Music Activity Preferences of Elementary Students

1998 ◽  
Vol 46 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Chelcy L. Bowles
Keyword(s):  
First Graders ◽  
Traditional Music ◽  
Music Programs ◽  
Fifth Grade ◽  
Music Classroom ◽  
Classroom Activities ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
Music Program ◽  
Activity Preferences

A questionnaire regarding music classroom activity preferences was administered to 2,251 kindergarten through fifth-grade students. Students stated whether they liked to participate in 13 traditional music-classroom activities and eight music-program-related activities, and they identified their favorite activity among six. Students preferred playing instruments above all other activities within and across grade levels, and 50% reported instrument playing as their favorite activity. Singing and listening were about equally liked within and across grades. Students preferred creative movement over dance within and across grades; first graders responded less positively to dance than to any other activity. Positive attitude toward composing declined with advancing grade level. Eighty-one percent liked to perform in music programs, and more than half liked to perform in small ensembles. Students responded very positively to attending concerts and having performers come to the classroom, but were less positive about participating in music contests.

scholarly journals An Analysis of the Features of Words That Influence Vocabulary Difficulty

2019 ◽  
Vol 9 (1) ◽  
pp. 8 ◽  
Author(s):  
Elfrieda H. Hiebert ◽  
Judith A. Scott ◽  
Ruben Castaneda ◽  
Alexandra Spichtig
Keyword(s):  
English Learners ◽  
Age Of Acquisition ◽  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Content Areas ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
Part Of Speech ◽  
Curriculum Instruction ◽  
Word Location

The two studies reported on in this paper examine the features of words that distinguish students’ performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and population considered. In the first study, an assessment of words that can be expected to appear with at least moderate frequency at particular levels of text was administered to students in grades 2 through 12. The second study considered the responses of fourth- and fifth-grade students, including English learners, to words that teachers had identified as challenging for those grade levels. The effects of the same set of word features on students’ vocabulary knowledge were examined in both studies: predicted appearances of a word and its immediate morphological family members, number of letters and syllables, dispersion across content areas, polysemy, part of speech, age of acquisition, and concreteness. The data consisted of the proportion of students who answered an item correctly. In the first study, frequency of a word’s appearance in written English and age of acquisition predicted students’ performances. In the second study, age of acquisition was again critical but so too were word length, number of syllables, and concreteness. Word location (which was confounded by word frequency) also proved to be a predictor of performance. Findings are discussed in relation to how they can inform curriculum, instruction, and research.

Implementasi Video Teks Narasi untuk Meningkatkan Keterampilan Menulis Teks Narasi Siswa Kelas V

2021 ◽  
Vol 1 (4) ◽  
pp. 315-320
Author(s):  
Salsabillah Adlani ◽  
Ratna Trieka Agustina ◽  
Muchtar Muchtar
Keyword(s):  
Qualitative Approach ◽  
Narrative Text ◽  
Learning Activities ◽  
Fifth Grade ◽  
Classroom Activities ◽  
Fifth Grade Students ◽  
Bahasa Indonesia

Abstract: This research aimed: (1) the application of narrative text video media could increase learning activities in writing narrative text of the fifth-grade students of SDN Sukolilo Jabung, (2) the application of learning media text video could increase the student’s skill in writing narrative text of the fifth-grade students of SDN Sukolilo Jabung. This research described about classroom activities research used qualitative approach. The result of this research was the ability of writing Indonesian paragraph rose from the average 71,2 with the classical completeness 73 percent in the cycle 1 to 84,63 with the classical completeness 94 percent in the cycle 2. It showed that the application of narrative text video media model could enhance the skill of writing narrative text. Abstrak: Penelitian ini bertujuan: (1) penerapan media video teks narasi dapat meningkatkan kegiatan pembelajaran menulis teks narasi pada siswa kelas V SDN Sukolilo Jabung, (2) penerapan media pembelajaran video teks dapat meningkatkan keterampilan menulis teks narasi pada siswa kelas V SDN Sukolilo Jabung. Penelitian ini merupakan penelitian tindakan kelas dengan pendekatan kualitatif deskriptif. Berdasarkan hasil penelitian, keterampilan menulis paragraf Bahasa Indonesia meningkat dari nilai rata-rata 71,2 dengan ketuntasan klasikal 73 percent pada siklus I menjadi 84,63 dengan ketuntasan klasikal 94 percent pada siklus II. Hal ini menunjukkan bahwa penerapan model media video teks narasi dapat meningkatkan keterampilan menulis teks narasi.

scholarly journals WAVES: An Integrated STEM and Music Program for Fifth Grade Students (RTP, Strand 2)

2015 ◽  
Author(s):  
Jay Brockman ◽  
Douglas Hall ◽  
Sean Martin ◽  
L. Arielle Phillips
Keyword(s):  
Fifth Grade ◽  
Fifth Grade Students ◽  
Music Program ◽  
Integrated Stem

scholarly journals The Relationship between Metacognitive Awareness Levels, Learning Styles, Genders and Mathematics Grades of Fifth Graders

2016 ◽  
Vol 5 (4) ◽  
pp. 78 ◽  
Author(s):  
Serdal Baltaci ◽  
Avni Yildiz ◽  
Bilal Özcakir
Keyword(s):  
Learning Styles ◽  
Significant Relationship ◽  
Metacognitive Awareness ◽  
Fifth Grade ◽  
Screening Model ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
And Gender ◽  
And Mathematics ◽  
The Relationship

<p>Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students.<strong> </strong>Besides,<strong> </strong>it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners’ mathematical achievement, improvement in metacognition, and supporting some learning environments with metacognition. Therefore, in this study, relationship between metacognitive differences, learning styles, genders and mathematics grades of the fifth grade students are examined. This study was designed as descriptive study and conducted by using relational screening model. The participants consist of 330 fifth grade students from public middle schools. Data collection tools of this study are “Metacognitive Awareness Scale for Children” and “Learning Styles Scale”. The data gathered through these scales were analyzed by using Statistical Package for Social Science (SPSS) 21.0. As a result, there is no statistically significant relationship between learning styles and gender. But, there is statistically significant relationship between learning styles-mathematics grades, metacognitive awareness levels<strong> </strong>(MAL)—grade levels in mathematics, MAL-gender and MAL-learning styles. Learning styles may affect individuals’ way of thinking in every moment of the life. Thus, this result has a significant part in education. In fact, parents, teachers and administrators should know metacognitive awareness and learning styles. Thus, knowing these terms can be helpful to understand how the problematic and unsuccessful students show undesirable behaviors since those students’ learning styles and metacognitive awareness levels are not considered.</p>

scholarly journals Implementasi Video Teks Narasi untuk Meningkatkan Keterampilan Menulis Teks Narasi Siswa Kelas V

2021 ◽  
Vol 1 (1) ◽  
pp. 72-77
Author(s):  
Salsabillah Adlani ◽  
Ratna Trieka Agustina ◽  
Muchtar Muchtar
Keyword(s):  
Qualitative Approach ◽  
Narrative Text ◽  
Learning Activities ◽  
Fifth Grade ◽  
Classroom Activities ◽  
Fifth Grade Students ◽  
Bahasa Indonesia

Abstract: This research aimed: (1) the application of narrative text video media could increase learning activities in writing narrative text of the fifth grade students of SDN Sukolilo Jabung, (2) the application of learning media text video could increase the students skill in writing narrative text of the fifth grade students of SDN Sukolilo Jabung. This research described classroom activities using a qualitative approach. The result of this research was that the ability of writing Indonesian paragraphs rose from the average 71,2 with the classical completeness 73 percent in the cycle 1 to 84,63 with the classical completeness 94 percent in the cycle 2. It showed that the application of narrative text video media model could enhance the skill of writing narrative text. Abstrak: Penelitian ini bertujuan: (1) penerapan media video teks narasi dapat meningkatkan kegiatan pembelajaran menulis teks narasi pada siswa kelas V SDN Sukolilo Jabung, (2) penerapan media pembelajaran video teks dapat meningkatkan keterampilan menulis teks narasi pada siswa kelas V SDN Sukolilo Jabung. Penelitian ini merupakan penelitian tindakan kelas dengan pendekatan kualitatif deskriptif. Berdasarkan hasil penelitian, keterampilan menulis paragraf Bahasa Indonesia meningkat dari nilai rata-rata 71,2 dengan ketuntasan klasikal 73 persen pada siklus I menjadi 84,63 dengan ketuntasan klasikal 94 persen pada siklus II. Hal ini menunjukkan bahwa penerapan model media video teks narasi dapat meningkatkan keterampilan menulis teks narasi.

Physical Activity Preferences of Overweight Fourth and Fifth Grade Students

2017 ◽  
Vol 74 (2) ◽  
pp. 341-358 ◽  
Author(s):  
Anne Larson ◽  
Chrsitine Galvan ◽  
Yun Hsu ◽  
Kim Giron
Keyword(s):  
Physical Activity ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Activity Preferences

scholarly journals An Analysis of Different Grade Levels of Elementary School Students’ Reasoning about the Changes of State of Water within a Learning Progression

2020 ◽  
pp. 1-16
Author(s):  
Jueun Jung ◽  
Jina Chang ◽  
Jisun Park
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Fifth Grade ◽  
Learning Progression ◽  
School Students ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
State Of Water ◽  
Fourth Grade Students ◽  
Changes Of State

Abstract The purpose of this study is to examine how the reasoning of elementary school students develops and progresses within a learning progression. In order to do this, we analyzed third, fourth, and fifth grade elementary school students’ levels of reasoning about phenomena related to changes of state of water. The results show that higher grades include higher proportions of students who showed higher-level reasoning. Every student explained the phenomenon at the macroscopic scale; however, fifth grade students considered more elaborate factors and the relationships between those factors than third and fourth grade students did. In addition, students reasoned contradictorily that the weight would increase in situations of both melting and freezing. Finally, we discuss how science curriculums in each grade can be structured as a progression in reasoning and how to provide appropriate science instruction in terms of students’ long-term progression of reasoning.

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