scholarly journals Causes of learning problems in primary school students

2003 ◽  
pp. 151-165
Author(s):  
Snezana Mirkov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Technical Education ◽  
Learning Problems ◽  
Previous Knowledge ◽  
Primary School Students ◽  
School Students ◽  
School Subjects ◽  
Eighth Grade Students ◽  
And Mathematics

Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335). The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible), textbook and teacher?s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students? responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

Traditional Singing Games in English for Teaching Modules Developed According to the Interests of Primary School Students

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Penka Kuneva
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching And Learning ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Teaching Modules ◽  
Singing Games ◽  
Learning English

The report discusses traditional singing games in English and the benefits of their use in teaching English as a foreign language, especially in teaching modules developed according to the interests of primary school students. A review of scholarly articles has been made and some conclusions about using singing games in teaching and learning English as a foreign language has been presented.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

scholarly journals USE OF THE BOOK IN EXTRACURRICULAR EDUCATION IN PRIMARY SCHOOL STUDENTS NEEDS FOR SELFEDUCATION

2021 ◽  
pp. 13-17
Author(s):  
M. POLYAKOVA-LAGODA ◽  
O. RUTKOVSKA ◽  
V. TSINA
Keyword(s):  
Primary School ◽  
Holistic Approach ◽  
Educational Activity ◽  
Book Reading ◽  
Primary School Students ◽  
School Students ◽  
Educational Activities ◽  
School Subjects ◽  
Literary Sources ◽  
Independent Work

The article considers the problem of improving the state of self-educational activity of primary school students in terms of limiting the lessons of the organization of the study of school subjects. The purpose of the article is to substantiate a holistic approach to educating students in the need for self-educational activities with a book while studying certain topics and sections of school subjects. Types of independent work of students with a book are analyzed on the basis of the number of textbooks (single and multi-textbooks), the results of their written processing (plan, thesis, citations, notes, synopsis, review, annotation, abstract). The advanced character of extracurricular work with the book in relation to studying of subjects at lessons is offered. The peculiarities of the formation of students’ ability to find and process books on educational subjects are revealed: methods of preliminary acquaintance with the text, rules of reading the book, regularities of memorizing its content. Means of determining the depth and stability of the expression of students’ needs in self-educational activities with a book (observation of students’ learning activities, conversations with them, parents and teachers, analysis of students’ library forms) are identified. The levels of cognitive self-educational activity of students with a book and the norms of time for their performance by students are analyzed: reproductive, reconstructive-variable, heuristic and creative (search) independent works. The method of expert assessments established the time spent on self-educational types of work with a book of different levels of cognitive independence of students. Observations of students ‘independent work with the book, questionnaires, self-photographs and timing helped to determine the actual cost of students’ time to complete educational tasks from literary sources. Experimentally established average norms of time spent by students on various types of self-educational activities with a book: reading basic and additional literature, notes, the use of literary sources to perform creative tasks.

scholarly journals Obuchenie inostrannomu iazyku detei s OVZ s ispol'zovaniem IKT

2018 ◽  
Author(s):  
Anastasiia Andreevna Kondrateva
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Primary School ◽  
Children With Disabilities ◽  
Training Programs ◽  
Online Training ◽  
Primary School Students ◽  
School Students ◽  
Computer Technologies

This article deals with the issue of teaching a foreign language to children with disabilities using information computer technologies. The principles of creation of interactive programs and methods of their use are analyzed. Identified and justified the effectiveness of such programs for preschool children and primary school students. Based on the study of several popular online training programs, the degree of necessity and variability of their use for certain categories of children with disabilities are determined.

scholarly journals Classroom effect on primary school students’ self-concept in literacy and mathematics

2019 ◽  
Vol 35 (3) ◽  
pp. 625-646
Author(s):  
Kati Vasalampi ◽  
Eija Pakarinen ◽  
Minna Torppa ◽  
Jaana Viljaranta ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Primary School ◽  
High Performance ◽  
Study Data ◽  
Self Concept ◽  
Primary School Students ◽  
Classroom Performance ◽  
School Students ◽  
Negative Effect ◽  
Grade 3 ◽  
And Mathematics

AbstractAccording to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.

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