scholarly journals Teaching Vocabulary Through Picture Cards in Islamic Elementary School A Case Study in Nida Suksa School, Thailand

MADRASAH ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 26-38
Author(s):  
Like Raskova Octaberlina ◽  
Ida Fitri Anggarini
Keyword(s):  
Middle Level ◽  
School Level ◽  
Third Grade ◽  
Limited Time ◽  
Text Book ◽  
The Third ◽  
Level 3 ◽  
High Level ◽  
Primary School Level

Abstract. Nowdays, english as a subject learned in primary school level. Its because the important of english towards the student. This study was conducted aimed to know the influence of Picture Cards in teaching vocabulary to the third grade of Nida Suksa School, Thailand. The subjects of the research were students in the third grade. The researcher only took nine students in different abilities from a high level (3/1), middle level (3/2), and low level (3/3). The instrument used by the researcher was an interview. The result showed that the students still had difficulty in understanding the texts because of having a lack of vocabulary, long texts, and limited time to analyze the text in answering the question. The students studied vocabulary through Picture Cards, and they learned vocabulary tests from text book. Furthermore, the finding of this study was: Picture Cards is able to increase and enrich their vocabulary and their knowledge. The implication of Pictures Cards can motivate students to understand the text. Therefore, they can understand many texts in vocabulary tests.Keywords: Teaching Vocabulary, Picture Cards 

scholarly journals Evaluation of the Third Class Science Text Book from the Teacher’s Perspective at Madaba Municipality

2016 ◽  
Vol 9 (3) ◽  
pp. 123 ◽  
Author(s):  
Osama M. Kraishan ◽  
Ismail Almaamah
Keyword(s):  
Science Teachers ◽  
Point Of View ◽  
Third Grade ◽  
Main Question ◽  
Science Textbook ◽  
Validity And Reliability ◽  
Text Book ◽  
The Third ◽  
Students Attitudes ◽  
High Level

<p class="apa">This study aimed at evaluating the science textbook of the third grade primary school in Jordan from the point of view of the teachers who have taught this textbook, in order to find out how suitable and relevant this textbook is to the structure of the curriculum and its guidelines, by trying to answer this question: What is the evaluation of science textbook of the third grade from the standpoint of science teachers in the following aspects: general appearance, the book’s introduction, content of the book, aids and activities in the book, the contribution of the book to the development of students’ attitudes toward science, evaluation methods contained in the book, the appropriateness of the number of weekly classes to the content of the book, the availability of laboratories and the necessary materials to carry out activities, and finally the language of the book. The study population consisted of all 110 science teachers in governmental schools in Madaba who have taught the science textbook. While The study sample consisted of (51) teachers who were selected randomly, then the researchers prepared a questionnaire as an instrument for their study consisting of (62) paragraphs displayed by a number of arbitrators and specialists for the sake of verifying its validity and reliability, and it covers nine aspects. Results related to study main question showed that the total score of teachers evaluating for science textbook of the third grade was high as the percentage reached (70.6), and this is evident that the Jordanian experience in curriculum development and design is a rich experience and with high level, parallel with the experiences of other countries. Finally, the researchers recommend that science teachers and their supervisors should necessarily take part in designing the science textbook because they are only the ones who work with it. They also recommend that more studies on science textbooks should be done for the sake of the development of its curriculums.</p>

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

Abstract Improving Students’ Mathematic Achievement By Using Task Method At The Third Grade Students In Sd Negeri 07 Pinang Sebatang Barat, Kecamatan Tualang Kabupaten Siak In Academic Year 2015/2016

2018 ◽  
Vol 2 (1) ◽  
pp. 83-91
Author(s):  
Hindun Hindun
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
School Level ◽  
Third Grade ◽  
Class Iii ◽  
The Third ◽  
Third Grade Students ◽  
The Subject ◽  
Academic Year

Elementary school level, basic skills, reading, writing and arithmetic are given on the subjects of mathematics and Indonesian language.Math and Indonesian lessons are very useful and fundamental lessons.But the condition of learning in class III SDN 07 Pinang Sebatang Barat these two subjects have not achieved maximum results.This is evident from the results of mathematics and Indonesian replication given only 10 students (42%) of 32 students the total number of students in class III SDN 07 pinang a western trunk that get the value in accordance with KKM.Berarti than 50% of students' mathematics learning results are still below minimum completeness criteria (KKM), which has been determined by the school.The KKM has been determined by the school for mathematics ≥ 60, while the Indonesian language is ≥ 65 Based on the identification and analysis of the above problems found many problems: 1) is giving task method can improve learning outcomes of mathematics to the subject of simple fractions in Class III SD Negeri 07 Pinang Sebatang Barat Kecamatan Tualang in Academic Year 2015/2016? 2) Does the process skills approach can improve learning outcomes Indonesian Listen to the story on the subject of the third grade students of SDN 07 Pinang Sebatang Barat Kecamatan Tualang in academic year 2015/2016? As subject in this Classroom Action research is a third grade students of SD Negeri 0 7Pinang SebatangKecamatan Tualang Siak in the academic year 201 5/201 6 with the total number of students 32 people consisting of 18 male students - male and 18 female students with ability to understand the different subjects.This study uses learning tools consisting of: syllabus, learning implementation plan (RPP), Student Worksheet (LKS), and further training. The conclusion that: 1) Application of the method of assignment in the learning process can improve the results of teaching and learning mathematics at third grade students of SD Negeri 07 Pinang Sebatang Barat Kecamatan Tualang in academic Year 201 5/201 6, with the average results of students in cycle 1 reaches 63, 78 and in cycle 2 reaches 70.78. 2) Implementation other Method in the learning process can improve student Indonesian learning outcomes at third grade students in SD Negeri 07 Pinang Sebatang Barat Kecamatan Tualang in academic year 2015/2016, with the average student learning outcomes in cycle 1 reached 64.06 and in cycle 2 reaches 71.71.

scholarly journals Effect of the Van Hiele Model in Geometric Concepts Acquisition: The Attitudes towards Geometry and Learning Transfer Effect of the First Three Grades Students in Jordan

2016 ◽  
Vol 9 (4) ◽  
pp. 87 ◽  
Author(s):  
Tahani Al-ebous
Keyword(s):  
Learning Transfer ◽  
Transfer Effect ◽  
Third Grade ◽  
Text Book ◽  
Average Performance ◽  
Van Hiele ◽  
The Third ◽  
Geometric Concepts ◽  
Van Hiele Model ◽  
Experimental Group

<p class="apa">This study aimed to investigate the Effect of the <em>van </em>Hiele model in Geometric Concepts Acquisition, and the attitudes towards Geometry and learning transfer of the first three grades students in Jordan. Participants of the study consisted of 60 students from the third grade primary school students from the First Directorate, Amman, in the academic year (2015-2016) and they were divided randomly into a control group and an experimental group. To achieve the objectives of the study, the teacher's guide was prepared for the unit of Engineering and Statistics "taken from the text book of Mathematics of the third grade in accordance with the model of the Hill, and the preparation of test engineering concepts which consisted of 17 questions of multiple choice, in addition to the scale of attitudes towards engineering and test learning transfer effect. Data were analyzed using ANCOVA and results were as follows: there are significant differences between the average performance of each of the two groups of the study on the scale of Geometric Concepts acquisition in favor of the experimental group taught by using the van Hiele model. And there are significant differences between the average performance of the two groups on a scale of attitudes towards geometry in favor of the experimental group taught by the van Hiele model. There are significant differences between the average performance of each of the two groups on the learning transfer test in favor of the group taught by the van Hiele model.</p>

Exploring Students' Motivations in Using Blogs at the Primary School Level

2015 ◽  
Vol 5 (1) ◽  
pp. 30-44
Author(s):  
Gina May Yuen Ong ◽  
Wing Sum Cheung
Keyword(s):  
Primary School ◽  
School Context ◽  
Psychological Needs ◽  
School Level ◽  
Primary Level ◽  
Face To Face ◽  
Study Approach ◽  
Instructional Activities ◽  
Primary School Level

Blogs have been widely used in education for the numerous benefits the tool offers. Previous research has examined the use of blogs in various educational settings, but very few studies have been carried out at the primary level. This study explored students' motivations to use blogs in a primary school context. A case study approach was adopted and data were collected through online reflections, supported by and triangulated with data from face-to-face interviews. Findings revealed several reasons that motivated students to blog, and students' motivations to blog seemed to suggest that the students were subconsciously meeting one or more psychological needs, namely belonging, competence, freedom, and fun, and the need for competence was the most prevalent amongst students in this study. This study also provides teachers in the school to gain some insights into what motivated their students to use blogs when they design instructional activities in the future.

Seeing Addition: A Diagnosis-Remediation Case Study

1989 ◽  
Vol 36 (5) ◽  
pp. 10-11
Author(s):  
Benny F. Tucker
Keyword(s):  
Third Grade ◽  
Digit Number ◽  
Mathematical Ideas ◽  
The Third ◽  
Basic Facts ◽  
Physical Materials

The value of physical materials as a tool for helping children “see” mathematical ideas is illustrated repeatedly when children have opportunities to use those materials. The following case study is just one of many that demonstrate this principle. The child, whom we shall refer to as Ann, was in the third grade. Ann's parents and teacher had reported that she had a fair grasp of all the basic facts for addition but consistently made errors when performing the operation with two-digit and three-digit number.

Follow-Up on Gary

1988 ◽  
Vol 5 (3) ◽  
pp. 170-172
Author(s):  
Kathleen A. Ellis
Keyword(s):  
New York ◽  
Language Processing ◽  
Gifted Education ◽  
Learning Problems ◽  
Third Grade ◽  
Gifted Child ◽  
The Third ◽  
City College

In the Volume 4, Number 1, 1986, issue of Gifted Education International, Dr. Ruth R. Adams, City College, New York, presented a case study of a gifted child with learning problems who was in the third grade. The enclosed report discusses problems he was having three years later. The initial referral was made because of difficulties in math, but deficits in language processing were found as well.

scholarly journals Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

2021 ◽  
Vol 10 (3) ◽  
pp. 1505-1514
Author(s):  
Yousef WardatAdeeb ◽  
Adeeb M. ◽  
George Stoica
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
United Arab Emirates ◽  
Set Theory ◽  
School Level ◽  
Equal Sign ◽  
School Students ◽  
Primary School Level

<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

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