scholarly journals DIFERENCIAS EN LA IMPLICACIÓN EN LOS DEBERES ESCOLARES EN FUNCIÓN DEL RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE PRIMARIA

2017 ◽  
Vol 7 (1) ◽  
pp. 437
Author(s):  
Bibiana Regueiro ◽  
Irene Pan ◽  
Benigno Sánchez ◽  
Antonio Valle ◽  
José C Núñez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Time Management ◽  
The Other ◽  
School Level ◽  
School Students ◽  
Level Of Involvement ◽  
Other Hand ◽  
Educación Primaria

Abstract.ELEMENTARY SCHOOL STUDENTS AND THEIR DIFFERENT HOMEWORK INVOLVEMENT PROFILES DEPENDING ON ACADEMIC ACHIEVEMENTThe present study aims to find out whether there are differences in homework involvement (in terms of amount of homework completed, time spent on doing homework and homework time management) among students with various levels of achievement. Gender and school level have been controlled as they may impact on the relation intended to be studied and this way they have been included in the covariate performed in the design. The sample consisted of 535 students from the three last years of Elementary School. Findings suggest that the more students achieve higher the more they improve their level of involvement relating to the amount of homework completed and the quality of homework time management. On the other hand, although no statistic significant differences have been found concerning the relation between achievement and time spent on homework, students who achieve lower tend to spend more time completing homework compared to those achieving higher who prove to spend less time completing the assignments. Furthermore, as students go from fourth to sixth forms their time spent on homework increases however, the quality of their homework time management deteriorates.Keywords: amount of homework completed, time spent on homework, homework time management, academic achievement, Elementary School.Resumen.El objetivo de este trabajo fue comprobar si hay diferencias en la implicación en los deberes escolares (en términos de cantidad de deberes escolares realizados, tiempo dedicado a los deberes y aprovechamiento del tiempo) en función de los distintos niveles de rendimiento académico de los estudiantes. Debido al posible efecto que pueden tener en esta asociación el género y curso, se controló sus efectos incorporándolas como covariables en el diseño. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que los niveles de rendimiento académico de los estudiantes son más altos, hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento del tiempo dedicado a los deberes. Por otra parte, aunque no parece haber diferencias estadísticamente significativas en el tiempo dedicado a los deberes en función de los distintos niveles de rendimiento, la tendencia que se observa es que cuando el rendimiento es bajo, el tiempo dedicado a los deberes es mayor, mientras que cuando el rendimiento es alto, el tiempo que dedican los estudiantes a los deberes es menor. Además, otro resultado destacado es que según van avanzando los estudiantes de 4º a 6º curso de Primaria se produce un aumento progresivo del tiempo que dedican a hacer los deberes escolares y, sin embargo, el aprovechamiento que hacen de ese tiempo va siendo cada vez menor.Palabras clave: cantidad de deberes escolares realizados, tiempo dedicado a los deberes escolares, aprovechamiento del tiempo dedicado a los deberes, rendimiento académico, Educación Primaria.

scholarly journals MOTIVACIÓN E IMPLICACIÓN EN LOS DEBERES ESCOLARES: DIFERENCIAS EN FUNCIÓN DEL RENDIMIENTO ACADÉMICO Y DEL CURSO

2017 ◽  
Vol 7 (1) ◽  
pp. 425
Author(s):  
Bibiana Regueiro ◽  
Irene Pan ◽  
Antonio Valle ◽  
José C. Núñez ◽  
Natalia Suárez ◽  
...  
Keyword(s):  
Elementary School ◽  
Time Management ◽  
School Achievement ◽  
The Other ◽  
Current Work ◽  
School Year ◽  
Other Hand ◽  
Educación Primaria ◽  
Different Levels ◽  
Achievement Levels

Abstract.HOMEWORK MOTIVATION AND INVOLVEMENT THROUGHOUT ELEMENTARY SCHOOLThe current work aims to study and find out any possible variations concerning homework motivation and involvement among students with different achievement levels. The sample consists of 535 students attending the three last year levels of Elementary School. Findings suggest that as achievement grows higher the better the intrinsic homework motivation, the more the perceived homework instrumentality, the bigger the amount of homework completed and the better the homework time management are. However, homework interest, attitude towards homework and time spent on homework show no significant statistic variation relating to the different levels of achievement. On the other hand, as students progress along the elementary school year levels their intrinsic homework motivation, their homework interest and their attitude towards homework deteriorate. Although students spend longer time completing homework, their homework time management becomes worse. No statistic differences have been found among the several school year levels studied relating to the amount of homework completed.Keywords: Homework motivation, homework involvement, school achievement, Elementary SchoolResumen.El presente trabajo tiene como objetivo comprobar si hay diferencias en la motivación e implicación en los deberes escolares en función del curso y del nivel de rendimiento académico de los estudiantes. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que el rendimiento académico es más alto, también aumenta progresivamente la motivación intrínseca hacia los deberes, la percepción de utilidad de esos deberes, la cantidad de deberes realizados y el aprovechamiento del tiempo dedicado a los deberes. Sin embargo, tanto el interés, como la actitud y el tiempo dedicado a los deberes no varían significativamente en función de los distintos niveles de rendimiento académico. Por otro lado, según van avanzando los estudiantes de curso, disminuye progresivamente su motivación intrínseca, su interés y su actitud hacia los deberes, así como la percepción de utilidad de estos deberes. Aunque se incrementa el tiempo que dedican a los deberes, el aprovechamiento de ese tiempo disminuye. En cambio, no hay diferencias significativas en función del curso en la cantidad de deberes realizados.Palabras clave: motivación hacia los deberes escolares, implicación en los deberes escolares, rendimiento académico, Educación Primaria.

scholarly journals Hubungan Antara Tindakan Bullying dengan Prestasi Belajar Anak Korban Bullying pada Tingkat Sekolah Dasar

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Ida Ayu Surya Dwipayanti ◽  
Komang Rahayu Indrawati
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Social Adjustment ◽  
Quantitative Research ◽  
Sampling Method ◽  
News Coverage ◽  
School Level ◽  
Cluster Sampling ◽  
School Students ◽  
Statistic Result

Violence action in school is getting widespreadly happened nowadays as can be seen from the growing number of news coverage about the acts of violence in newspaper or television. One example of acts of violence occurring in school is bullying. Bullying victim have a bad social adjustment so that it makes victim feel afraid to go to school even worse they don’t want to go at all, secede their selves out from the society, therefore later will be impact to academic achievement of the bullying victim. The aim of this study is to understand whether there is any correlation between bullying action and academic achievement.   This study is a quantitative research located in Badung Regency, Gianyar Regency and Denpasar City. Samples used in this study are 176 within clusion criteria those are elementary school students on grade 4th, 5th, and 6th, and are bullying victim. The sampling method is cluster sampling. Data collection method is questionnaire which measure bullying action that happened to bullying victim (validity is around 0.204 to 0.646 and its reliability is 0.926)  and the report score of uneven semester from bullying victim.   The analysis method is simple linear regression. From the statistic result the score of r = -0.779 and p = 0.000 (p less than 0.05) which means there is a negative correlation between bullying action and academic achievement of bullying victim at the elementary school level. The bullying victims will have trouble in social activities, feeling afraid of school that causes a high frequency of absent and can’t studying well, and have a trouble in concentration of study. It will impact to the academic achievement. The result of this study is show that there is a difference of bullying action to boys and girls.   Keywords      : bullying action, academic achievement, elementary school student

scholarly journals Pengalaman Perjumpaan Kebudayaan Jawa dan Flores Di Bagorejo Banyuwangi-Jawa Timur Dan Pentingnya Pendidikan Multikultural

2021 ◽  
Vol 7 (1) ◽  
pp. 67
Author(s):  
Mathias Jebaru Adon
Keyword(s):  
Elementary School ◽  
Multicultural Education ◽  
Education System ◽  
The Other ◽  
School Level ◽  
Other Hand ◽  
The One

The focus of this writing study aims to share a reflection of the experience of encounters between Javanese culture and Manggarai culture in Bagorejo Banyuwangi, East Java. The experience of this encounter reminds the author of the importance of multicultural education in Indonesia. As a pluralistic nation, encounters with other cultures cannot be avoided. On the one hand, the encounter enriches one another. However, on the other hand, the encounter caused a lot of conflict because of different perceptions and views. Based on this, it is very necessary to have a multicultural education system that starts from the elementary school level through learning and the introduction of other cultures. Through an education system like this, the authors found that to overcome attitudes of intolerance and radicalism that often occur in the country, an adequate multicultural understanding is needed. One of them is through multicultural learning which can be carried out with the Live-In program like the author did.

scholarly journals Konsistensi Petunjuk Penggunaan Alat Peraga untuk Penentukan Luas Daerah Jajaran Genjang dan Luas Daerah Segitiga Bagi Siswa SD 6 Mataram

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Ketut Sarjana ◽  
Endang P. Handayani ◽  
Siti Aminah ◽  
Nuraini Nuraini
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Elementary School Students ◽  
The Other ◽  
Average Score ◽  
School Teachers ◽  
School Students ◽  
Other Hand ◽  
The Media ◽  
Level Of Significance

The purpose of this study is to know the consistency and effectiveness of the instructions for the use of props to determine the area of the parallel ranks and the area of triangles for students of SD 6 Mataram. It is realized that the research was conducted during the COVID 19 pandemic, so that the media is designed to be a learning vedio that describes the use of props and operational guidelines narrated on the vedio. Based on the observations of 9 elementary school teachers as narrative practitioners of operational guidelines, it appears in accordance with the instructions for the use of such props. The subjects of this study were grade VI Mataram elementary school students as young as 3 grades. The evaluation results showed that the average score obtained from the three pairs of classes did not differ significantly at the level of significance of 5 % because it was obtained < ttabel = 2.0002. On the other hand, the completion obtained by students in each class in each region > 80%. This means that students are complete in learning about the area of genakang ranks and the area of triangle area with KKM = 70. On the other hand, the message is the same because the average score that each class gets for each region does not differ significantly. Thus the application of instructions for the use of props determines the formula of the area of the parallel range and the area of the triangle consistently and the use of effective props for students of SD 6 Mataram

scholarly journals The Quality of HOTS-Based Science Questions Developed by Indonesian Elementary School Teachers

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Naufal Ishartono ◽  
Anatri Desstya ◽  
Harun Joko Prayitno ◽  
Yasir Sidiq
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Level ◽  
School Teachers ◽  
School Students ◽  
The Third ◽  
Thinking Ability ◽  
Training Quality

In Indonesia, several training pieces have been conducted to develop HOTS-based science questions for elementary school teachers. However, few studies examine how elementary school teachers developed HOTS-based science questions. Hence, the current study is a case study that aims to analyze HOTS-based science questions developed by elementary school teachers in Indonesia. This study employed a descriptive-analytical method by analyzing 60 HOTS-based science questions developed by elementary school teachers. This study involved two raters from one of Indonesia's universities, who are experts in assessing learning for elementary school level to assess the questions. The aspects that are assessed are aspects of conformity with HOTS questions criteria, conformity with the criteria of thinking ability of elementary school students, and conformity with the quality of good questions. This study's findings show that many problems do not meet the first aspect, especially at non-algorithmic points, multiple ways, and multiple interpretations. Next, in the second aspect, most of the question does not use illustration to strengthen the developed question's information. The third aspect is a relatively fulfilled aspect by most developed questions. However, only a few developed questions are judged not to meet this aspect. Hopefully, this study's findings can be an evaluation material for policymakers in education to increase the training quality of HOTS-based science questions for elementary school level in Indonesia.

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 TIME MANAGEMENT AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 4 (12SE) ◽  
pp. 6-15
Author(s):  
A. Subramanian
Keyword(s):  
Academic Achievement ◽  
Time Management ◽  
Management Skills ◽  
Management Skill ◽  
School Students ◽  
Peace Of Mind ◽  
Effective Strategies ◽  
Conflicting Demands ◽  
Related Stress

Time Management is a set of principles, practices, skill, tool and systems that work together to help us to get more value out of our his/her time with the aim of improving the quality of our life. The most appropriate word which suites Time Management is self-management which helps us to keep stress to a maximum. Time is the scarcest resource and unless its management decides the success or the failure of an activity. Effective Time Management necessitates a sense of balance. Either extreme along the Time Management skill continuum can be problematic. On one hand, perfect Time Management skill do not make one a perfect student or employee. It is possible to excess time, such that one is so wrapped up in the minutiae that meaningful tasks are not accomplished. On the other hand, poor Time Management skill do not make one a stooge. Some brilliant peoples habitually are ‘a day late and a dollar short’. The main reason for managing time is just provide structure to one’s life and in turn, peace of mind. Managing time is just something one does for one’s own psyche, to make one’s days easier. It is important for a student to have effective strategies to manage his time to balance the conflicting demands of time for the study. Time Management skills are valuable for doing revision for examinations. Sometimes it may seem that there is not enough time to do everything that we need to. This can lead to a buildup of stress. When revising for examinations or during our final year when we have to combine the pressures of intensive study with finding time to apply for our task good management of our time can be particularly important. Once we have identification ways in which we can improve the management of our time, we can begin to adjust our routines and patterns of behaviour to reduce any time-related stress in our lives. Keeping this in view the paper has been prepared on some of the significance of Time Management and Academic Achievement of School Students.

scholarly journals Teaching/Learning Astronomy at the Elementary School Level

1998 ◽  
Vol 162 ◽  
pp. 133-138
Author(s):  
Nicoletta Lanciano
Keyword(s):  
Elementary School ◽  
Mass Media ◽  
The Other ◽  
School Level ◽  
The Sun ◽  
Other Hand ◽  
Personal Perceptions ◽  
Celestial Bodies ◽  
Teaching Learning

There are those who argue that children have little familiarity with the sky and that the study of astronomy should be put off until they're older. We believe, on the other hand, that children have an intimate daily rapport with the sky, the sun and moon especially, based on genuine affection for these celestial bodies which is often expressed in their fantasies, reminiscent of ancient mythology and present-day primitive cultures. Their initial conceptions of celestial objects and phenomena bring to mind ancient philosophical conceptions and the kind of erroneous thinking induced by present-day culture and mass media, and make us aware of how difficult it is to develop personal perceptions and of the powerful emotions that prevent or inhibit us from building new ones.

scholarly journals THE ATTITUDES OF TEACHERS, PARENTS AND STUDENTS TOWARD THE IMPACT OF THE PARENT-SCHOOL COOPERATION ON ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOL

2017 ◽  
pp. 129-144
Author(s):  
Amer Ćaro ◽  
Selma Turalić
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
The Other ◽  
Survey Method ◽  
Other Hand ◽  
Students Attitudes ◽  
Teachers Attitudes ◽  
The One ◽  
The Impact ◽  
Insight Into

Abstract The aim of the research was to examine the attitudes of teachers, parents and students toward the impact of the parent-school cooperation on students' academic achievement. The research sample comprised 100 students, 39 teachers, and 65 parents. A survey method was used to gather data in this research. Within this method three scales were constructed: a scale for assessing parents’ attitudes, a scale for assessing teachers’ attitudes, and finally a scale for assessing students’ attitudes. The results indicate that, when it comes to the impact of the parent-school cooperation on students’ academic achievement, there are statistically significant differences in the attitudes between teachers, on the one hand, and parents and students, on the other hand. Parents usually come to school at the end of the first and second semester to get an insight into students’ achievement. Parents and teachers shift responsibility onto each other for the students’ failure, thus proving that the partnership between family and school is ineffective. However, parents' visits positively affect the child's achievement and his/her interest in various activities at school.

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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