scholarly journals Effects of a videogame in math performance and anxiety in primary school

2021 ◽  
Vol 8 (3) ◽  
pp. 45-70
Author(s):  
Mariana Rocha ◽  
Pierpaolo Dondio
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Qualitative Data ◽  
Math Anxiety ◽  
Math Education ◽  
Math Performance ◽  
School Level ◽  
History Of ◽  
High Level ◽  
Primary School Level

The present paper describes the design and evaluation of a videogame developed to support math education and overcome math anxiety (MA) at the primary school level. The game narrative is based on the history of math. The player travels back on time and meets on-player characters such as Pythagoras of Samos and Ada Lovelace, learning about how math was used during their times. The player is invited to play a minigame where the concepts shared by the characters are used as a strategy to win. The game’s evaluation consisted of a pre and post-testing study that measured students’ math performance and MA levels. The experiment also included a group interview to collect students’ perceptions about the game. The experiment lasted five weeks, and 88 students from three primary schools played the game on weekly sessions 45-60 minutes long. Statistical analysis suggested the game significantly improves students’ math performance. However, the results indicated that female students from one of the classrooms had higher MA levels after playing the game. In addition, qualitative data shows students had a high level of engagement with the gameplay.

scholarly journals Musical Activity in The Music Learning Process Through Children Songs in Primary School Level

2018 ◽  
Vol 18 (1) ◽  
pp. 45-51
Author(s):  
Syahrul Syah Sinaga ◽  
Susanto Susanto ◽  
Victor Ganap ◽  
Tjetjep Rehendi Rohidi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Music Teachers ◽  
Field Research ◽  
School Level ◽  
Music Learning ◽  
Musical Activity ◽  
Collection Data ◽  
Primary School Level ◽  
Musical Activities

This study aims to analyze and describe the musical activity in the process of learning music through children songs in primary school. A qualitative approach in this research is made by focusing on the field research method. Data were collected by observation techniques, interviews, and documentation studies. Data analysis was done by following certain stages respectively, i.e. data collection, data reduction, data display, conclusion drawing, and verification. The results showed that musical activities implemented in three primary schools consist of (1) listening to music; (2) singing; (3) playing musical instruments; (4) moving to follow the music; and (5) reading music. However, forms, types, and variations of the musical activities taking place in these schools are different, depending on the schools’ policy, schools’ abilities, and music teachers’ abilities in teaching the music subject.

scholarly journals Prevalence of Physical Abuse at Primary School Level in District Faisalabad

2019 ◽  
Vol IV (II) ◽  
pp. 327-335
Author(s):  
Nadia Rafique ◽  
Bushra Naoreen ◽  
Muhammad Ayub Buzdar
Keyword(s):  
Primary School ◽  
Physical Abuse ◽  
Sampling Technique ◽  
School Level ◽  
Head Teachers ◽  
Multi Stage ◽  
High Level ◽  
Analyze Data ◽  
Primary School Level ◽  
Primary Section

Physical abuse in schools is quite visible in developing countries like Pakistan; it is being covered by maintaining discipline in schools which instigated to conduct this study as a dire need of the time to cope with physical abuse at the primary school level. A multi-stage sampling technique was used. Two hundred and forty-five teachers and 23 head teachers and 500 students were selected from the Primary Section of Higher Secondary Schools of two tehsils (City & Sadar) of District Faisalabad. A Likert type scale for teachers and headteachers and a dichotomous questionnaire for students were used as research instruments. Mean, Standard Deviation, ANOVA, ttest, frequency, Mann-Whitney u test were applied to analyze data. Teachers and headteachers’ perceptions indicated that physical abuse exists moderately whereas students’ responses explored the presence of a high level of physical abuse by the teachers in the schools.

scholarly journals The Effect of Early Child Introduction to Pre-Vocational Subjects at the Primary School Level to Enhance Technological Growth in Developing Nations

2015 ◽  
Vol 6 (4) ◽  
pp. 45-58
Author(s):  
Ohwojero Chamberlain
Keyword(s):  
Elementary Education ◽  
Primary School ◽  
Primary Schools ◽  
Technological Development ◽  
Educational Background ◽  
Developing Nations ◽  
School Level ◽  
Western World ◽  
Technological Growth ◽  
Primary School Level

Technology is the power of development in many nations economy in this 21st century. Many developed nations in the western world have viable economy and strong technological background because of good educational foundation that was enhanced from the elementary stage of a child. Elementary education equips a child with good future background that will help to groom and prepare a child for future technological development and challenges. Nigeria as one of the developing countries in the world was used as a case study because of its poor educational background, which is the reason of this research on how to impart technological skills into children at the primary school level to enhance technological growth. To carry out this study three research questions were raised to guide the study with three hypotheses. All the primary schools in Nigeria were used as the population of the study. Questionnaire was the major instrument used for data collection. Data were analysed using mean and t-test analysis. Findings and recommendations were made to enhance the implementation of pre- vocational subjects in the developing Nations.

scholarly journals Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools

2021 ◽  
Vol 24 (2) ◽  
pp. 156-176
Author(s):  
Celestine Caruso ◽  
Judith Hofmann ◽  
Andreas Rohde
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Digital Media ◽  
Primary Schools ◽  
School Level ◽  
Teaching Techniques ◽  
Complex Tasks ◽  
Efl Learners ◽  
Primary Level ◽  
Primary School Level

We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at the primary level is a motivating alternative to playful teaching techniques traditionally championed at the primary level. Moreover, it may be a way of bridging the problematic gap between the primary and secondary levels as tasks can prepare young learners for the challenges they will face at the secondary level.

Investigating learning in science at the primary school level

1983 ◽  
Vol 13 (1) ◽  
pp. 223-232 ◽  
Author(s):  
Fred Biddulph ◽  
Roger Osborne ◽  
Peter Freyberg
Keyword(s):  
Primary School ◽  
School Level ◽  
Primary School Level

Recent Research on Teaching: A Dream, a Belief, and a Model

1978 ◽  
Vol 160 (3) ◽  
pp. 5-37 ◽  
Author(s):  
Neville Bennett
Keyword(s):  
Primary School ◽  
Learning Processes ◽  
School Level ◽  
Teaching Skills ◽  
Model Following ◽  
Research On Teaching ◽  
Teaching Learning ◽  
Primary School Level ◽  
Interpretive Framework

An attempt is made to provide an interpretive framework for the findings of recent research on teaching at the primary-school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the elements of the model. Following this, the implications of the model for teaching skills are explored.

scholarly journals ‘Can We See It?’: Contextualizing ‘Deforestation’ from an English-Medium Science Textbook for a Primary School Level

2021 ◽  
Vol 2 (2) ◽  
pp. 86
Author(s):  
Ahmad Sugianto
Keyword(s):  
Primary School ◽  
Visual Image ◽  
School Level ◽  
Visual Images ◽  
Science Textbook ◽  
Descriptive Research ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Teachers And Students ◽  
Primary School Level

Understanding an English-medium science textbook is possibly challenging for some students. It is, for example, due to the language used. To deal with this issue, construing the use of the other mode, such as visual images, along with the verbal text is regarded useful. Thereby, the construal of multimodality in an English-medium science textbook becomes crucial. Albeit a myriad of inspections on multimodality exists, but to the best of the writer’s knowledge, such investigation with respect to an English-medium science textbook, particularly at a primary school level, was found to be limited. Therefore, this study aimed to scrutinize the verbal text and visual image presented in a science textbook used for a primary school level which is presented in English. To that end, a descriptive research design was employed. In this regard, a systemic functional multimodal discourse analysis (SF-MDA) within the trinocular metafunctions encompassing ideational, interpersonal, and textual metafunctions was utilized. The systemic functional linguistics theory, the grammar of visual design, intersemiotic complementarity, and logico-semantics were the frameworks employed to analyze the artefact, the English-medium science textbook. The findings revealed that the visual image and verbal text interact with one another within the three metafunctions. Given the interaction between the two modes, the present study suggests that both teachers and students are required to take into considerations and be aware of the potential or roles of images along with the verbal text, i.e. the images are not merely accessories, but instead, these are able to assist the comprehension of the science materials learned.

scholarly journals The role of concepts in science teaching

2003 ◽  
pp. 111-130
Author(s):  
Slobodanka Milanovic-Nahod ◽  
Nadezda Saranovic-Bozanovic ◽  
Dragica Sisovic
Keyword(s):  
Primary School ◽  
Concept Learning ◽  
Efficient Method ◽  
Cognitive Structure ◽  
School Level ◽  
Scientific Concepts ◽  
Essential Questions ◽  
Practical Recommendations ◽  
Primary School Level

The present paper poses essential questions: What knowledge should students attain and what methods should be applied? The authors started up from cognitivistic view of cognition related to: (a) organizing knowledge of science in the form of generalized ideas or major concepts that can be reduced to a large number of information items, and (b) manner of building up students? knowledge into meaningful units as matrices of interrelated concepts. Attention is directed to difficulties emerging in developing cognitive structures related to complex contents of science and methods of concept learning in the teaching process. The results of investigations show that students? mastery of concepts is poor, and the reasons are to be found in the abstract character of contents themselves, lack of ability to interrelate contents within one discipline and between cognate ones, and the absence of establishing relationships between scientific concepts in cognitive structure. An efficient method of presenting scientific concepts was given and explained at three levels, such as macro, micro and symbolic. A model was suggested as a possible method for netting concepts in chemistry at primary school level. Practical recommendations were given to teachers how to assess students? cognitive structure and how to apply appropriate methods.

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