gathered by using the Plant Attitude Questionnaire. This instrument consisted of 28 items using a five-point Likert scale and included four dimensions of attitudes toward plants: importance, urban trees, interest, and utilization. Our results indicate that instruction via writing a book about plants with interesting characteristics is a good way to support students' positive attitudes toward plants; this approach was especially effective in the dimensions of interest and utilization. The botanical garden trip was also effective, though in a more limited way, in supporting students' positive attitudes toward plants; this approach was most effective in the dimension of urban trees.

scholarly journals Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea

2021 ◽  
Vol 13 (17) ◽  
pp. 9691
Author(s):  
Yehee Jeong ◽  
Hyoungbum Kim ◽  
Changhwan Lee
Keyword(s):  
Public Schools ◽  
Elementary Students ◽  
Gifted Students ◽  
Sixth Grade ◽  
Teaching Science ◽  
Science Journal ◽  
Affective Characteristics ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Writing Science

This study investigated how keeping a journal related to issues and concepts in science influences sixth grade students’ affective characteristics, including cognition, interest, and attitude towards science. The development of these characteristics is related to students’ attitudes and interests in learning. Previous studies have primarily focused on the affective characteristics of gifted students, while only a few have focused on elementary students in public schools. We asked 34 grade six students in Korean public schools to keep a journal related to science and technology three times a week for 12 weeks (September–November 2018). The results show students’ perspectives on writing science journals from data, including questionnaires, interviews, and surveys. The results also suggest that keeping a science journal develops students’ affective characteristics related to science. Our findings will contribute to the development of better pedagogies for sustainability and resources for teaching science among elementary students.

Attitudes toward Handicapped Peers of Mainstreamed and Nonmainstreamed Children in Physical Education

1989 ◽  
Vol 69 (1) ◽  
pp. 319-322 ◽  
Author(s):  
Valerie Williams Archie ◽  
Claudine Sherrill
Keyword(s):  
Physical Education ◽  
Analysis Of Variance ◽  
Sixth Grade ◽  
Handicapped Children ◽  
Sixth Grade Students ◽  
Children's Attitudes ◽  
Mainstreamed Students

The influence of contact (mainstreamed and nonmainstreamed) and sex on attitudes of fifth- and sixth-grade students toward handicapped children was examined. 143 mainstreamed students attended an integrated school, whereas 86 nonmainstreamed students had no handicapped children in their school. Mean responses to the Children's Attitudes Toward Handicapped Scale were subjected to a 2 × 2 analysis of variance which indicated no significant differences by contact or sex. χ2 analysis of individual items indicated some significant differences, favoring contact, on items “are fun” and “are interesting.”

scholarly journals Students’ Attitudes and Perception of Achievement in Reading Comprehension

2021 ◽  
Vol 3 (4) ◽  
pp. 47-56
Author(s):  
Noor Ahmad ◽  
Hamidah binti Yamat
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Strong Relationship ◽  
Sixth Grade ◽  
Elementary Reading ◽  
Reading Attitude ◽  
Sixth Grade Students ◽  
Attitudes And Perceptions ◽  
Research Findings ◽  
Students Attitudes

This study aimed to investigate the students’ attitudes and perception of reading comprehension. Participants were fourth, fifth and sixth-grade students selected using random purposive sampling from three different classes in a public school (n=80) in Betong. This research using an explanatory mixed-method also aimed to determine whether students’ attitudes and perception significantly affect their reading comprehension. The data was gathered using Elementary Reading Attitude Survey (ERAS) developed by McKenna and Kear, 1990, interview questions and the analysis on students’ performance in reading comprehension. The research findings showed no strong relationship between students’ attitudes and perception towards reading would affect their achievement in reading comprehension because students’ attitudes and perceptions are affected mainly by other factors.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

PENERAPAN STRATEGI MENJAWAB SECARA BERGANTIANBERPOLA LINGKARAN ROUND ROBIN UNTUKMENINGKATKAN HASIL BELAJAR PPKn SISWA KELAS VISDN 002 UKUI DUA KECAMATAN UKUI

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Diyan Pertiwi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sixth Grade ◽  
Student Learning Outcomes ◽  
Round Robin ◽  
Class Action ◽  
Sixth Grade Students ◽  
Teachers And Students ◽  
Improve Student Learning ◽  
Low Activity

This study is a class action that aims to improve learning outcomes in subjects PPKn sixth grade students of SDN 002 Ukui Dua. This research is motivated by the low activity and low teacher and student learning outcomes in subjects PPKn. The problem of this study is whether the implementation of a strategy to answer alternately patterned circle round robin can improve student learning outcomes in subjects PPKn in the sixth grade SDN 002 Ukui Dua? This PPKn was conducted over two cycles. Data collection techniques in this research using collection observation techniques, achievement test, and documentation. Techniques of analysis in this study is an analysis of the activities of teachers and students and learning outcomes in subjects PPKn sixth grade students SDN 02 Ukui Dua Kecamatant Ukui. The result showed that the activity of teachers has increased. At the first meeting of the first cycle of 41% was obtained with Simply Perfect category and the second meeting reached 55% with the category Fairly Perfect. In the second cycle 3 meeting to reach 75% by the Perfect category and the 4th meeting of the second cycle reaches 85% with the Perfect category. While the activity of students has increased. At the first meeting of the first cycle reaches 51% with the category Fairly Perfect and the second meeting with the percentage of 66% to the category Perfect. After the second cycle of the third meeting with a percentage of 75% with the Perfect category while in attendance for-4 with the percentage of 94% to the category of Most Perfect. Learning outcomes of students also increased from the previous students who achieve KKM only 8 votes with a percentage (45%) after the first cycle an increase in students worth over KKM which reached 14 people with a percentage of 70%. Cycle II students who achieve KKM 17 (85%).

PENERAPAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR IPA KELAS VI SD NEGERI 004 TEMBILAHAN KOTA KECATAMATAN TEMBILAHAN

2018 ◽  
Vol 2 (2) ◽  
pp. 293
Author(s):  
Sarminah Sarminah
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Science Learning ◽  
Sixth Grade ◽  
Contextual Approach ◽  
Science Students ◽  
Student Activity ◽  
Sixth Grade Students ◽  
Classroom Action Research

The background of this research is the low of science learning result of grade 6 students of SDN 004 TembilahanKota. The purpose of this study is to improve the learning outcomes of science students of grade VI SDN 004Tembilahan Kota with the application of contextual approach. This research was conducted in class VI SDN004 Tembilahan Kota. This research is a Classroom Action Research with two cycles. The subjects of thisresearch are the sixth grade students of SDN 004 Tembilahan Kota lesson year which consist of 30 people with16 men and 14 women. Based on the results of the research from the teacher activity sheets appear to increase ateach meeting. At the first meeting of cycle I 64.3%, the second meeting of cycle I was 67.86%. At the firstmeeting of cycle II 71,43%, and second meeting of cycle II 78,57%. While the student activity also increasesevery meeting. At the first meeting of cycle I 67,86%, second meeting of cycle I 71,43%. At the first meeting ofthe second cycle of 75%, and the second meeting II cycle 78.57%. The learning outcomes in the first cycleincreased by 12.8% from the base score of 67.83% to 76.5%. In the second cycle increased by 17.2% to 79.5%.

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