Investigating the Four Acquisition Skills in Fifth-Primary-Iraqi-Kurdistan-School Pupils in Reading from Teachers' Viewpoints

2021 ◽  
Vol 17 ◽  
pp. 73-77
Author(s):  
Natiq Saeed Ghayyib
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Language Skills ◽  
Arabic Language ◽  
Influential Factor ◽  
Iraqi Kurdistan ◽  
Primary School Pupils ◽  
Primary Pupils

The study is an attempt to investigate the four acquisition skills in fifth-primary pupils of Iraqi Kurdistan in reading from the teachers' viewpoints.  The sample of the study selected were (12) primary schools in Sulaimaniyah province in Iraq and its suburbs as parts of Sulaimaniyah Education Directorate in terms of (6) schools for male and (6) schools for female. Then, a questionnaire of (20) items was designed. The study aims at determining the four acquisition language skills (listening, speaking, reading, writing) of Iraqi Kurdistan students for the fifth-primary-school pupils in reading subject from the teachers' viewpoint and, then, arranging the skill according to its importance. The findings of the study proves that there is an influential factor that is the Glorious Quran , as they have sort of acquaintance on the Arabic language through reading and listening to the Glorious Quran.

PSYCHO- LINGUODIDACTIC PROBLEMS OF TEACHING LITERARY UKRAINIAN TO PRIMARY GRADE STUDENTS IN TERMS OF DIALECTAL ENVIRONMENT

2017 ◽  
Vol 14 (2) ◽  
pp. 38-43
Author(s):  
M. Lavrenova
Keyword(s):  
Primary School ◽  
Mutual Influence ◽  
Native Language ◽  
Language Skills ◽  
Primary Grade ◽  
Literary Language ◽  
Early School ◽  
Primary School Pupils ◽  
Primary Pupils ◽  
Primary Grade Students

The article is devoted to the problem of formation orthoepic Ukrainian literary language skills of primary school pupils living in the conditions of dialectal environment. It was determined that the successful training of Ukrainian literary language to a large extent depends on the mutual influence of languages used by children in the early school. Psycholinguistic bases of forming cultural speech of primary pupils are analysed. The effectiveness of pedagogical conditions of formation primary pupils’ speech culture in the native language lessons was theoretically proved.

scholarly journals School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

2021 ◽  
Author(s):  
Rose Jummai MUSA ◽  
Adeyemi Abiodun ADEYINKA
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Language Skills ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Location ◽  
Montessori Method ◽  
Edo State ◽  
Primary School Pupils

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

scholarly journals School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Rose Jummai MUSA ◽  
◽  
Adeyemi Abiodun ADEYINKA ◽  
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Language Skills ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Location ◽  
Montessori Method ◽  
Edo State ◽  
Primary School Pupils

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

scholarly journals PSYCHO LINGUODIDACTIC PROBLEMS OF TEACHING UKRAINIAN LITERARY LANGUAGE TO PUPILS OF PRIMARY GRADES IN TERMS OF DIALECTAL ENVIRONMENT

2017 ◽  
Vol 13 (1) ◽  
pp. 84-89
Author(s):  
MARIA L LAVRENOVA
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Mutual Influence ◽  
Native Language ◽  
Language Skills ◽  
Primary Grades ◽  
Literary Language ◽  
Primary School Pupils ◽  
Primary Pupils

The article is devoted to the problem of formation of Ukrainian literary language skills of primary school pupils living in the conditions of dialectal environment. It was determined that the successful training of Ukrainian literary language to a large extent depends on the mutual influence of languages used by children in the elementary school. Psycholinguistic bases of forming cultural speech of primary pupils are analyzed. The effectiveness of pedagogical conditions of formationelementary school pupils’ speech culture in the native language lessons was theoretically proved.

POWODY KŁAMANIA POLSKICH UCZNIÓW I STUDENTÓW

2015 ◽  
Vol 7 (3) ◽  
pp. 17-34
Author(s):  
Katarzyna Hamer ◽  
Katarzyna RAYWER ◽  
Elżbieta Monika Zięba
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Cultural Specificity ◽  
Need For Approval ◽  
Primary School Pupils ◽  
Age And Sex

Based on Paul Ekman’s typology of motives of lying, authors wanted to investigate how oftenthey motivate pupils and students to lie. Two studies were conducted: 1) in primary schools anda high school, 2) on different universities. In the second study we also measured the level of needfor approval and agency/communion (the Big Two). Both studies gave similar results, revealing thatpupils and students declared higher frequency of lying motivated by avoiding any inconveniencethan by gaining some kind of profit. Detailed analyses showed that the highest frequency oflying was motivated by two reasons: to protect oneself or someone else from danger and to avoiduncomfortable, awkward situations. Next in frequencies were motives driven by willingness toavoid any nuisance (e.g. punishment, embarrassment or to protect one’s privacy). In both studieslying driven by willingness to gain some kind of profit (e.g. reward, being liked, admired or togain power) was declared as rather rare. Analyses showed that the latter result was not free frominfluence of need for approval. Both age and sex played a certain role in these declarations. In thefirst study, boys significantly more often than girls declared to lie to protect oneself or someoneelse from danger, to secure one’s privacy and to gain power. There were no such differences in thesecond study (among students). As to age, primary school pupils declared lying to be liked (girls)and admired (boys) more often than teenagers in high school, while the latter declared lying togain power and to protect oneself or someone else from danger more often than primary schoolpupils. In turn, students declared, significantly more often than younger subjects, to lie for allreasons. The Big Two turned out to be of little significance – only lower level of communion was, asexpected, connected to higher frequency of both categories of lies (to gain / to avoid), especially incertain reasons of lying (e.g. to gain power or admiration). The results are discussed in the contextof further studies on bigger and more varied groups, Polish cultural specificity and possible biasinginfluence of need for approval in studies of lying.

scholarly journals Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Darja Skribe Dimec ◽  
Jelka Strgar
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Plant Transformation ◽  
Primary Schools ◽  
Process Research ◽  
Practical Work ◽  
Biochemical Process ◽  
Biology Student ◽  
The World ◽  
Primary School Pupils

Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions.The sample consisted of 634 participants, 427 primary school pupils (aged 11–14), and 207 student teachers of biology (aged 20–23). We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis). Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Influence of Self-Regulation and Social Competence on Academic Achievement of Lower Primary School Pupils in Osun State, Nigeria

2019 ◽  
pp. 143-150
Author(s):  
Ekpenyong B. E. ◽  
V. O. Adediran ◽  
B. A. Adeyemi
Keyword(s):  
Academic Achievement ◽  
Social Competence ◽  
Primary School ◽  
Random Sampling ◽  
Primary Schools ◽  
Rating Scale ◽  
Self Regulation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Primary School Pupils

This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.

scholarly journals Dietary patterns of primary school pupils according to their sex

2019 ◽  
Vol 65 (3) ◽  
Author(s):  
Anna Dolipska ◽  
Aleksandra Góra ◽  
Karolina Janion ◽  
Elżbieta Szczepańska
Keyword(s):  
Primary School ◽  
Dietary Patterns ◽  
Fast Food ◽  
Primary Schools ◽  
Fruits And Vegetables ◽  
Dietary Habits ◽  
Good Health ◽  
Factors Affecting ◽  
Daily Diet ◽  
Primary School Pupils

Introduction: Nutrition is one of the most important environmental factors affecting human health. The frequency, as well as the quality and quantity of consumed foods are significant. Regular and rational dietary habits and correct meal composition ensure good health and fitness, whereas poor dietary habits in childhood account for an early risk of overweightness and obesity. The aim of this study was to evaluate the dietary patterns of girls and boys attending primary schools in Poland, and to identify any associations between the pupils’ dietary patterns and their sex. Materials and methods: The study was carried out in spring 2017. It covered a total of 1138 primary school pupils. A proprietary questionnaire specially designed for the study was used to investigate the pupils’ dietary patterns. The findings were then analysed with the use of MS Excel 2010 and Statistica 12.0 software.Results: According to the survey, 67.36% of the female respondents and 55.4% of the male respondents ate the recommended number of meals each day. Among the respondents 72% of the girls and 73.27% of the boys reported eating breakfast daily. Fruits and vegetables were eaten several times per day by 60.38% and 43.11% of girls, respectively, v. 50.44% and 32.39% of boys, respectively. The frequency of milk and natural yoghurt consumption was adequate in 20.07% and 10.12% of girls, respectively, v. 20% and 11.5% of boys. Sweets and salty snacks were excluded from the diet of 2.97% and 2.27% of girls, respectively, v. 3.19% and 2.12% of boys, respectively. Sweetened carbonated drinks were consumed by 11.17% of girls and 6.55% of boys. Fast food and instant foods were eliminated from the daily diet of 7.16% and 45.03% of girls, respectively, v. 6.02% and 43.19% of boys, respectively.Conclusions: Some incorrect dietary habits were identified both in girls and boys, however girls generally reported more beneficial habits. Statistically significant associations were found between the majority of dietary patterns in the studied population and the respondents’ sex. The results of the study indicate a need for more intense nutritional education among primary school pupils, diversified for boys and girls.

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