scholarly journals A proposed proposal for the development of mathematics learning calendar for intermediate stage in Saudi Arabia in the light of alternative assessment strategies

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Nourah Awadh Al Asmari
Keyword(s):  
Saudi Arabia ◽  
Alternative Assessment ◽  
Mathematics Curriculum ◽  
Intermediate Stage ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Alternative Evaluation ◽  
Evaluation Strategies ◽  
Assessment Strategies

The present study aimed to identify appropriate alternative evaluation strategies for learning mathematics in the intermediate stage and the evaluation activities of each strategy. The study was applied to the descriptive descriptive method. The sample of the study consisted of the mathematics curriculum in the intermediate stage included in: (teacher's guides, assessment guides), the teacher's copy of the first, second, and third grades for the first and second semesters, For analysis, in accordance with the amended edition 1435 H / 2014. In addition to the alternative assessment strategies, which were designed after reviewing the studies on alternative evaluation strategies in the field of mathematics and the characteristics of middle school students, the tool was developed for the middle stage. The list consisted of thirty-two paragraphs. The process of analyzing the curriculum was carried out in three steps: First, a table was prepared containing the units included in the mathematics textbooks for the intermediate stage, the alternative evaluation strategies and the paragraphs of each strategy. Second: The results of the analysis are abstracted by calculating the frequency of each paragraph in the list and included in the mathematics curriculum in the form of descriptive quantitative analysis. Third: Calculate the frequency of each strategy and the percentage of the extent to which each alternative assessment clause is included in the mathematics curriculum. The results of the study were as follows: 1 The percentages of inclusion of the mathematics curriculum for the activities of the alternative evaluation strategies varied. The higher observation strategy was 28% in the first grade, 30% in the intermediate second grade, and 38% in the third grade. Paper and pencil assessment strategy, 12% lower in the average grade 1 curriculum, 13% in the intermediate second grade curriculum, and 11% in the average third grade curriculum. 2 There is convergence but not balanced in the level of inclusion of alternative assessment activities for all strategies in the mathematics curriculum of the intermediate stage. 3 - There are deficiencies in the inclusion of alternative assessment strategies and their activities in the mathematics curriculum for the intermediate stage, which means that they do not achieve the structural philosophy that calls for the elimination of tests in traditional form, and attention to the original calendar such as: files of achievement, interviews, self-evaluation, The study recommended the importance of the need for the attention of the planners and developers of mathematics curricula for the intermediate stage in the Kingdom of Saudi Arabia to find a kind of balance in the inclusion of these curricula alternative evaluation strategies, and the activities of each strategy.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

scholarly journals A Program Based on Fiqh al Naazeil for Developing the Analytical Thinking Skills and Awareness of the Contemporary Jurisprudential Issues among the Intermediate Stage Students in the Kingdom of Saudi Arabia

2019 ◽  
Vol 13 (1) ◽  
pp. 194
Author(s):  
Naif A. Al- Otaibi
Keyword(s):  
Saudi Arabia ◽  
Intermediate Stage ◽  
First Grade ◽  
Thinking Skills ◽  
Validity And Reliability ◽  
Kingdom Of Saudi Arabia ◽  
Analytical Thinking ◽  
Islamic Jurisprudence ◽  
Different Dimensions

The present study aimed at preparing a program based on Fiqh Al Nawazel (Contemporary Issues Islamic Jurisprudence) for developing the analytical thinking skills and awareness of the Contemporary Jurisprudence Issues among the intermediate stage students in the Kingdom of Saudi Arabia. To fulfill this purpose, the researcher prepared a list of the analytical thinking skills in the Fiqh curriculum and other dimensions for the awareness of  Contemporary Jurisprudential Issues among the first grade students of the intermediate stage. Moreover, he prepared a test for measuring the analytical thinking skills and a rubric for the awareness of Contemporary Jurisprudential Issues among the students of the first grade intermediate stage, and verified its validity and reliability. The researcher prepared a program for  the study based on the Jurisprudence of Al-Nawazel, including thirteen Jurisprudential Nazilah. The participants of the study were 37 students from the first grade, intermediate stage. The results revealed the effectiveness of the program in developing the analytical thinking skills in Fiqh curriculum, in developing the main analytical thinking skills, and the students' awareness of the contemporary jurisprudence issues as a whole, and in its different dimensions (cognitive, practical and affective). Moreover, the results showed a positive correlational relationship at the level of  0.01 between developing the analytical thinking skills in the jurisprudence Fiqh curriculum and developing the awareness of Contemporary Jurisprudential Issues.

Specific Visual Perceptual Skills as Long-Term Predictors of Academic Success

1975 ◽  
Vol 8 (10) ◽  
pp. 651-655 ◽  
Author(s):  
Ronald P. Colarusso ◽  
Hannah Martin ◽  
Joseph Hartung
Keyword(s):  
Academic Success ◽  
School Achievement ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Primary Concern ◽  
Research Association ◽  
Perceptual Skills

The primary concern of this study was the determination of the degree of relationship between the Frostig DTVP and academic achievement as measured by the Scholastic Research Association Achievement Test Battery (SRA). The DTVP was administered to kindergarten and first grade subjects while the SRA was administered to the same subjects at second and third grade. Product-moment correlations were then computed along with step-wise multiple regression analyses. None of the DTVP scores were useful predictors of second grade school achievement, while only Position in Space predicted SRA Language Arts and Math Concept achievement at the third grade level.

scholarly journals The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243050 ◽  
Author(s):  
Liping Li ◽  
Ruiying Li ◽  
Xinchun Wu
Keyword(s):  
Longitudinal Study ◽  
Primary Schools ◽  
Structural Equation ◽  
Morphological Awareness ◽  
First Grade ◽  
Third Grade ◽  
Literacy Skill ◽  
Second Grade ◽  
Reciprocal Relation ◽  
Bidirectional Association

Spelling is a literacy skill that must be mastered during children’s academic development. It involves a variety of cognitive factors, including morphological awareness. Studies in the alphabet and Chinese systems have shown that there is a close relationship between morphological awareness and spelling. Although there is clearly a significant unidirectional effect of morphological awareness on spelling significantly, few studies have explored the bidirectional relationship between morphological awareness and spelling. This three-time point longitudinal study was designed to investigate the reciprocal effects of morphological awareness and character spelling in Chinese. Participants included 124 children from two primary schools in Mainland China. The students were tracked from first grade to third grade and were administered a battery of tests to measure morphological awareness (e.g., homophone awareness, homograph awareness, and compounding awareness) and spelling to dictation, controlling for IQ, phonological awareness, and orthographic awareness. A structural equation model was utilized to examine the reciprocal relation between the students’ morphological awareness and character spelling. Results showed that earlier morphological awareness predicted subsequent spelling abilities from first grade to third grade and spelling in first grade predicted morphological awareness in second grade; however, spelling in second grade did not predict the subsequent morphological awareness in third grade. This study suggests that there is a bidirectional association between morphological awareness and spelling from first grade to second grade in Chinese, and a unidirectional association between morphological awareness and spelling from second grade to third grade. Future studies could examine the causal relationship between morphological awareness and character spelling by using an instructional intervention.

Preschool Experiences of Advantaged Children

1995 ◽  
Vol 77 (1) ◽  
pp. 89-90 ◽  
Author(s):  
Bobbie Gibson Warash ◽  
Carol Markstrom-Adams
Keyword(s):  
Public School ◽  
Day Care ◽  
First Grade ◽  
Self Esteem ◽  
The Other ◽  
Third Grade ◽  
Second Grade ◽  
Care Group ◽  
Care Groups

Experiences of advantaged children were examined among 85 kindergarten, 72 first-grade, 61 second-grade, and 66 third-grade boys and girls. Preschool and nonpreschool/nonday-care groups scored significantly higher on academic self-esteem than a day-care group. The preschool group scored higher on CTBS Mathematics than the other two groups, and the preschool and day-care groups had significantly fewer absences in public school than the nonpreschool/nonday-care group.

scholarly journals Learning English Motivation By Students of SMK UISU Medan

2019 ◽  
Author(s):  
Susi Ekalestari ◽  
Febriyola Putri ◽  
Abdurrozzaq Hasibuan
Keyword(s):  
Mixed Method ◽  
First Grade ◽  
Likert Scale ◽  
Third Grade ◽  
Second Grade ◽  
Main Factor ◽  
Learning English

This research is aimed to determine the type of motivation and factors that influence the motivation of the students of SMK UISU Medan. The sample of this study is all students of SMK UISU Medan. The total respondents in the sample are 52 students from first grade, second grade, and third grade of the school. This researach uses mixed method so that the data will be analyzed quantitatively and qualitatively using Likert scale. The instruments used in this reseaarch are questionnaire and interview. Therefore, the data are collected by sharing questionnaire and conducting. The research finds that the motivation most possessed by the respondents is instrumental motivation, furthermore, teacher’s factor is the main factor that influences student motivation in learning English.

scholarly journals Performance of The Active Siaga Vilages at The Area Sukodono Community Health Centre

2017 ◽  
Vol 3 (2) ◽  
pp. 70
Author(s):  
Ayu Cahyani Noviana
Keyword(s):  
Human Resources ◽  
Community Health ◽  
Health Centre ◽  
First Grade ◽  
Community Health Centre ◽  
Third Grade ◽  
Second Grade ◽  
The Village

In relation to be built “Healthy District”. Sukodono Community Health Centre wanted to evaluate all of the Siaga Villages performance at the area and tried to be upgraded the rank , if possible to be at the best rank. The result showed that at 2013 there was no more first grade Siaga Villages, 52.63% became second grade and 10,53% became third grade but the highest grade was none. To achived the highest grade was very difficult due to limited human resources at the village, so Sukodono Community Health Centre has to do some workshops and gives some rewards to the villagers to attrack them to become the participants

scholarly journals Teaching Arts Using the Project Method. Students’ Views Towards the Subject of Arts

2015 ◽  
Vol 2 (2) ◽  
pp. 72
Author(s):  
Maria Kampouropoulou
Keyword(s):  
High School ◽  
First Grade ◽  
Third Grade ◽  
Second Grade ◽  
Project Method ◽  
School Year ◽  
Before And After ◽  
The Subject ◽  
Teaching Interventions ◽  
Students Attitudes

<p class="2M-body">The paper refers to the use of project method by students who were attending the first, second and third grade of High School in Greece. We designed and realized a research in order to examine the improvement of students’ attitudes and views towards the subject of Arts using the project method. The subject of the project in the first grade of High School was “the traditional village of Lindos”, the subject of the project in the second grade was “the medieval city of Rhodes” and the subject of the project in the third grade was "the acropolis of Filerimos". All the areas under study were in Rhodes, Greece. Questionnaires were given to the students before and after the teaching interventions which was realized during the first quarter of the school year 2014-2015. The results showed that the use of project method vindicated the goals of the research and improved significantly the students' views and attitudes towards the subject of Arts.</p>

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