scholarly journals The Comparative Estimation of Primary Students’ Programming Outcomes Based on Traditional and Distance Out-of-School Extracurricular Informatics Education in Electronics Courses during the Challenging COVID-19 Period

Sensors ◽  
2021 ◽  
Vol 21 (22) ◽  
pp. 7511
Author(s):  
Taras Panskyi ◽  
Sebastian Biedroń ◽  
Krzysztof Grudzień ◽  
Ewa Korzeniewska
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Traditional Learning ◽  
Fourth Dimension ◽  
School Students ◽  
Significant Difference ◽  
Learning Modes ◽  
Emotional Dimensions ◽  
The Impact ◽  
Out Of School

The authors decided to investigate the impact of the lockdown period and the resulting limitations in informatics education, especially programming, in out-of-school electronics courses using traditional and distance learning modes in primary school COVID-19 pandemic settings. Two extracurricular courses were held successively; the first electronics course was performed in a traditional out-of-school learning mode using Arduino kits, while the other was held using the TinkerCad circuits virtual environment in distance learning mode. A structured questionnaire was administered to students to map their knowledge of programming. The questionnaire consists of three emotional dimensions: enjoyment, satisfaction and motivation. The fourth dimension was dedicated to the students’ programming outcomes. Three emotional dimensions were addressed to primary school students, while the fourth dimension was addressed to the tutors’ observations toward the students’ programming outcomes. The obtained results revealed that learning modes have no significant impact on students perceiving the programming issues. However, three emotional dimensions revealed a significant difference in the students’ enjoyment, satisfaction and motivation in favor of the traditional learning mode. Our findings are of particular interest in light of possible crisis-prompted distance education in the future but can also serve to inform government institutions and policymakers seeking to develop effective concepts for successful distance learning.

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.

Investigating the Impact of Gamification in Children Using GSR

2022 ◽  
pp. 23-57
Author(s):  
Sonali Rani Sahansra ◽  
Anshu Sharma
Keyword(s):  
Student Performance ◽  
Traditional Learning ◽  
Age Group ◽  
Game Based Learning ◽  
School Students ◽  
Learning Groups ◽  
Significant Difference ◽  
Game Intervention ◽  
Different Dimensions ◽  
The Impact

This study aimed to investigate the impact of game-based learning on student performance. For this reason, an empirical study was conducted which comprises the comparison of traditional learning and game-based learning. The participants were lower primary school students of age group 6-8 years. GSR NUL-217 logger sensor was used to record the physiological signals of each participant in real time. An Android-based game intervention named “KidsZoneApp” was developed which included mathematics and English lesson plans according to the student's curriculum. The collected log data was used to calculate the changes in different dimensions of completing the task. ANOVA yielded a very significant difference between game-based learning and traditional learning groups. Overall, the results showed that game-based learning contributed to increased students' performance levels. Significantly, students under game-based learning completed the task in lesser time as compared to traditional learning.

scholarly journals The Independence of Primary School Students in Learning Music at a Distance during Covid-19 Pandemic

2021 ◽  
Author(s):  
Ligita Stramkale ◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Middle Level ◽  
Music Listening ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
Technical Aids ◽  
Listening Task ◽  
3Rd Grade

As a result of the Covid-19 pandemic, the primary school students were forced to study at a distance of two and a half months starting from mid-March 2020. There was a situation where students had to learn music independently more than they had done so far. The study aims to determine 2nd and 3rd grade students’ perspectives on independent distance learning of music during the Covid-19 pandemic. To achieve the aim of the study, previous researches on this issue were analysed, as well as an empirical study was carried out. The study involved 105 (N=105) primary school students in grades 2-3 and occurred in the second term of the 2019/2020 school year in a public primary school located in Riga. A questionnaire consisting of 20 statements was conducted to determine students’ perspectives on music distance learning independently. The twenty statements were divided into four groups: students’ independence, provision of technical aids, difficulties and attitude. The study revealed that the students’ skills to find and complete the tasks that are given by the teacher in the E-class are at a middle level. The students assessed their ability to learn to sing songs and perform music listening tasks independently at a high level. The students mostly used computers or mobile phones when they learned music at a distance. However, the majority of students faced a lack of technical aids. The study found out that complete music listening task was the easiest for the students, but a little harder was learning to sing songs. The most difficult part of learning for students was to complete a writing task because the possibility of printing it was limited. The students rated their attitude towards music distance learning independently at a middle level. Many students missed the presence of their teachers and longed for social activities in the classroom. The study concluded that there is a significant difference between 2nd and 3rd grade students’ skills to find independently the tasks sent by the teacher. Moreover, the 3rd grade students wanted to learn music independently at a distance more than the 2nd grade students did. The study provides evidence-based data on primary school students’ readiness to learn music independently at a distance.

scholarly journals IMPACT OF DISTANCE LEARNING ON THE MOTOR ABILITIES OF PRIMARY SCHOOL-AGED PUPILS

2021 ◽  
Vol 2 ◽  
pp. 362-365
Author(s):  
Donka Zheleva-Terzieva
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Shoulder Girdle ◽  
Lower Limbs ◽  
Abdominal Muscles ◽  
School Students ◽  
Motor Abilities ◽  
Explosive Power ◽  
Structural Differences ◽  
The Impact

The article compares the results of motor strength tests of primary school students to establish the impact of distance learning imposed by the authorities in the Republic of Bulgaria at the end of 2020 in order to limit the spread of COVID-19. The purpose of the present study is to determine whether educational tools affect the motor abilities of students. To achieve this goal, motor tests are conducted at the beginning of the school year and after the end of the online training. Methods: The empirical methods used are tests to assess physical performance by jumping from a place with two legs to measure the explosive power of the lower limbs and throwing a solid ball to measure the explosive power of the upper limbs, shoulder girdle, and abdominal muscles. The statistical methods are the relative values ​​of the structure – an absolute sum of the structural differences and integral coefficient of structural differences, as well as correlation and comparative analyzes. Findings and results: The results of the experiment show that the strength achievements of students are not affected by the type of training.

scholarly journals THE CHALLENGES AND IMPACTS OF ONLINE LEARNING ON MALAY LANGUAGE READING AND WRITING LITERACY FOR PRIMARY SCHOOL STUDENTS

2021 ◽  
Vol 4 (16) ◽  
pp. 57-77
Author(s):  
Intan Nur Syuhada Hamzah ◽  
Zamri Mahamod
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Writing Skills ◽  
Internet Access ◽  
Primary School Students ◽  
School Students ◽  
Reading And Writing ◽  
Significant Difference ◽  
The Impact ◽  
Level 2

Online teaching and learning (T&L) is a new norm in the education system. This study was conducted to identify the challenges and impacts of online learning on the reading and writing literacy of primary school students. The research approach used was quantitative. The study sample consisted of 109 Level 2 students who were randomly selected in Pekan and Muadzam Shah Districts, Pahang. The research instrument was a questionnaire. Questionnaire data were analyzed through Statistical Package for the Social Sciences (SPSS) version 25 software. The findings of the study showed that the challenges of online learning and the impacts of online learning on reading skills were at a moderate level with mean = 3.07 and mean = 2.46 respectively. The impact of online learning on writing skills was at a low level with a mean = 2.21. T-test inferential analysis showed that there was no significant difference between the impacts of online learning by gender on reading and writing skills. The correlation analysis showed a significant relationship between internet access and the impacts of online learning on reading and writing skills. These findings indicated that stable internet access improves students’ online reading and writing skills. Therefore, the study found that the reading and writing skills of Level 2 students were at a moderately satisfactory level even though the learning was implemented online. Therefore, this study implies that the problem of mastering reading and writing skills among primary school students can be overcome throughout online learning.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

THE IMPLEMENTATION BLENDED LEARNING METHOD USING ARTICULATED STORYLINE IN CLASS 4 FRACTION LEARNING, MUHAMMADIYAH PRIMARY SCHOOL, PANGKALPINANG

2021 ◽  
Vol 4 (1) ◽  
pp. 40-47
Author(s):  
Fandi Nugroho ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Blended Learning ◽  
Mathematics Learning ◽  
Logical Reasoning ◽  
Learning Method ◽  
School Students ◽  
Mathematical Problems ◽  
Research Students ◽  
The Impact

This study aims to describe the implementation of multimedia learning in blended learning in mathematics in grade 4 elementary schools on the topic of fractions. Articulated storyline is an effective medium for elementary school students that is easily developed as one of the multimedia blended learning used in the blended learning method. In our research we examined how the impact of implementation blended learning using multimedia articulated storylines, In this case, it is also discussed how the influence of multimedia articulation storylines as one of the multimedia that can be developed easily to help teachers in distance learning, especially mathematics learning in schools. Primary school related to fraction learning. In this research, students are taught how to interpret the understanding of the concept of fraction problems and proof in life related to mathematics learning problems, so that they can describe mathematical problems and can understand the concept of fractions using logical reasoning so that they are able to prove reasoning about fraction problems according to their abilities. The use of reasoning is needed to determine the concepts that have been made based on the understanding of the concept of fractions that the students have. This study was designed to see the effect of blended learning which is applied as a learning model used to teach logical reasoning in mathematics learning, especially about fraction problems, and how the effect of the application of blended learning on learning outcomes of primary school students at Muhammadiyah Elementary School Pangkalpinang

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

scholarly journals OHIS Differences on Primary School Students in Relation to Little Dentist Training

2021 ◽  
Author(s):  
Asep Arifin Senjaya ◽  
Ni Made Sirat ◽  
I Nyoman Wirata ◽  
Ni Ketut Ratmini
Keyword(s):  
Treatment Group ◽  
Primary School ◽  
Oral Hygiene ◽  
Dental Health ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
Before And After ◽  
The Difference

Dental healthcare is very important since dental and oral hygiene should be maintained. Statistics showed that more than 80% of children in developed and developing countries suffer from dental disease. This study aimed to see the safety of OHIS (Oral Hygiene Index Simplified) in primary school students who got and did not get little dentist cadre training in Bangli Regency in 2019. The study was done in an experimental design: pre and post-test with control design, which was conducted in August-September 2019. The sample in this study is 366 students. The difference in OHIS scores before and after treatment in the control group and treatment group was carried out by the bivariate Mann Whitney U Test. The results of the study showed that before dental health training was conducted, there were 54.3% of primary school students in the treatment group with good OHIS score criteria, and after the training was carried out as many as 98.4% of the students in the treatment group had a good OHIS. Additionally, prior to the training, 57.5% of the control group had fair OHIS criteria score. Then, after the training was carried out, 73.7% of the control group had good OHIS score. Hence, the study concluded that there was a significant difference in the OHIS of primary school students who got little doctor training prior to and after the training. Also, there was a significant difference in the OHIS of the students who did not get such treatment before and after the training.

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