scholarly journals Diagnostic Assessment in Numeracy at Grade 3: An Appraisal

2021 ◽  
Author(s):  
Nitin Rughoonauth
Keyword(s):  
Early Identification ◽  
Learning Difficulties ◽  
Assessment Instrument ◽  
Diagnostic Assessment ◽  
Instructional Interventions ◽  
School Year ◽  
Rich Information ◽  
Grade 3 ◽  
Key Aspects

The Diagnostic Assessment (DA), which is administered to Grade 3 pupils in Mauritius at the start of the school year, is a classic example of using assessment to support learning. Pupils are assessed on key aspects of numeracy, enabling the early identification of learning difficulties. In this note, we briefly report on the philosophy and background of the DA project, the thinking behind the design of the assessment instrument, and present some findings from the 2018 assessment, all with the idea of demonstrating the potential of the DA in identifying learning difficulties. Such rich information can be very useful to the teacher to design tailor-made instructional interventions.

scholarly journals How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Elizabeth J. Pretorius ◽  
Lieke Stoffelsma
Keyword(s):  
South African ◽  
Strong Predictor ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Word Knowledge ◽  
Western Cape ◽  
School Year ◽  
Language Groups ◽  
Grade 3 ◽  
South African Township

In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The purpose was to document their different vocabulary trajectories during Grade 3. The Woodcock-Muñoz Language Survey was used to measure the active vocabulary levels of 118 learners at the beginning and the end of the school year. Another 284 learners from the same eight Grade 3 classes participated in a receptive vocabulary test at the end of the year. This test assessed their knowledge of the 60 most frequent words that occur in South Africa Grade 4 English textbooks. Results showed that although the HL learners knew almost double the number of words their English FAL peers did, both groups of learners increased their active word knowledge through the year by about 9%. Regarding their receptive vocabulary, the English FAL learners on average only knew 27% of the most frequent words at the end of their Grade 3. No significant gender differences were found. Learners in both language groups who were above their grade age had significantly lower scores than their younger peers. This confirms findings that children who start school with weak language skills tend to stay weak. Finally, initial active vocabulary knowledge was found to be a strong predictor of vocabulary development during the school year.

Early Identification of Handicapped Children through a Frequency Sampling Technique

1977 ◽  
Vol 43 (7) ◽  
pp. 414-420 ◽  
Author(s):  
Larry A. Magliocca ◽  
Robert T. Rinaldi ◽  
John L. Crew ◽  
Harold P. Kunzelmann
Keyword(s):  
At Risk ◽  
Pilot Study ◽  
Early Identification ◽  
Sampling Technique ◽  
Academic Behavior ◽  
Handicapped Children ◽  
School Year ◽  
Learning Tasks ◽  
At Risk Children ◽  
Frequency Sampling

A pilot study was initiated with three regular preschool classes (65 children) to determine the validity of identifying preschool handicapped children (3½ to 5½ years of age) through a frequency sampling technique. Seven 1 minute samples of academic behavior were developed for 4 year olds and nine 1 minute samples for 5 year olds. The 1 minute samples involved learning tasks all children were expected to achieve during the school year (e.g., matching colors). The frequency of correct responses of each child on the tasks was compared with other students in the school at the same age level. By noting all children performing in the lower 25% of frequency scores, a list of at risk learners was developed. When comparing the list of children identified through the frequency sampling technique with teacher identification of at risk children at the end of the school year, a correlation above .9 was found.

scholarly journals UPAYA GURU BIMBINGAN DAN KONSELING MENGATASI KESULITAN BELAJAR SISWA SMP NEGERI 7 PADANGSIDIMPUAN

2019 ◽  
Vol 4 (1) ◽  
pp. 55
Author(s):  
Anas Munandar Matondang
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Difficulties ◽  
Counseling Students ◽  
Student Learning Outcomes ◽  
Guidance And Counseling ◽  
Teacher Guidance ◽  
School Year ◽  
Teachers And Students

Abstract: This research is based on the problem of student learning methods that are still low. the problem of this research is how to overcome student learning difficulties. Formulated as follows: (1) What is the role of guidance and counseling teachers in overcoming student learning difficulties? (2) How is the teacher's guidance and counseling efforts in overcoming student learning difficulties? (3) What are the obstacles and results obtained by the guidance and counseling teacher in overcoming student learning difficulties?This study aims, (1.) to determine the role of teacher guidance in overcoming the difficulties of student trajectory. (2.) So that the teacher tries to guide students in overcoming learning difficulties. (3.) So that the teacher can overcome obstacles and get results in overcoming student learning difficulties. in the 2014-2015 school year. Informants in this study were principals, guidance and counseling teachers and students.The method used in this study is descriptive qualitative analysis is interpreted as a natural and naturalistic research method because the research was carried out in natural conditions and this research was carried out on natural objects. And processing the data used is interview.Based on the results of research conducted at SMP Negeri 7 Padangsidimpuan to overcome student learning difficulties, it can be concluded as follows: (1). Students are more motivated and directed at learning. After the guidance and counseling teacher made various efforts to overcome learning difficulties, the learning results were obtained that the role of guidance and counseling teachers greatly motivated students to be more active in learning. Through guidance and counseling, students become more enthusiastic in learning to succeed. (2). Students feel more attention through guidance and counseling by guidance and counseling teachers to students who experience problems with learning difficulties, so that students feel like they are getting attention from other students. And after they are guided by a guidance and counseling teacher, finally a determination arises to learn and improve their learning outcomes. (3). Value and achievement increase. Guidance made by the guiding teacher and counseling in overcoming student learning difficulties is quite effective and is able to cause a fairly good change in student learning outcomes. And make students become motivated to change the way to learn better than before. This can be seen from the results of interviews conducted by researchers with guidance and counseling teachers and students at school. Abstrak Penelitian ini didasarkan atas permasalahan cara belajar siswa yang masih rendah. permasalahan penelitian ini adalah Bagaimana cara mengatasi kesulitan belajar siswa. Yang dirumuskan sebagai berikut : (1) Bagaimana peranan guru bimbingan dan konseling dalam mengatasi kesulitan belajar siswa? (2) Bagaimanakah upaya guru bimbingan dan konseling dalam mengatasi kesulitan belajar siswa? (3) Apa saja kendala dan hasil yang didapatkan guru bimbingan dan konseling dalam mengatasi kesulitan belajar siswa ?Penelitian ini bertujuan, (1.) Untuk mengetahui peranan bimbingan guru dalam mengatasi kesulitan belalar siswa. (2.) Agar guru berupaya membimbing siswa dalam mengatasi kesulitan belajar. (3.) Agar guru dapat mengatasi kendala dan mendapatka hasil dalam mengatasi kesulitan belajar siswa. pada tahun ajaran 2014-2015. Informan dalam penelitian ini adalah kepala sekolah, guru bimbingan dan konseling dan siswa.Adapun metode yang digunakan dalam penelitian ini adalah deskriptif dengan analisi kualitatif diartikan sebagai metode penelitian yang alamiah dan naturalistik karena penelitiannya dilakukan pada kondisi yang natural dan penelitian ini dilakukan pada obyek yang alamiah. Dan pengolahan data yang digunakan adalah wawancara.Berdasarkan hasil penelitian yang di lakukan di SMP Negeri 7 Padangsidimpuan untuk mengatasi kesulitan belajar siswa dapat disimpulkan sebagai berikut: (1). Siswa lebih termotivasi dan terarah dalam belajar. Setelah guru bimbingan dan konseling melakukan berbagai upaya untuk mengatasi kesulitan belajar maka diperoleh hasil belajar bahwa peranan guru bimbingan dan konseling sangat memotivasi siswa untuk lebih giat belajar. Melalui bimbingan dan konseling yang dilakukan siswa menjadi lebih bersemangat dalam belajar menuju kesuksesan. (2). Siswa merasa lebih diperhatikan melalui bimbingan dan konseling oleh guru bimbingan dan konseling terhadap siswa yang mengalami masalah kesulitan belajar, maka siswa tersebut merasa mendapat perhatian seperti siswa –siswa yang lain. Dan setelah mereka dibimbing oleg guru bimbingan dan konseling, akhirnya timbul tekad untuk belajar dan memperbaiki hasil belajar mereka. (3). Nilai dan prestasi meningkat. Bimbingan yang dilakukan guru bimbingandan konseling dalam mengatasi kesulitan belajar siswa cukup efektif dan mampu menimbulkan perubahan yang cukup baik pada hasil belajar siswa. Dan membuat siswa menjadi termotivasi untuk mengubah cara belajar yang lebih baik lagi dari sebelumnya. Hal ini dapat diketahui dari hasil wawancara yang dilakukan peneliti dengan guru bimningan dan konseling dan siswa disekolah. 

scholarly journals Profile of patients with hematological toxicity grades 3 and 4 and gastrointestinal toxicity of patients undergoing chemotherapy

2021 ◽  
Vol 43 ◽  
pp. e17-43673
Author(s):  
Renata Almeida de Matos ◽  
Érica Toledo de Mendonça ◽  
Patrícia De Oliveira Salgado ◽  
Cristiane Chaves de Souza
Keyword(s):  
Early Identification ◽  
Cancer Staging ◽  
Chemotherapeutic Agents ◽  
Gastrointestinal Toxicity ◽  
Hematological Toxicity ◽  
Clinical Protocols ◽  
Organic Systems ◽  
Coping Process ◽  
Treatment Type ◽  
Grade 3

The administration of chemotherapeutic agents may lead to the occurrence of toxicities in organic systems not affected by cancer. This study aimed to evaluate the profile of patients with hematological toxicity grades 3 and 4 and gastrointestinal toxicity of patients undergoing chemotherapy. There was a prevalence of 48.70% of gastrointestinal toxicity, 42.20% of hematological toxicity and 9.10% of hematological and gastrointestinal toxicities. The most common symptoms of toxicity grade 3 was Hb 8.0 - 6,5g/dl (47.05%), and of hematological toxicity grade 4 was febrile neutropenia (44.44%). Patients with gastrointestinal toxicity presented vomiting (43.69%), diarrhea (21.84%) and nausea (20.16%). There was an association between the development of toxicities and the variables purpose of chemotherapy, modality of treatment, type of cancer staging and smoking. Knowing the profile of these patients may help the nurse in the early identification of symptoms for adoption of clinical protocols aimed at minimizing the symptoms and improving the patient's coping process of the treatment.

scholarly journals Improving Science Learning Outcomes in Theme 5 Using Google Form Media for Class V Students

2020 ◽  
Vol 3 (3) ◽  
pp. 882
Author(s):  
Okviana Elly Candra
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Assessment Instrument ◽  
Statistical Techniques ◽  
Class V ◽  
School Year ◽  
Improve Student Learning ◽  
Item Item

<p><em>The purpose of this study was to improve student learning outcomes in Science Theme 5 Sub-theme 3 regarding ecosystem balance. This research is a Classroom Action Research (CAR) which was conducted in 2 cycles. Each cycle consists of planning, implementing, observing, and reflecting. The subjects of this study were students of class V SD Negeri 2 Nglobo in the 2020/2021 school year, totaling 20 students. Data collection techniques using observation and test techniques. The assessment instrument uses item - item and observation rubric assessment. Analysis of the data used in the study included comparative descriptive techniques, namely statistical techniques by comparing scores . The results showed that the use of google form media can improve student learning outcomes in Science Theme 5 Sub-theme 3 regarding ecosystem balance. This is evidenced by the learning outcomes in Cycle I, namely 10 students out of 20 or 50% who have not completed, while 10 students out of 20 or 50% have completed. In cycle II, there were 3 out of 20 or 15% students who had not completed, while 17 out of 20 students or 85% of the 20 students who completed it had completed. This means that student learning outcomes increase from cycle I to cycle II.</em><em> </em><em>The conclusion of this study is the use of google form media can improve learning outcomes Science Theme 5 Sub-theme 3 about the balance of the ecosystem in class V SD Negeri 2 Nglobo students. </em><em></em></p>

scholarly journals Identificación de patrones instruccionales de mediación relacionados con progresos en comprensión lectora en contextos de desventaja sociocultural

2020 ◽  
Vol 36 (2) ◽  
pp. 283-294
Author(s):  
Tricia Mardones ◽  
Juan-José Navarro ◽  
Leandro Zamorano
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Learning Difficulties ◽  
Eighth Grade ◽  
Previous Knowledge ◽  
Reading Processes ◽  
School Year ◽  
Educational Implications ◽  
Reading Progress ◽  
Guide Intervention

Identificar factores instruccionales específicos relacionados con progresos en comprensión lectora es esencial para optimizar el aprendizaje y orientar la intervención, especialmente en contextos de desventaja sociocultural o dificultades de aprendizaje. Este estudio pretende identificar patrones instruccionales de mediación eficaces en la explicación del progreso en comprensión. Se grabaron, transcribieron y analizaron sistemáticamente 82 sesiones-clase, y se registraron pautas de mediación relativas a diferentes procesos lectores. Los patrones de mediación fueron analizados mediante codificación y categorización del contenido con el programa Maxqdea-7. Fueron consideradas 19 categorías, que aglutinaron 178 unidades de información significativas (pautas/conductas de mediación). La muestra estuvo compuesta por 21 docentes y 821 estudiantes de tercero a octavo grado de Educación básica de escuelas públicas de Chile ubicadas en contextos deprivados. El progreso lector se midió con la prueba estandarizada CL-PT, aplicada al principio y al final del curso escolar. Los resultados permitieron identificar pautas específicas de mediación significativas en la explicación del progreso, especialmente el patrón M_17 (Mediación del uso de estrategias para la activación e integración de conocimientos previos) explicaba el 26% de la varianza (r = .55, p < .01; R2ajustado = .26, F(1, 19) = 8.19, p = .01). Se discuten las implicaciones educativas de estos resultados.    Identifying specific instructional factors related to progress in reading comprehension is essential to optimize learning and guide intervention, especially in contexts of sociocultural disadvantage or learning difficulties. This study aims to identify effective mediational instructional patterns in the explanation of progress in reading comprehension. Teaching guidelines were systematically recorded in relation to different reading processes. Eighty-two sessions were recorded, transcribed and analyzed by coding and categorizing the content of the sessions through the Maxqdea-7 program. Nineteen categories were considered, which comprised 178 significant units of information (mediation guidelines). The sample consisted of 21 teachers and 821 students from third to the eighth grade of public schools of Chile located in deprived contexts. Reading progress was measured with the standardized CL-PT test, which was applied at the beginning and end of the school year. The results have allowed identifying mediation patterns with a significant relevance in the explanation of reading progress, especially the pattern M_P17 (Mediation of the use of strategies for the activation and integration of previous knowledge) managed to explain 26% of the variance in the progress (r = .55, p < .01; R2adjusted = .26, F(1, 19) = 8.19, p = .01). The educational implications of these results are discussed.

Differences in Grade 3 Reading by the Economic Status of Students of Color: Much Cause for Concern

2019 ◽  
Vol 2 (4) ◽  
pp. 97-104
Author(s):  
Heather Hamilton ◽  
John Slate
Keyword(s):  
Black Students ◽  
Students Of Color ◽  
Economically Disadvantaged ◽  
Reading Assessment ◽  
Economic Status ◽  
The State ◽  
Future Research ◽  
School Year ◽  
Three Phase ◽  
Grade 3

The purpose of this study was to determine the degree to which the economic status (i.e., Economically Disadvantaged, Not Economically Disadvantaged) of Grade 3 Hispanic students and Black students was related to their reading achievement.  Texas statewide data on the state-mandated reading assessment for the 2015-2016 school year were analyzed.  Inferential statistical procedures, used on statewide archival data, revealed statistically significant differences as a function of poverty for Hispanic and Black students.  Statistically significantly lower percentages of students of color who were economically disadvantaged met the three Phase-in standards on the state-mandated reading assessment than their counterparts who were not economically disadvantaged.  Given the importance of strong reading skills at Grade 3, our results are cause for concern.  Implications of these findings and recommendations for future research are discussed.

Does Reading Case Responses and Using Graphic Organizers Enhance Accounting Students' Case Analyses?

2013 ◽  
Vol 29 (1) ◽  
pp. 149-168 ◽  
Author(s):  
Fred Phillips ◽  
Alecia Nagy
Keyword(s):  
Graphic Organizers ◽  
Case Analysis ◽  
Data Availability ◽  
Financial Accounting ◽  
Accounting Students ◽  
Instructional Interventions ◽  
Pedagogical Tools ◽  
Materials Used ◽  
Key Aspects ◽  
Case Response

ABSTRACT This study investigates whether reading case responses and using graphic organizers can assist students in developing case analysis skills, such as identifying supporting arguments and counterarguments in analyses of financial accounting policy choices. The results of an experiment indicate that students who studied an exemplar case response were better able to identify supporting arguments in a subsequent case analysis. In contrast, students who used a graphic organizer to visualize elements of the exemplar case response were better able to identify the absence of counterarguments, which provide support for alternative accounting choices, in a subsequent case analysis. The effects of these pedagogical tools were apparent not only when students evaluated others' case analyses, but also when they generated their own analyses of a subsequent case. These results are significant because they suggest that short (11-minute) instructional interventions can encourage students to adopt two key aspects of critical thinking: identifying and generating relevant arguments and counterarguments. Data Availability: The data and experimental materials used in this study are available on request from the corresponding author.

“Peer Teaching Strategy To Increase Mathematics Proficiency Level” (An Action Research) (Eastern Samar State University)

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Alvin Bituaran Lacaba ◽  
Jason D. Magalona ◽  
Teresita Villa G. Lacaba
Keyword(s):  
Intervention Program ◽  
Teaching Strategy ◽  
Peer Teaching ◽  
Teaching Intervention ◽  
Percentage Score ◽  
School Year ◽  
Proficiency Level ◽  
Significant Difference ◽  
The Mean ◽  
Grade 3

Peer Teaching/tutoring is used as school-based intervention that has been shown to improve academic skills, generate development of appropriate social skills, and enhance peer relations for both tutees and tutors. The purpose of this study was to determine the effectiveness of the implementation of a peer teaching/tutoring program in mathematics on the academic achievement level of Grade 3 pupils in Lupok Central School. This study aimed to analyse peer teaching as an intervention strategy that will increase the performance among Grade 3 Mathematics pupils at Lupok Central School, Guiuan North District, Guiuan Eastern Samar through the 1st and 4th Grading periods of School Year 2017 - 2018. Specifically, it sought to answer the following questions: What is the Mean Percentage Score (MPS) in Mathematics of Grade 3 Pupils in Lupok Central School at the beginning of 1st Grading of School Year 2017 – 2018 before peer teaching intervention? What is the Mean Percentage Score in Mathematics of Grade 3 Pupils in Lupok Central School at the end of 4th Grading of School Year 2017 – 2018 after peer teaching intervention? Is there a Significant difference before and after the intervention program? What intervention program may be proposed based on the findings of the study? Based on the data gathered/collected from the class adviser of Grade 3 Section Bougainvillea in Lupok Central School, the result of base line MPS from 1st Grading period specifically in mathematics subject is 74.22 which is considered below the 75% proficiency level.   The result showed a radical increase in Mean Percentage Score in mathematics subject after the intervention was given to the Grade 3 pupils with the previous result of 74.22% from the 1st Grading into 82.11% MPS result in the 4th Grading period. The results of the study further revealed that the implementation of Peer teaching strategy has a positive effect in increasing the academic performance in mathematics of Grade 3 pupils.  There was 7.89% increase in MPS for mathematics subject from the first grading to the fourth grading period.

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