scholarly journals PINTAR BACA: ENRICHING PUPILS’ READING THROUGH STORIES OF ORIGINS OF NAMES OF PLACES IN SINGAPORE

2020 ◽  
pp. 93-118
Author(s):  
Siti Faridah Omar
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Historical Background ◽  
School Level ◽  
Learning Tools ◽  
Reading Materials ◽  
Research Findings ◽  
Primary School Pupils ◽  
Language Mastery

Reading is one of the basic skills needed to be enhance at the primary school level. Early research shows that pupils lack the interest in reading and this affected their ability to grasp vocab and understanding. Thus, Pintar Baca cards were introduced to help increase interest and level up pupils’ ability to understand the texts read. The Pintar Baca cards comprises of teaching and learning tools published by the Malay Language Centre of Singapore. These resources were designed to help primary school pupils improve their language mastery through reading. These cards were developed for Primary 2 to 4 and consists of 12 stories on the names of origins of places of Singapore. It is hoped that through these historical stories, we are able to instil interest and strengthen pupils’ knowledge on the historical background of some places in Singapore in a simpler and more interesting way. In addition, each story comes with a set of comprehension questions which can develop pupils’ understanding on the reading materials. A trialling session was done at 9 primary schools involving around 189 pupils. A thinking routine strategy were applied in the teaching and learning during the trialling sessions to support the use of the Pintar Baca cards. Research findings showed an increase in reading interest amongst pupils. In addition, the application of the thinking routines has helped improve pupils’ understanding of the contents of the stories and their language mastery.

scholarly journals Enhancing primary school pupils' mathematics creative ability through activity based learning approach

2021 ◽  
Vol 4 (2) ◽  
pp. 70
Author(s):  
Bright Lhechukwu NWOKE
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Traditional Approach ◽  
Poor Performance ◽  
School Level ◽  
Control Group ◽  
Learning Approach ◽  
Statistical Tool ◽  
Creative Ability ◽  
Primary School Pupils

Mathematics creativity is very important in studying mathematics at every level of education but less attention is paid to it in the teaching-learning process and this has resulted to poor performance in the subject. The study investigated how activity based learning approach can enhance the creative skills of primary school pupils. A sample of 185 pupils from six purposively selected government owned primary schools in Owerri west local Government area of Imo state was used for the study. The study was a quasi-experimental research type adopting the pre-test, posttest non equivalent control design. The instrument for data collection was a researcher made objective test titled “Mathematics Creativity Test (GAT)”Instrument which had reliability coefficient of 0.79 determined using Kuder-Richardson formula (KR21). The experiment group was taught geometric concepts using Activity-Based Learning Approach while the control group was taught using the traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested using ANCOVA statistical tool at 0.05 level of significance. The result of the study revealed that Activity-Based Learning Approach enhanced pupils’ mathematics creative ability irrespective of gender and ability levels. Based on the result, it was recommended that Mathematics teachers at the primary school level should apply pupils centered approaches such as activity-based learning approach in teaching to enhance pupils’ creativity in mathematics.

Storytelling Initiatives and Reading in Schools in South Africa: A Case from Limpopo Province

Mousaion ◽  
2020 ◽  
Vol 38 (3) ◽  
Author(s):  
Samuel Maredi Mojapelo
Keyword(s):  
South Africa ◽  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
School Level ◽  
Literacy Teachers ◽  
Reading Habits ◽  
Support Materials ◽  
Reading Materials ◽  
Reading Culture

Reading is a competency that learners need to acquire from primary school level to enable them to filter through the entire education system. Storytelling is regarded as a teaching resource that literacy teachers can use to stimulate learners to love books, to read and to acquire reading habits and skills. However, in South Africa, it is a stark reality that primary school learners perform poorly in reading, writing and numeracy in comparative and standardised international and national assessments. The lack of exposure to quality reading materials at home and at school has been cited as one of the challenges learners are facing in acquiring reading habits, reading skills and a reading culture. The aim of this study was to investigate storytelling initiatives in primary schools to enhance reading literacy and a culture of reading in learners. To collect in-depth data from 10 Grade 4 or 5 literacy teachers who were selected through purposive sampling, a qualitative research approach was adopted. This approach enabled the researcher to visit literacy teachers physically in 10 primary schools to get first-hand information. Ten primary schools were selected through convenience sampling. The findings indicate that the Department of Basic Education (DBE) encourages storytelling as a weapon to resuscitate and encourage learners to acquire reading skills and to read with confidence in front of their fellow learners from other schools during reading competitions. The study recommends that apart from learning and teaching support materials (LTSM), the DBE needs to procure additional quality reading materials, such as storybooks, including talking books, video games, magazines and newspapers, for distribution to all schools to enable learners to develop reading habits and to inculcate a reading culture in them.

scholarly journals How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?

2019 ◽  
Vol 2 (2) ◽  
pp. 36-43
Author(s):  
Silvanos Chirume
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Policy Formulation ◽  
School Level ◽  
Mathematics Attitudes ◽  
Language Group ◽  
Attitudes Towards Mathematics

This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.

scholarly journals Interactive whiteboards: Interactive or just whiteboards?

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Maria Northcote ◽  
Paula Mildenhall ◽  
Linda Marshall ◽  
Paul Swan
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Interactive Whiteboards ◽  
Future Research ◽  
Learning Tools ◽  
Research Project ◽  
Literature Report ◽  
Whole School ◽  
School Based

<span>Over the last decade, interactive whiteboards have become popular teaching and learning tools, especially in primary school classrooms. Research studies from recent literature report on high levels of student motivation, teacher enthusiasm and whole-school support associated with these technological tools. Much research to date has reported on the potential of interactive whiteboards (IWBs) to improve the quality of teaching and learning processes by enhancing levels of interaction, communication and collaboration. Whether these claims have been substantiated has not yet been fully investigated. This paper reports on the findings from a collaborative research project between university lecturers, school-based primary school teachers and principals, pre-service teachers and district education consultants who worked together on a small, school-based research project. The researchers involved in this project had three main purposes: (1) to investigate different ways that IWBs are used in primary schools; (2) to share ideas and expertise on the use of IWBs; and (3) to document teachers' current practice with IWBs. Field notes from professional development meetings and classroom observations were analysed using a grounded theory methodology. Findings from this research are reported in this paper and compared to other recent research. The paper concludes with recommendations for practice and future research.</span>

“Iraq Opportunities”: The New National Curriculum and Teaching English as a Foreign Language in Iraqi Primary Schools

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Muna Mohammed Abbas
Keyword(s):  
Education Policy ◽  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Planning Process ◽  
National Curriculum ◽  
Curriculum Planning ◽  
School Level ◽  
The Government

In 2007-2008, a new official curriculum was promulgated through which English is introduced in Grade 3 of primary schooling (generally age 8) as it is one of primary education objectives and the government policy in Iraq. So, the present work aims to investigate some of the problems associated with the implementation of this new curriculum, its nature, an understanding of the curriculum principles and philosophies, and its constituents in the Iraqi contexts. Research on the curriculum planning process and curriculum analysis has not been conducted on the Iraqi English language curriculum before this. The present work gives a clear picture about the implementation, the nature of the curriculum, an understanding of the curriculum principles and philosophies, and its constituents in the Iraqi contexts. The work has three foci: the curriculum, the implementation and teaching and learning. The findings came from questionnaires and interviews with school teachers and supervisors’ .A questionnaire based survey of a sample of 100 primary school English teachers was conducted. It is concluded that (1) the implementation of official policy on the teaching of English in primary schools is fraught with problems evident at every stage in the process, from Education policy, through materials design to lesson planning and delivery;(2) the curriculum has problems at the level of understanding and implementation and this has led to the difficulty of conveying the philosophy of Iraq education to the primary school level.   Keywords - curriculum implementation, Education policy, EFL, education philosophy, syllabus design, ENN(English New National ) Curriculum

MENINGKATKAN KEMAMPUAN GURU DENGAN BERBANTUAN KEGIATAN WORKSHOP DALAM MENYUSUN PERANGKAT PEMBELAJARAN DI SUNGAI MAJO KECAMATAN KUBU

2019 ◽  
Vol 3 (3) ◽  
pp. 447
Author(s):  
Sulmi Sulmi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Primary Schools ◽  
Average Score ◽  
Learning Tools ◽  
Average Value

This research was motivated by the weakness of teachers in compiling learning devices in the Primary school of Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The purpose of this study is to improve the ability of teachers to develop learning tools in Primary schools. The action to be taken is to provide a workshop on the formulation of learning devices in Primary schools. The results of the study show, in the assessment of the first cycle syllabus, The average value obtained by the Sungai Majo Elementary School 006 teacher is 67 with sufficient categories. While teachers at Elementary School 002 Teluk Nilap get an average score of 69 in the good category. cycle II, the average syllabus for teachers in Sungai Majo Primary School 006 was 89 with very good categories. While the teachers of Elementary School 002 in the Teluk Nilap amounted to 90 with very good categories. Whereas the assessment in the RPP of the first cycle, teachers in Elementary School 006 Sungai Majo and SDN 002 Teluk Nilap received the same score, which amounted to 67.14 with sufficient categories. After the second cycle, Sungai Majo Primary School 006 got an average score of 90 with a very good category, while the teachers of Elementary School 002 Teluk Nilap scored 91.42 with a very good category. With the results of this study, it can be concluded that with the help of workshops, it can improve the ability of teachers to develop learning tools in the Sungai Majo and Teluk Nilap, Kubu Babussalam District, Rokan Hilir Regency. 

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 Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 49-62
Author(s):  
Njuguna Jane Ngoiri
Keyword(s):  
Primary Schools ◽  
Language Use ◽  
Mental Representations ◽  
School Level ◽  
Appropriate Use ◽  
Written Composition ◽  
Linguistic Feature ◽  
Auxiliary Verbs ◽  
Research Findings ◽  
The Mind

The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.

scholarly journals Influence of Socially Disadvantaged Environment on Aggressiveness of Pupils at Primary Schools

2018 ◽  
Vol 8 (1) ◽  
pp. 104-115
Author(s):  
Dáša Porubčanová ◽  
Lenka Pasternáková
Keyword(s):  
Primary School ◽  
Social Environment ◽  
School Environment ◽  
Aggressive Behaviour ◽  
Primary Schools ◽  
Social Environments ◽  
Socially Disadvantaged ◽  
Research Findings ◽  
Observation Method ◽  
Aggression Level

AbstractIntroduction: The study deals with occurrence of aggressiveness of pupils from socially disadvantaged environment. It describes the socially disadvantaged environment and the level of aggression of pupils from such environments. The text describes the most important results of the research.Methods: Within the research, a survey was carried out, monitoring the level of aggression of the majority pupils compared to the pupils from socially disadvantaged environment. The survey was carried out personally based on a monitoring scheme of aggression of the pupils from socially disadvantaged environment. The research has been made by direct observation within 60 teaching hours at the level of 1st and 4th grade.Results: The findings, which we have acquired through observation, showed that the age and maturity of younger pupils’ organisms adapts to the model of social environment. Pupils from less stimulating social environments may become the victims of aggressive attacks in various forms more frequently. Types, forms and manifestations of aggression, equally subject to influence of the environment, in a school environment at the level of 10-year-old students are perceived as some form of entertainment. They join the attack on the victim for acceptance or they have the same preferences as the group. It often happens without consequences or attempts to eliminate these signs, because the seriousness of the attack is not ascribed.Discussion: We were interested in the differences of aggression level of the majority pupils compared to the pupils from socially disadvantaged environment in the first and the fourth year of a primary school.Limitations: The results apply only to students in the first level by using of the observation method.Conclusions: As substantial and significant for pedagogic experience, we consider implementing the research findings as well on the higher level of pupils’ education and to define further correlations between aggressive behaviour and socially disadvantaged environment.

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