scholarly journals THE ASSOCIATION BETWEEN SOCIODEMOGRAPHIC FACTORS AND TEACHERS’ GUIDANCE TOWARDS STUDENTS’ ADVERSITY QUOTIENT

2019 ◽  
Vol 11 (2) ◽  
pp. 109 ◽  
Author(s):  
Nur Listiawati ◽  
Susy K Sebayang
Keyword(s):  
Primary Schools ◽  
Fourth Graders ◽  
Inductive Reasoning ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Sociodemographic Factors ◽  
Self Report ◽  
Skilled Workers ◽  
Born Child ◽  
Sixth Grade Students

This paper aims to report results of research on the association between sociodemographic indicators and teachers’ efforts to help students cope with problems and help build students’ Adversity Quotient. A questionnaire in the form of self-report inventory was distributed to 102 fourth, fifth, and sixth grade students of A- and C-accredited primary schools in Bantul Regency, Yogyakarta, Indonesia. Multiple regression and inductive reasoning were used for analysis. FGDs with teachers were conducted in order to explore teachers’ efforts in helping improve students’ adversity quotient. Research results showed that students who were middle child had significantly lower AQ compared to those of first-born or earlier-born child, while sixth-graders had significantly higher AQ scores compared to fourth graders, and children whose fathers were skilled workers had greater odds of having high AQ. Teachers had already done some LEAD sequence, but had not guided students to explore and analyze the problem by themselves. The results have some implications for the education policy to integrate religious teachings into the curriculum that can facilitate the improvement of students’ Adversity Quotient.

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.

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.

Replicating Criterion Validity in Science Content for the Combination of Critical Content Monitoring and Sentence Verification Technique

2018 ◽  
Vol 44 (4) ◽  
pp. 292-299 ◽  
Author(s):  
Paul Mooney ◽  
Renée E. Lastrapes
Keyword(s):  
Primary Schools ◽  
Sixth Grade ◽  
Explanatory Models ◽  
Science Content ◽  
Stanford Achievement Test ◽  
Critical Content ◽  
Sixth Grade Students ◽  
Two Measures ◽  
Commonality Analysis ◽  
Academic Year

The purpose of the research was to replicate commonality analysis for two measures: critical content monitoring and sentence verification technique. Participants were 967 fourth-, fifth-, and sixth-grade students across seven public primary schools in a southeastern U.S. district. The predictor variables were administered as benchmarks 3 times in an academic year. Predictor scores were compared with science content test and reading comprehension scores from the Stanford Achievement Test–Tenth Edition abbreviated online form and a statewide accountability test. Commonality analysis results indicated that scores from both critical content monitoring and sentence verification technique added unique variance to explanatory models, replicating previous findings. In most cases, critical content monitoring scores provided the greatest percentage of unique and common variance to model explanations.

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 A Project Evaluation Scale development study related to mathematics course

2012 ◽  
Vol 2 (3) ◽  
pp. 11-20 ◽  
Author(s):  
Ayten Pınar Bal
Keyword(s):  
Primary Schools ◽  
Sixth Grade ◽  
Project Evaluation ◽  
Measurement Tool ◽  
Environmental Support ◽  
Learning Mathematics ◽  
Sixth Grade Students ◽  
Validity Tests ◽  
The Impact ◽  
Mathematics Course

The main purpose of this study was to develop a reliable and valid measurement tool to assess the project in primary school mathematics course. Totally 839 fifth and sixth grade students participated to the study from different public primary schools which are located in Adana district. While developing the scale, the reliability; content validity; construct validity tests and, correlation analysis were all carried out respectively. In line with these analyses, it has been derived a 18 item scale including "Thinking Skill", "The Impact of the Procedure on Individual" and "The Environmental Support for Learning Mathematics" sub factors. Cronbach Alpha internal consistency coefficients of these three sub factors that explain 52,04 % of the total variance were calculated .89, .90 and .84 respectively. Finally, considering the results of the analyses, It can be said that the Project Evaluation Scale is a reliable and valid tool that can be applied in 5th and 6th mathematics courses.

scholarly journals THE EFFECT OF USING POSSE STRATEGY IN TRAINING AND DEVELOPMENT COMPREHENSION READING SKILLS AMONGST SIXTH GRADERS

2020 ◽  
Vol 8 (2) ◽  
pp. 134-141
Author(s):  
Tareq Mohamad Alyatim ◽  
Wail Muin (Al-Haj sa'id) Ismail ◽  
Muhammad Azhar bin Zailani ◽  
Ala Muhammad Al Saadi
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Lesson Plan ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Control Group ◽  
Comprehension Skills ◽  
Sixth Grade Students ◽  
Reading Comprehension Skills ◽  
Positive Effect

Purpose of the study: This study aims to measure the effectiveness of using P.O.S.S.E strategy in the development of teaching to improve reading comprehension skills for sixth-grade students. Methodology: The procedure used is an experimental method based on Stratified Sampling which consists of 43 students divided into two groups – a control group of 21 students and an experimental group of 22 students- and a lesson plan was designed as a tool. Main Findings: The outcomes of the study indicated that the POSSE strategy has a positive effect on the development of reading comprehension skills over its five levels among the representative sample of sixth graders. Applications of this study: It is an essential reference in the development of teaching and training teachers to adapt to the P.O.S.S.E strategy for teachers, student educators. Novelty/Originality of this study: The result of this study is consistent with previous studies, which investigated the efficacy of POSSE strategy on the development of reading comprehension skills.

Body Satisfaction and Self-Concept of Third-And Sixth-Grade Students

1993 ◽  
Vol 76 (2) ◽  
pp. 547-553 ◽  
Author(s):  
Lori Folk ◽  
Jan Pedersen ◽  
Salvatore Cullari
Keyword(s):  
Body Satisfaction ◽  
Pubertal Development ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Third Graders ◽  
Self Concept ◽  
Satisfaction Questionnaire ◽  
The Third ◽  
Sixth Grade Students ◽  
The Relationship

Pubertal development has been implicated as the point of origin for decreased body satisfaction and self-concept for girls from prepubertal levels and an increase in body satisfaction and self-concept for boys. Two groups of boys and girls in Grades 3 and 6 completed a Body Satisfaction Questionnaire and the Piers-Harris Self-concept Scale to test this assumption. The third graders were considered to be prepubertal and sixth graders as early pubertal. The sixth-grade boys scored lower on body satisfaction than third-grade boys, and their self-concept scores were positively correlated with body satisfaction scores. For girls, body satisfaction scores were correlated with self-concept in both grades, and few significant differences were found between grades. For girls apparently the relationship between body satisfaction and self-concept may be present before the onset of puberty.

Correlations between Coopersmith's Self-Esteem Inventory and the California Test of Personality for Children in Grades Four and Six

1976 ◽  
Vol 39 (1) ◽  
pp. 221-222 ◽  
Author(s):  
Darwin Dorr ◽  
Christine Berg Rummer ◽  
Russel F. Green
Keyword(s):  
Social Adjustment ◽  
Fourth Graders ◽  
Emotional Adjustment ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Self Esteem ◽  
Personal Adjustment ◽  
The Social

Correlations between scores on Coopersmith's self-esteem inventory and a measure of emotional adjustment, the California Test of Personality, for 214 fourth and 213 sixth grade children, contrary to expectations, were not curvilinear. For n = 427 Coopersmith scores correlated .62, .49, and .59 with the California Personal, Social and Total scores respectively, rs by grade and sex were not substantially different However, for fourth graders, self-esteem scores were more strongly related to Personal Adjustment scores than they were to the Social Adjustment scores, whereas for sixth graders, these rs were about the same.

scholarly journals Thinking and Scientific Language in the Primary Classes

2020 ◽  
Author(s):  
Anggi Cecilia Safaningrum
Keyword(s):  
Elementary School ◽  
Mathematical Reasoning ◽  
Fourth Graders ◽  
Inductive Reasoning ◽  
Sixth Graders ◽  
Scientific Language ◽  
Research Findings ◽  
Reasoning Tasks ◽  
Math Reasoning ◽  
Practical Implications

According to psychological and cognitive development theories, the preferences of pupils in elementary school toward inductive versus deductive and general types of reasoning when asked to prove or review mathematical claims, changes along the school years. This study examines this hypothesis through a survey in which 267 pupils from the Arabic sector in three different elementary schools in Israel, in grades 4 to 6 participated. The survey, based on the math reasoning tasks by Healy and Hoyles (1998), is comprised of Algebra and Geometry reasoning tasks. Additionally, 12 of these pupils’ teachers were interviewed in order to explore their attitudes toward mathematical reasoning and math proving tasks. Findings show that: 1) There is a difference in students’ preferences towards types of reasoning, between grades 4 and 6; 2) Sixth graders will be less likely to accept tautologic and inductive reasoning than fourth graders; 3) Elementary school pupils tend to prefer empirical arguments (such as inductive and example-based) as their approach in contrast to the arguments that they believe will receive the highest scores from their teachers. However, findings do not support the hypothesis that there will be a difference in teachers’ preferences towards different types of thinking. The research findings and their practical implications are discussed.

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