Social-Cognitive Skill Development with Sixth Graders and its Initial Impact on Substance Use

1988 ◽  
Vol 18 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Kelin E. Gersick ◽  
Katherine Grady ◽  
David L. Snow
Keyword(s):  
Substance Use ◽  
Social Cognitive ◽  
Skill Development ◽  
Sixth Grade ◽  
Cognitive Skill ◽  
Control Group ◽  
Group Roles ◽  
Sixth Grade Students ◽  
Use Behavior ◽  
The Impact

A primary prevention research project is described which tests an intervention model based on cognitive and interpersonal skill enhancement. Thirty-two classrooms of sixth grade students were randomly assigned to either Program or Control conditions, with Program classrooms receiving a twelve-session cognitive skill development curriculum aimed at reducing rates of substance use as measured by a drug use survey. Students in Program classrooms showed greater decision-making skills, including the ability to generate alternatives and to consider consequences and risks, greater ability to utilize social networks, and greater understanding of group roles, behavior, and alternatives. In addition, Program students reported less use of tobacco in the past year than Control Group students, but no differences between groups were found in use of alcohol, marijuana, or other drugs except for a tendency on the part of Program students to show greater experimentation with alcohol. The effectiveness of the intervention in promoting skill development and factors influencing the impact of the intervention on substance use behavior are discussed.

scholarly journals The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities

2012 ◽  
Vol 9 (1) ◽  
pp. 75-82
Author(s):  
Majeda Al Sayyed Obaid
Keyword(s):  
Learning Disabilities ◽  
Sixth Grade ◽  
Control Group ◽  
Students With Learning Disabilities ◽  
Control Groups ◽  
Sixth Grade Students ◽  
Post Test ◽  
Achievement In Mathematics ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post- tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time.

scholarly journals The Impact of the Reverse Learning Strategy on the Achievement of Sixth Graders and the Development of Their Creative Thinking

2019 ◽  
pp. 280-290
Author(s):  
Adnan Hikmat ◽  
Nour Abdul Malik Naji
Keyword(s):  
Traditional Method ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Control Group ◽  
Flipped Learning ◽  
School Students ◽  
Sixth Grade Students ◽  
The Impact ◽  
Experimental Group

The aim of this study is to know (The Effect of Flipped Learning strategy in the Achievement of sixth grade students and the development of Their Creative Thinking). In order to achieve the objective of the study the two researchers depended on the experimental design, The sample of the study included (50) students of the AL- Smaha primary school students as (25) students for the first experimental group which studied according to the Flipped Learning strategy, and (25) students for the control group which studied depending to the traditional method, and it was qualified in the following variables (previous information, previous achievement, age). The test were prepared and it considered of (20) items as multi-choice type, and verifying its veracity by presenting it to group of experts and specialists, and verifying the veracity of the content by preparing test map. The reliability estimate was (0.82). The creative thinking test prepared too, which considered of (6) activates they were veracity and the reliability was (0.77). The results of the study showed: The students of the experimental group who studied according to the Flipped Learning strategy exceeded the students of the control group who studied according to the traditional method in both of the achievement test and the creative thinking test The researchers recommended several recommendations, including the need to adopting new teaching strategies. The study also suggested new scientific studies and other stages or other variables such as scientific thinking, developing critical thinking, the attitude towards the sciences.

scholarly journals THE IMPACT OF A TRIZ PROGRAM ON SIXTH GRADE STUDENTS’ CREATIVITY AND PSYCHOLOGICAL VARIABLES

2021 ◽  
Vol 56 (5) ◽  
pp. 389-398
Author(s):  
Ashraf Daglas ◽  
Wajeeh Daher
Keyword(s):  
Self Efficacy ◽  
Mathematics Classroom ◽  
Mathematical Problem ◽  
Sixth Grade ◽  
Control Group ◽  
Psychological Variables ◽  
Sixth Grade Students ◽  
Creative Self ◽  
The Impact ◽  
General Self Efficacy

The present paper examines the impact of a TRIZ educational program on students’ creativity in mathematical problem solving and on psychological variables, namely general self-efficacy, creative self-efficacy, curiosity, and creative emotions. The research sample consisted of 50 sixth grade students. They were distributed into two groups. The control group consisted of 25 students who learned geometry units in the traditional way. The experimental group consisted of 25 students who studied the same unit using a program based on TRIZ theory. The research results indicated that the TRIZ-based educating unit influences positively the four variables, resulting in significant differences in the participating students’ mean scores in favor of the group of students who learned the TRIZ-based mathematics unit. This influence could be a result of the educational TRIZ program features. Theory-based educational programs are suggested for use in the mathematics classroom, as these programs benefit students’ creativity and different psychological variables.

scholarly journals The effect of teaching self- questioning strategy in increasing the achievement of sixth primary students in science in private education schools in Dammam: أثر التدريس باستراتيجية التساؤل الذاتي في زيادة تحصيل طالبات السادس الابتدائي في العلوم بمدارس التربية الأهلية بالدمام

2019 ◽  
Vol 3 (29) ◽  
Author(s):  
Nujoom Abdullah alsabey
Keyword(s):  
Sixth Grade ◽  
Achievement Test ◽  
Experimental Methodology ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of sixth grade students in Science Course. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 40 students from the sixth grade students from National Education Schools in Dammam; equally divided into two groups of 20 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in Science Course.    

scholarly journals The impact of using the imaginative learning strategy in teaching social and national education to develop critical thinking skills among sixth grade students in Saudi Arabia: أثر استخدام إستراتيجية التعلم التخيلي في تدريس التربية الاجتماعية والوطنية على تنمية مهارات التفكير الناقد لدى طلاب الصف السادس في المملكة العربية السعودية

2017 ◽  
Vol 1 (7) ◽  
Author(s):  
Saad Ayed Saad Al Harthy
Keyword(s):  
Saudi Arabia ◽  
Critical Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
National Education ◽  
Sixth Grade Students ◽  
The Impact

The aim of this study was to investigate the effect of using the strategy of imagination in teaching social and national education on the development of critical thinking skills among sixth grade students in the Kingdom of Saudi Arabia. The study was followed by a semi-experimental method according to the design of a tribal type after the study. The sample of the study (50) of the students of the sixth grade of primary school (Prince Faisal primary for males) was chosen by the intentional method. The experimental group and the number of its members (25) students studied using the strategy of imagination, and the control group and the number of members (25) students studied in the usual way. In order to achieve the objectives of the study, the lessons of the seventh unit (development in the national) were rewritten in the book of social and national education for the sixth grade in accordance with the strategy of imagination, and used to answer the questions of the study test to measure the skills of critical thinking, where the results showed significant differences in the results of the test of critical thinking Between the applications of the tribal and the remote for the benefit of the post-application, as well as the existence of an impact to use the strategy of imagination in the development of critical thinking skills. .

scholarly journals The Effect of Realistic Mathematics Education on Sixth Grade Students’ Statistical Thinking

2021 ◽  
Vol 14 (1) ◽  
pp. 76-90
Author(s):  
Bedriye ALTAYLAR ◽  
Sibel KAZAK
Keyword(s):  
Mathematics Education ◽  
Sixth Grade ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Statistical Thinking ◽  
Mathematics Textbook ◽  
Realistic Mathematics ◽  
Sixth Grade Students ◽  
Quasi Experimental ◽  
Thinking Processes

Abstract: Purpose of the study is to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on sixth grade students’ statistical thinking levels. Mooney’s (2002) statistical thinking framework describing four thinking levels across four different statistical thinking processes was used. This study utilized a quasi-experimental pretestposttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students’ statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally.

Teaching Decision-Making Skills to a Sixth Grade Population

1986 ◽  
Vol 16 (3) ◽  
pp. 233-242 ◽  
Author(s):  
Michael Hammes ◽  
Dan Petersen
Keyword(s):  
Social Status ◽  
School Health ◽  
Sixth Grade ◽  
Study Data ◽  
Self Concept ◽  
Control Group ◽  
Chi Square ◽  
Control Group Design ◽  
Resistance To Persuasion ◽  
Sixth Grade Students

The purpose of the study was to determine whether sixth grade students could learn resistance to persuasion skills (RPS) and identify those skills after viewing a videotape where child actors responded to group pressure to smoke. Also to determine if a child's self-concept and/or social status is associated with his/her ability to learn the RPS. Subjects for the study were sixth grade students ( N = 95) in four elementary schools. Two classes consisting of fifty-four subjects were randomly assigned to the control group. A randomized pretest-posttest control group design was used as the research format for the study. Data were analyzed using the Mantel Haenszel Chi Square statistic and the Analysis of Variance. Findings suggest that resistance to persuasion skills can be taught and successfully learned in a school health education environment, and that a child's self-concept and social status is not associated with learning RPS. Command of such skills may induce in young students greater independence from high pressure tactics often used by associates in social settings.

scholarly journals The Effectiveness of the Group Learning Strategy in Developing the Creative Capabilities of the Skillful Performance in Art Education among Sixth Grade Students

2021 ◽  
Vol 58 (1) ◽  
pp. 3359-3377
Author(s):  
Ammar Abdul Hamid Katran
Keyword(s):  
Art Education ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Primary Students ◽  
Control Group ◽  
Significance Level ◽  
Sixth Grade Students ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The current research aims to: Identify the effectiveness of using the combination learning strategy in developing creative capacities (flexibility, details) for the skillful performance of art education among sixth grade students. For the purpose of verifying the objective of the research, the researcher assumed the following null hypotheses: There are no statistically significant differences between the average scores of the experimental group taught using the combination learning strategy and the control group that is taught by the traditional method at the level of (0.05) in the pre-test. There are no statistically significant differences between the mean scores of the experimental group and the control group at the level of (0.05) in the post test. There are no statistically significant differences between the average scores of the experimental group that are taught using the combination learning strategy at a significance level (0.05) in the pre and post test The current research sample included a group of sixth-grade primary students at Dar Al-Emara School from the research community in the Baghdad Education Directorate Al-Karkh 2. The results of the research revealed the superiority of the experimental group over the control group when implementing the experiment.  

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 Effectiveness of Using the Overlapping Waves Strategy During the Teaching of Geography in Acquiring the Realistic Thinking Skills and Improving the Attitudes Toward it Among the Sixth Grade Students in Jordan

2020 ◽  
Vol 14 (2) ◽  
pp. 250
Author(s):  
Ahmed I. Daoud
Keyword(s):  
Sixth Grade ◽  
Thinking Skills ◽  
Three Dimensions ◽  
Control Group ◽  
Post Intervention ◽  
Geography Teaching ◽  
Sixth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

The study aimed to examine the effectiveness of using the overlapping waves strategy during the teaching of geography lessons in acquiring realistic thinking skills and improving the attitudes towards geography in a sample of sixth grade students in Jordan using the quasi-experimental method. The purposive method was used to select the study sample (n = 64) students, who were randomly assigned either to the experimental group (n = 32), taught geography lessons with the overlapping waves strategy method, or the control group (n = 32), taught  geography lessons with the usual method. The Realistic Thinking Skills Test (RTT) was prepared with its three dimensions, as well as the attitudes towards Geography Scale (AGS). After verifying their validity and validity, the two instruments were applied to the sample as pre post intervention. The results of the statistical analysis indicated that there were statistically significant differences at (α = 0.05) in the post test between the mean of the experimental group and the control group scores on the Realistic Thinking Skills Scale (RTS) and the Attitudes towards Geography Scale (AGS) in favor of the experimental group, indicating the efficiency of using the overlapping waves strategy used in the current study in geography teaching.

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