scholarly journals Curricular Tracking, Students’ Academic Identity, and School Belonging

2020 ◽  
pp. 027243162097765
Author(s):  
Kamilah B. Legette ◽  
Beth Kurtz-Costes
Keyword(s):  
Parent Education ◽  
Math Achievement ◽  
Southeastern United States ◽  
Academic Identity ◽  
Sixth Grade ◽  
School Belonging ◽  
Sixth Graders ◽  
Unintended Consequences ◽  
Attitudes Toward School ◽  
Students Attitudes

Curricular tracking is common in many countries, yet this school practice might have unintended consequences for students’ attitudes toward school. We examined the changes in adolescents’ school belonging among sixth graders placed in honors versus regular math, with academic identity as a mediator in this relation. Early adolescents ( N = 322; 72% White; 164 girls) in the southeastern United States completed measures of school belonging and academic identity at the beginning and end of their sixth-grade year. With parent education, prior math achievement, and prior school belonging controlled, honors math placement predicted increases in school belonging from the beginning to the end of students’ sixth-grade year, and this association was positively mediated by academic identity. Results of this study are important for further understanding the influences of tracking on students’ motivational beliefs.

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 Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English

2015 ◽  
pp. 399-412
Author(s):  
Robert J. Werner ◽  
Yu Kobayashi
Keyword(s):  
Sixth Grade ◽  
Sixth Graders ◽  
Theory And Practice ◽  
Metacognitive Awareness ◽  
Motivating Factors ◽  
Practical Applications ◽  
Young Learners ◽  
English Class ◽  
Watching Tv ◽  
English Instruction

This paper discusses theory and practice related to self-access and metacognitive awareness in young learners. While still an emerging field, the paper presents several studies that describe young learners’ self-access through playing online multi-player digital games, watching TV/films, and reading various types of texts. The teaching of metacognitive awareness, or ‘learning how to learn’, is also discussed, and examples illustrate how this knowledge is applied to learning both in class and beyond. The latter part of this paper describes elementary English instruction in Japan and includes practical applications of learning how to learn through examples from a Japanese sixth grade English class. The students discuss motivating factors beyond the classroom, how they access metacognitive knowledge, and strategies they apply to better learn English.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament untuk Meningkatan Hasil Belajar Siswa Kelas VI pada Mata Pelajaran Matematika di SDN No.058/XI Koto Dumo

2018 ◽  
Vol 18 (2) ◽  
pp. 355
Author(s):  
Zainal Abidin
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Learning Model ◽  
Sixth Grade Students ◽  
Before And After ◽  
The Given ◽  
Improve Student Learning

This study aims to improve the learning outcomes of sixth grade students at SDN. No. 058/XI Koto Dumo on mathematics subject, especially on integer operation material by using cooperative learning model of Teams Games Tournament type. This research is a classroom action research conducted in three cycles and each cycle is done with four activities, namely planning, implementation, observation, and reflection. This study was conducted from August to November of 2016. The study involved 16 sixth graders. Data were collected by observation and test. Data were analyzed by using descriptive analysis and simple statistical test. The results showed that the activities and learning outcomes of students before and after the given action (Cycle I, Cycle II, and Cycle III) improved. Thus, the use of cooperative learning model type Teams Games Tournament in SDN. No. 058/XI Koto Dumo can improve student learning outcomes in mathematics subjects, especially on the subject matter of integer counting operations.

scholarly journals Attitudes Towards Science: A Study of Gender Differences and Grade Level

2022 ◽  
Vol 11 (2) ◽  
pp. 599-608
Author(s):  
Susilawati*, Nurfina ◽  
Nurfina Aznam ◽  
Paidi Paidi
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Gender Gap ◽  
Grade Level ◽  
Primary Schools ◽  
Attitudes Toward Science ◽  
Sixth Grade ◽  
Total Sample ◽  
School Students ◽  
Students Attitudes

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

scholarly journals Powtoon Animation Video: A Learning Media for the Sixth Graders

2020 ◽  
Vol 4 (2) ◽  
pp. 152-162
Author(s):  
G.A.P. Suprianti ◽  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Method ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Global Era ◽  
Need Analysis ◽  
Develop Technology ◽  
Addie Model ◽  
It Expert

In this global era, everything changes into technology-based likewise teaching method. In teaching, technology can be used as teaching variation and this study was aimed to develop technology-based English language learning media for sixth grade elementary students by using Powtoon animation video. This study’s objectives was for developing the prototype product. This study used Design and Development (D&D) method by three steps based on ADDIE model. The stages are analysis, design, develop. Since the steps used were only three, then the product was only in the form of prototype product. In order to develop the prototype product, need analysis, designing the product based on the analysis, and then development were done. The product was quantitatively analyzed by using expert judgment. The result of the experts judgment showed that the prototype product was categorized as an excellent media after some revisions and suggestions from material and IT expert.

Sophomore High School Students’ Attitudes Toward School Lunch1

1972 ◽  
Vol 60 (1) ◽  
pp. 38-41 ◽  
Author(s):  
HELEN M. LAW ◽  
HARVYE F. LEWIS ◽  
VIRGINIA C. GRANT ◽  
DOROTHY S. BACHE MIN
Keyword(s):  
High School ◽  
High School Students ◽  
Attitudes Toward School ◽  
School Students ◽  
Students Attitudes

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.

Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia
Keyword(s):  
Learning Disabilities ◽  
Grade Level ◽  
Fourth Graders ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Relative Advantage ◽  
Typically Developing ◽  
Spelling Ability ◽  
Students With Ld ◽  
Larger Sample

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.

scholarly journals The contribution of South African teachers to students’ sense of belonging and mathematics achievement: Students’ perspective from the 2015 Trends in International Mathematics and Science Study

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Fabian Arends ◽  
Mariette Visser
Keyword(s):  
School Environment ◽  
Sense Of Belonging ◽  
Economic Status ◽  
School Belonging ◽  
School Life ◽  
Science Study ◽  
High Positive Correlation ◽  
Sense Of School Belonging ◽  
Students Attitudes ◽  
Mathematics And Science

Background: The role of teachers in nurturing students’ sense of belonging cannot be over-emphasised. Students who do not feel accepted by their teachers are at risk of withdrawing from school life and feeling disaffected. This study contributes to theories on school belonging by investigating the contribution of teachers to students’ sense of school belonging, the association of students’ attitudes towards teachers, and their sense of school belonging with students’ mathematics achievement.Aim: To provide empirical evidence of how students’ attitudes towards teachers contributed to their sense of school belonging, as well as their mathematics achievement.Setting: A representative sample of 10932 grade 5 students at 297 schools in South Africa completed a contextual questionnaire and a mathematics assessment during the 2015 Trends in International Mathematics and Science Study (TIMSS).Methods: The TIMSS 2015 data were used to develop indicators of students’ attitudes towards teachers, sense of school belonging and home socio-economic status. Absenteeism and the extent of bullying were also considered. Descriptive and inferential statistical analyses were performed.Results: A high positive correlation between students’ attitudes towards teachers and their sense of school belonging was found. Students’ attitudes towards teachers and their sense of belonging contributed significantly to mathematics achievement.Conclusion: The study confirms the crucial role that a sound student–teacher relationship plays in a healthy sense of school belonging and in terms of academic performance. The school environment should be managed in a manner that allows for mentoring relationships between students and teachers to be strengthened.

scholarly journals Effort, Ability, or Difficulties? Parents’ and Teachers’ Explanations of the Malleability of Children’s Competences

2017 ◽  
Vol 7 (1) ◽  
pp. 146 ◽  
Author(s):  
Riitta Rautiainen ◽  
Hannu Raty ◽  
Kati Kasanen
Keyword(s):  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders

This study set out to examine parents’ and teachers’ explanations of the malleability of children’s competences. Parents and teachers were asked in which aspect of schoolwork the child could improve his/her competence most and to explain why. The participants were parents and teachers of third- and sixth-grade boys and girls (n=97). The parents and teachers were found to refer to the amount of effort, motivation, and ability in their explanations of the malleability of children’s competences. The explanations concerning ability divided into those in which the child was seen as possessing ability and those in which the child was seen as lacking ability or having difficulties that prevented her/him from succeeding. The teachers perceived sixth-graders as needing more effort and motivation than third-graders did, and girls as somewhat more competent and motivated than boys. The teachers also seemed to explain children’s potential for improvement in more complex ways than the parents did.

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