Mathematics, Quantitative and Attitudinal Measures for Elementary School Boys and Girls

1982 ◽  
Vol 51 (1) ◽  
pp. 155-162
Author(s):  
Gail Fendrich-Salowey ◽  
Mary Buchanan ◽  
Clifford J. Drew
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
Locus Of Control ◽  
Grade Level ◽  
Sixth Grade ◽  
Mathematical Achievement ◽  
Intellectual Ability ◽  
Independent Group ◽  
Sixth Grade Students ◽  
Below Grade Level

This study examined sex differences in quantitative ability, attitude toward arithmetic, and locus of control as variables that may affect mathematical learning. Subjects were 48 fifth and sixth grade students in one school. Intellectual ability and mathematical achievement levels were controlled. Independent group comparisons with sex and mathematical achievement grade level were examined to determine if significant differences existed between groups. Significant differences were evident on only a single comparison. Subjects below grade level in mathematics scored significantly lower than those at grade level on the operations portion of the Stanford Diagnostic Arithmetic Test.

An analysis of individual differences in arithmetic

1964 ◽  
Vol 11 (7) ◽  
pp. 471-473
Author(s):  
Oscar T. Jarvis
Keyword(s):  
Elementary School ◽  
Individual Differences ◽  
Grade Level ◽  
Common Knowledge ◽  
Sixth Grade ◽  
First Grade ◽  
Level 1 ◽  
Level 2

It is common knowledge among teachers of arithmetic that individual pupil differences in the elementary school are very pronounced at every grade level. It is equally apparent that the range of individual differences increases from grade level to grade level. Wrightstone has stated that these differences may be as great as three to four years in the first-grade, five to six years in the fourth-gmde, and seven to eight years at the sixth-grade level.1 Beck, Cook and Kearney have observed, however, that normally in “arithmetic reasoning and computation the range is … between six and seven years at the sixth-grade level.”2

Diagnosis and correction of arithmetic underachievement

1963 ◽  
Vol 10 (1) ◽  
pp. 22-27
Author(s):  
Ramon Ross
Keyword(s):  
Standardized Tests ◽  
Grade Level ◽  
Sixth Grade ◽  
School Population ◽  
Development Of Competencies ◽  
Below Grade Level ◽  
Experience Difficulty

For most children the development of competencies in a quantitative world proceeds at an orderly pace. For a few, howover, growth does not occur in a normal fashion. Various studies have revealed that roughly 15 percent of sixth-grade pupils, for example, are one or more yeats below grade level in arithmetic as measured by standardized tests [4].* While the mentally deficient would account for a portion of this percent, there still remains a sizable portion of the school population who experience difficulty in one or more of the basic processes. These children require remediation, but prerequisite to that remediation is adequate diagnosis.

The Critical Role of Elementary School Mathematics in Equalizing Opportunity

1981 ◽  
Vol 29 (1) ◽  
pp. 44-45
Author(s):  
Lucy W. Sells
Keyword(s):  
Grade Level ◽  
Critical Role ◽  
Sixth Grade ◽  
Proficiency Tests ◽  
Remedial Courses ◽  
Elementary School Mathematics ◽  
Job Opportunities ◽  
Sixth Grade Students ◽  
Catch Up

In many school districts across the country, students' assignment to mathematics courses in the seventh, eighth, and ninth grades is based on scores on proficiency tests given in the sixth grade. Students who are seriously below grade level on these tests get assigned to remedial courses so that they have the opportunity to catch up. Students who do not master the basic skills needed to catch up will never make it through the algebra and geometry courses required for admission to many colleges, and increasingly required for advancement in technical fields that do not require a college degree. Thus, failure to achieve mastery of arithmetic skills at grade level presents a serious barrier to job opportunities for students.

Grouping by arithmetic ability—an experiment in the teaching of arithmetic

1961 ◽  
Vol 8 (3) ◽  
pp. 120-123
Author(s):  
Grant C. Pinney
Keyword(s):  
Elementary School ◽  
Grade Level ◽  
Sixth Grade ◽  
Achievement Tests ◽  
Elementary Classroom ◽  
Grade Placement

That children in the regular elementary classroom at every grade level vary widely in their interest and achievement in arithmetic is a well-known and accepted fact. With this fact in mind, the staff at Vieweg Elementary School felt that most of the difficulty in teaching arithmetic was due to the great span of ability found in a heterogeneous classroom of fifth- or sixth-grade children.1 In a sixth-grade class the grade placement ability on achievement tests ranged from 2.0 grade level to 10.0 grade level—eight full years. The problem, as we saw it, was to reduce the range of arithmetic achievement ability in each classroom.

scholarly journals ANALISIS BUTIR TRY OUT UJIAN NASIONAL MATEMATIKA SEKOLAH DASAR DI DAERAH ISTIMEWA YOGYAKARTA TAHUN 2017

2018 ◽  
Vol 2 (2) ◽  
pp. 206
Author(s):  
Martalia Ardiyaningrum ◽  
Cahya Kusuma ◽  
Trisniawati Trisniawati
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Sixth Grade ◽  
Descriptive Study ◽  
Simulation Test ◽  
Test Items ◽  
National Examination ◽  
Sixth Grade Students ◽  
Level Of Difficulty ◽  
Mathematics Course

This study aims at studying the national examination conducted by “Phytagoras” Mathematics Course. This research is a descriptive study conducted to test the national examination of elementary school, specifically in its mathematics subject. The data used in this research is the results of Indonesian national exam simulation test conducted by “Phytagoras” mathematics course in 2017. The data of this study are obtained from 919 sixth-grade students who had accomplished mathematical tutoring in “Phytagoras” mathematics course. The results of the data analysis showed that there are 5 out of 40 mathematical test items that need to be evaluated due to its level of difficulty. Those five items are suggested to be reformatted and revised for the improvements of the next national exam simulation test.

scholarly journals Empathy, Awareness and Attitudes toward Violence among Elementary School Students

2020 ◽  
Vol 26 (2) ◽  
pp. 164-172 ◽  
Author(s):  
So Ra Kang ◽  
Haeryun Cho ◽  
Shin-Jeong Kim
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Violence Prevention ◽  
Elementary School Students ◽  
Sixth Grade ◽  
School Students ◽  
Attitudes Toward Violence ◽  
Sixth Grade Students ◽  
Data Collection Period ◽  
Collection Period

Purpose: The purpose of this study was to investigate empathy, awareness, and attitudes toward violence among elementary school students. Methods: The participants were 195 fifth and sixth grade students in Y elementary school. The data collection period was from June 24 to July 4, 2019. Results: Empathy scores significantly differed according to participants' gender and need for education on violence prevention. Attitudes towards violence (permissive and neglectful) significantly differed according to students' grade and need for education on violence prevention. Empathy was negatively correlated with permissive attitudes toward violence (r=-.26, <i>p</i><.001) and neglectful attitudes toward violence (r=-.24, <i>p</i>=.001). Conclusion: The results of this study are expected to be utilized as basic data for education on violence prevention through empathy.

scholarly journals THE IMPLEMENTATION OF SMALL GROUP TO IMPROVE STUDENTS’ ENGLISH SPEAKING (A CLASSROOM ACTION RESEARCH IN THE SIXTH GRADE STUDENTS OF ISLAMIC ELEMENTARY SCHOOL MIFTAHUL MUBTADIIEN ISLAMIYAH BANYAKAN KEDIRI IN THE ACADEMIC YEAR 2013/2014

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Pamadya Vitasmoro
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Small Group ◽  
School Teacher ◽  
Sixth Grade ◽  
School Based ◽  
Class D ◽  
Sixth Grade Students ◽  
English Speaking ◽  
Classroom Action Research

<p><em>Speaking is one of the English skills which are taught at school. It means that English can be taught at Elementary school based on the needs of the school. In Elementary school, teacher teaches four language skills such as: listening, speaking, reading and writing to make students to be competence in English by mastering those four skills.</em></p><p><em>The students of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan faced some problems of speaking, such as they are afraid of making mistakes, they are shy of speak with other students, and they are low in speaking ability. </em></p><p><em>This study applied Classroom Action Research. The objectives of this study is to describe how small group can improve students’ English speaking of the </em><em>sixth  grade students </em><em>of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan, Kediri. In the </em><em>sixth grade in which researcher found problem in the class and try to find the solution. </em><em>The students of sixth grade students of Islamic Elementary School Miftahul Mubtadiin Islamiyah Banyakan Kediri. There are 28 students totally. There are divided into male and female. 12 students are male and 16 students are female.</em><em> </em><em>This was conducted in two cycles: the first cycle consists of three meetings and so was the second cycle. </em><em></em></p><em>The result of the research shows that (1) small group could improve students’ speaking ability in term of raising students’ achievement in the case of (a) fluency, (b) accuracy (pronunciation and Intonation) (2) small group can improve class situation, in term of (a) students’ interaction when having and responding teacher’s questions, (b) being active in small group activities, (c) being more attentive to the speaking class, (d) and the absence of students who were late and went out during speaking class, and (e) the unobservable dominancy of the teacher.</em>

scholarly journals Hubungan Antara Motivasi Belajar dan Kecemasan pada Siswa Kelas Vi Sekolah Dasar di Denpasar Menjelang Ujian Nasional

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Anak Agung Putu Chintya Putri Suardana ◽  
Nicholas Simarmata
Keyword(s):  
Elementary School ◽  
Negative Relationship ◽  
Sixth Grade ◽  
Correlation Technique ◽  
Sample Collection ◽  
School Students ◽  
Quantitative Correlation ◽  
Significant Negative Relationship ◽  
Sixth Grade Students ◽  
Coefficient Corrélation

Problems arise where elementary school student’s anxiety increased with the grade level when faced with the evaluation or examination. The problems were most often experienced by students when they will face the exam is a matter of anxiety. Lack of preparation when facing national exam can be overcome by increasing students studying motivation .This study aimed to determine the relationship between studying motivation and anxiety at sixth grade student’s elementary schools in Denpasar ahead national exam . This research is a quantitative correlation research. The subjects were 100 sixth grade elementary school students in Denpasar. Method of sample collection is by cluster random sampling method. Methods of data collection are Studying Motivation Scale which its reliability is 0.804 and Anxiety Scale which its reliability is 0.908. Normality of studying motivation variable is 0.148 and anxiety variable is 0.671. Linearity of variable studying motivation and anxiety variable is 0.002. Data analysis method is Pearson product moment correlation technique. The results show that there is a significant negative relationship between studying motivation and anxiety at Sixth Grade Students Elementary School in Denpasar Ahead of National Exam which its coefficient correlation is -0.303 with its probability value is 0.001. Key words: Studying Motivation, Anxiety, National Exam, Sixth Grade Students, Elementary SchoolProgram Studi Psikologi, Fakultas Kedokteran, Universitas Udayana

Some Relationships between Creativity and Perception in Sixth-Grade Children

1967 ◽  
Vol 25 (3) ◽  
pp. 979-980 ◽  
Author(s):  
Harold J. McWhinnie
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
School District ◽  
Creative Thinking ◽  
Sixth Grade ◽  
Correlational Analysis ◽  
Field Independence ◽  
Elementary School District

This study sought to explore possible relationships between perceptual behaviors and measures of creative thinking. 136 sixth-grade children in an elementary school district in Newhall, California, were tested on the perceptual variables of: (a) preference for complexity, (b) field-independence, (c) ability to differentiate form in drawing, and (d) on non-verbal measures of creative thinking developed by Torrance. A correlational analysis separately by sex did not confirm the hypothesized relationships between the perceptual variables and measures of creative thinking. These relationships had been predicted from a study of the previous research done on creativity and perception. The study did find significant sex differences on a number of the creativity measures.

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