Sun-Smart Practices Amongst School Students (Grades 5, 7, and 9) in Alberta, Canada

2017 ◽  
Vol 21 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Divya Jha ◽  
Shankar Jha ◽  
Sunita Ghosh ◽  
Michael Smylie ◽  
Muba Taher
Keyword(s):  
Grade Level ◽  
Current Knowledge ◽  
Sun Exposure ◽  
School Students ◽  
Grade Levels ◽  
Protective Behaviour ◽  
Grade 5 ◽  
Skin Cancers ◽  
Smart Education ◽  
Caucasian Students

Objectives: The aim of this study was to assess the current knowledge children possess on melanoma and sun-protective behaviour. Methods: A one-page survey was administered to students in grades 5, 7, and 9. Results: Three hundred ninety-two students from 11 schools in Edmonton were surveyed. Seventy-one percent of students knew that sun exposure can cause skin cancers. Sixty-nine percent were taught by their parents about sun protection, but only 44% of students received similar instructions from teachers. Twenty percent of students indicated that they never or rarely wore sunscreen. Twenty-five percent of students had experienced painful sunburns, and only 46% were willing to use sunscreen if it were available at school. More Caucasian students reported painful or peeling sunburns in each grade level than their non-Caucasian peers (for grade 5, P = .003; for grade 7, P < .0001; for grade 9, P = .001). For all grade levels, the percentage of Caucasian students who indicated that they would not wear sunscreen when going out in the sun was greater than among their non-Caucasian peers (for grade 5, P < .001; for grade 7, P = .003; for grade 9, P = .015). Conclusions: A comprehensive and focused approach to sun-smart education is recommended for students.

scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

Middle School Students’ Perceptions of Physical Education: A Qualitative Look

2021 ◽  
Vol 40 (1) ◽  
pp. 30-38
Author(s):  
Sharon R. Phillips ◽  
Risto Marttinen ◽  
Kevin Mercier ◽  
Anne Gibbone
Keyword(s):  
Physical Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Physical Education Teachers ◽  
Fitness Testing ◽  
School Students ◽  
Grade Levels ◽  
Grade 5 ◽  
Students Attitudes ◽  
Group Interviews

Purpose: Existing research suggests that students’ attitudes toward physical education are positive through Grade 5, but become less positive as grade levels increase; this research is, however, missing student voice. The purpose of this study was to further understand why students’ attitudes have been shown to decrease. Methods: Twenty-six focus group interviews (students N = 65) were conducted over 2 years to discover what was influencing attitudes from fifth to eighth grade. Results: Three themes emerged: (a) curriculum leads to decreases in student attitudes (subthemes repetitive and boring, an overemphasis on competition, and fitness testing activities—what’s the purpose and why am I on display?), (b) social factors impact attitude: sweating and changing, and (c) physical education assumptions, the easy “A” (subthemes: perceptions of physical education teachers and the easy “A”). Conclusion: Allowing students to explain the reasons for decreases in attitudes contributes to improving the teaching and learning process.

Word Association and Formal Training of the Written Language: B. Changes in Syntactic and Semantic Relationships of Associates

1979 ◽  
Vol 45 (3) ◽  
pp. 743-752
Author(s):  
Roy B. Mefferd ◽  
Joanne H. Dufilho ◽  
Nancy E. Dawson
Keyword(s):  
Grade Level ◽  
Word Association ◽  
Time Frame ◽  
Written Language ◽  
Cross Sectional ◽  
Semantic Relationships ◽  
Grade Levels ◽  
Grade 5 ◽  
Longitudinal Approach ◽  
Free Word

This study combined a cross-sectional and a longitudinal approach with children from kindergarten through Grade 5 responding in free word association on four occasions to stimulus words introduced at each of the first six grade levels. These responses were analyzed for meaningfulness, syntagmatic-paradigmatic relationship, and for idiodynamic response set. As previously reported with grade level the meaningfulness of responses increased, and the syntagmatic-paradigmatic shift was observed. This “shift” was complex and the idiodynamic set scores showed that it is largely a function of the didactic techniques and of the grade of introduction of written words in our elementary schools. The longitudinal data indicated marked individual differences in the time and course of the changes. Some children were strongly influenced by these didactic procedures while others were not influenced at all or were only transiently influenced. Most children entered school with a pre-established set but a few developed no set within the time frame of the study. It was emphasized that the correlation between word associations and didactic techniques and sequencing may reflect teachers' experience of maturational readiness in children of different ages.

scholarly journals EXAMINATION OF STUDENTS’ ATTITUDES TOWARDS BIOLOGY AND BIOLOGY COURSE IN TERMS OF GENDER, GRADE LEVEL AND PET-KEEPING

2020 ◽  
Vol 78 (3) ◽  
pp. 328-341
Author(s):  
Dilek Sultan Acarlı ◽  
Hüseyin Abdurrahman Acarlı
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Secondary School Students ◽  
Positive Attitude ◽  
Female Students ◽  
Male Students ◽  
Lower Grade ◽  
School Students ◽  
Grade Levels ◽  
Students Attitudes

Biology course can be difficult for students at times as it includes a lot of concepts and a relatively intense content. At this point, students’ attitude towards biology and biology course is highly important because having developed a positive attitude would significantly affect behavior. In other words, those students who have developed a positive attitude towards biology and biology course are expected to be more interested in class, more enthusiastic for learning, and as a result more successful. In this research, the gender and grade level variables as well as the pet-keeping variable were examined. The effects of these variables on the attitudes of secondary school students towards biology and biology course were examined by MANOVA. The sample of the research, which was designed in a relational survey model, consisted of 1047 secondary school students. In the collection of data, “Secondary School Students’ Attitude towards Biology and Biology Course Scale” was used. It was concluded that students who keep a pet have a more affirmative attitude. It was determined that female students have a more affirmative attitude compared to male students and 9th graders have a more affirmative attitude compared to students in other grade levels. Finally, it has been discussed why female students', pet keeping students' and lower grade students' attitudes towards biology and biology course are more affirmative, and suggestions for increasing students' attitudes have been developed. Keywords: attitude towards biology, biology course, secondary school students, pet-keeping behavior.

scholarly journals Homework involvement and motivation in elementary school students according to academic achievement and grade

2015 ◽  
Vol 5 (3) ◽  
pp. 345-355
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Iris Estévez ◽  
Isabel Piñeiro ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Academic Performance ◽  
Intrinsic Motivation ◽  
Elementary School Students ◽  
Primary Education ◽  
Time Management ◽  
Grade Level ◽  
School Students ◽  
Grade Levels

This paper analyzes statistically significant differences in some motivational and involvement in homework variables, depending on the course and the level of academic achievement. The sample consists of 535 participants of 4th, 5th and 6th Primary Education (from 9-13 years old). According to the academic performance, the results of this research indicate that students with higher academic achievement do more homework, manage better the time spent on them, perceive them more useful and even they are more motivated intrinsically toward them. Regarding the grade level, the results show that the attitude toward homework and intrinsic motivation and interest for homework decline as students advance to higher grade levels. Also as they advance, they spend more time doing homework and the time management becomes increasingly worse.

scholarly journals A study on the examination of the metaphoric perceptions of middle school students about pattern

2020 ◽  
Vol 10 (1) ◽  
pp. 215-250
Author(s):  
Selin Çenberci ◽  
Dilek Sezgin Memnun ◽  
Hasibe İnce
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Qualitative Data ◽  
School Students ◽  
Chi Square ◽  
Grade Levels ◽  
Significant Difference ◽  
Chi Square Test ◽  
Phenomenological Design

In this study, it was aimed both to examine middle school students' perceptions of the concept of pattern and to reveal if the metaphoric perceptions which the students created in relation to the concept of pattern changed according to the variable of grade level. The metaphors in relation to the concept were carried out via the "phenomenological" design. For this, a short open ended form was directed to the volunteer fifth, sixth, and seventh-grade students who attended to the research from a middle school in Turkey. The qualitative data were analyzed through content analysis. Besides, the chi-square test was used for quantitative analysis. The perceptions of middle school students were gathered under six different categories. Moreover, the analyses made within the scope of this study revealed that the metaphors which the participant students created for the concept of pattern did not indicate significant difference according to the grade levels.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

scholarly journals Differentiated Reading Instruction With Technology for Advanced Middle School Students’ Reading Achievement

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Clarissa Haymon ◽  
Andrea Wilson
Keyword(s):  
Middle School ◽  
Reading Instruction ◽  
Grade Level ◽  
Reading Scores ◽  
Mixed Design ◽  
School Students ◽  
Advanced Learners ◽  
Grade Levels ◽  
Paired Samples ◽  
Instructional Needs

Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction. Achieve 3000 was fully implemented with fidelity in a local middle school that has a large percentage of advanced learners. Archived reading scores of 120 advanced Grade 6–8 students were compared pre- and postimplementation of Achieve 3000. A paired-samples t test examining the overall effect of the intervention indicated that students’ posttest LevelSet Lexile reading scores were significantly higher than their pretest scores. A mixed-design analysis of variance was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (Grades 6–8) on students’ LevelSet Lexile reading scores. A significant main effect of grade level and a significant time by grade interaction were present with Grade 6 advanced learners showing significantly greater increases in LevelSet Lexile reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program was effective for meeting the specialized differentiated instructional needs of advanced learners in reading. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.

scholarly journals Homework involvement and motivation in elementary school students according to academic achievement and grade

2015 ◽  
Vol 5 (3) ◽  
pp. 345-355
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Iris Estévez ◽  
Isabel Piñeiro ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Academic Performance ◽  
Intrinsic Motivation ◽  
Elementary School Students ◽  
Primary Education ◽  
Time Management ◽  
Grade Level ◽  
School Students ◽  
Grade Levels

This paper analyzes statistically significant differences in some motivational and involvement in homework variables, depending on the course and the level of academic achievement. The sample consists of 535 participants of 4th, 5th and 6th Primary Education (from 9-13 years old). According to the academic performance, the results of this research indicate that students with higher academic achievement do more homework, manage better the time spent on them, perceive them more useful and even they are more motivated intrinsically toward them. Regarding the grade level, the results show that the attitude toward homework and intrinsic motivation and interest for homework decline as students advance to higher grade levels. Also as they advance, they spend more time doing homework and the time management becomes increasingly worse.

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