scholarly journals INVESTIGATING ENGLISH WRITING PROBLEMS AMONG HIGH ACHIEVER POST-UPSR LEARNERS IN SABAH

2021 ◽  
Vol 6 (43) ◽  
pp. 30-39
Author(s):  
Dg Nursazwani Daud ◽  
Wardatul Akmam Din ◽  
Noraini Said ◽  
Suyansah Swanto
Keyword(s):  
Secondary Schools ◽  
Primary School ◽  
Quantitative Study ◽  
Primary Schools ◽  
Vocabulary Knowledge ◽  
Writing Difficulties ◽  
High Achiever ◽  
English Writing ◽  
Writing Problems

The purpose of the study was to investigate the writing problems faced by the Post-UPSR learners during their primary school years. The data was obtained from 217 high achiever learners who scored an A on the UPSR. These learners, who had completed primary schools and taken the UPSR exam, are now enrolled in secondary schools as Form 1 learners. The method used is a quantitative study. A questionnaire was used as the instrument in the study. The analysis of the study uses SPSS which involves frequency and percentage. The data revealed that Malaysian ESL primary school learners struggle with writing tasks, particularly due to insufficient of vocabulary knowledge. The findings of the study will be valuable to ESL researchers and educators in assisting learners with their writing difficulties. Teachers or researchers can develop appropriate solutions to the issues once the writing issue has been identified.

scholarly journals Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension

2018 ◽  
Vol 46 (2) ◽  
pp. 265-291 ◽  
Author(s):  
Annina K. HESSEL ◽  
Victoria A. MURPHY
Keyword(s):  
Reading Comprehension ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Low Frequency ◽  
Vocabulary Knowledge ◽  
Reasoning Task ◽  
Metaphor Comprehension ◽  
Younger Age ◽  
Years Of Schooling

AbstractWe explored the vocabulary and metaphor comprehension of learners of English as an additional language (EAL) in the first two years of UK primary school. EAL vocabulary knowledge is believed to be a crucial predictor of (reading) comprehension and educational attainment (Murphy, 2018). The vocabulary of five- to seven-year-old children with EAL was compared to that of English monolinguals (N = 80). Comprehension was assessed for both verbal (e.g., time flies) and nominal metaphors (be on cloud nine) of varying frequency. Results showed that children in year 2 (age six to seven years) had better comprehension than their younger (age five to six) peers, particularly for low-frequency metaphors. Children with EAL had weaker metaphor comprehension than their monolingual peers, particularly on a reasoning task. The results document how metaphor comprehension develops over the first critical years of schooling and indicates where learners with EAL differ from monolingual peers, thereby supporting targeted vocabulary teaching at primary schools.

scholarly journals Errors in writing made by Malaysian rural primary school pupils

2020 ◽  
Vol 7 (2) ◽  
pp. 438-456
Author(s):  
Halipah Harun ◽  
Muhammad Kamarul Kabilan
Keyword(s):  
Primary School ◽  
Rural Schools ◽  
English Language ◽  
School Achievement ◽  
Language Education ◽  
English Language Education ◽  
English Writing ◽  
School Settings ◽  
Writing Problems ◽  
Primary School Pupils

This study is to identify errors made by rural primary school pupils in writing and to get information about the causes or sources of errors that lead to pupils’ writing problems. The conceptual framework concerns four types of errors committed by rural primary school pupils in writing, namely tense, spelling, and vocabulary. The study is based on Corder’s (1971) Error Analysis (EA) and Richards’ (1974) Causes or Sources of Errors as its theoretical framework. It was conducted at two rural schools with 44 pupils of Primary 5, aged 11, as the research sample. A written task was taken as the study instrument in order to answer two research questions. This study has revealed that tense is the most frequent error committed by the pupils, followed by punctuation, vocabulary, and spelling. Moreover, the pupils’ errors are caused by both interlingual and intralingual transfer. It is concerned with rural primary school settings in Kerian where the majority of the pupils use the Malay language as their medium of instruction. In addition, this study has its implication for English Language Education in Malaysia, in which it affects rural pupils’ performance especially in Primary School Achievement Test also known as Ujian Pencapaian Sekolah Rendah (UPSR) in English Writing paper. Some adjustments in the education system and the total involvement from education departments are meant to better reduce the number of low performers, especially in English writing to enhance the level of English proficiency in rural schools.

scholarly journals Self-Reported Writing Difficulties of Saudi English Majors at Qassim University College of Sciences and Arts: A Survey and Analysis

2018 ◽  
Vol 9 (2) ◽  
pp. 806-814
Author(s):  
Bader Alharbi
Keyword(s):  
Mixed Methods Research ◽  
English Language ◽  
Qualitative Data ◽  
Qualitative Interviews ◽  
Writing Difficulties ◽  
English Writing ◽  
Writing Problems ◽  
Different Types ◽  
Type Data ◽  
English Students

This study explored students' own perspectives on their writing challenges. A mixed methods research design combining a quantitative questionnaire with a series of semi-structured qualitative interviews was used. Therefore, the triangulation of data collection techniques was applied in this research. The study was conducted in the Department of English and Translation at Qassim University. 55 students filled 32 items questionnaire and ten were selected for the interview. For the questionnaire data, the descriptive statistics for ordinal Likert-type data include frequency, median, and mode were used. For the qualitative data analysis, the thematic coding was used for analyzing the interview. The obtained results showed that there are different types of writing problems among English language and translation major students at Qassim University. Findings suggest that some difficulties and perspectives are broadly shared by Saudi English students, e.g. struggles with irregularity and the non-phonemic nature of English. Other difficulties tend to evolve as students proceed in their studies. The lack of research into Saudi perspectives on English writing difficulties is emphasized, and further scholarly attention is strongly advised.

scholarly journals Social distance of class leaders from primary and secondary school students and their parents

2020 ◽  
pp. 43-66
Author(s):  
Aleksandra Milošević
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Interpersonal Relationships ◽  
Social Distance ◽  
Primary Schools ◽  
Educational Process ◽  
Collective Good ◽  
Emotional Climate ◽  
School Students

The quality of interpersonal relationships between participants in the educational process (class teachers, students, parents) affects the creation of a favourable socio-emotional climate in and out of the classroom, and is also a significant factor of integration or disintegration of the collective, good or bad interpersonal relationships, satisfaction or dissatisfaction, success or failure achieved by students. In general, it always has a positive effect on the development of students' behaviour, and it depends on the conditions under which a class was formed, the way the class is managed, the position that students have in the class, their mutual relations and students' readiness for appropriate cooperation. With this paper, we explored the social distance that the class teacher sets in relation to students and their parents as an important prerequisite for a qualitative, open and productive cooperation among the actors of the educational process. The sample consisted of teachers in the role of class teachers, students and their parents from 36 primary and secondary schools in the Zlatibor district. The results of this research indicate that class teachers in primary and secondary schools generally have a close relationship with students and parents, although a more direct cooperation is achieved by class teachers in primary schools than in secondary ones. This confirms a more intensive educational function of primary school, as opposed to a more dominant educational function of secondary school and thus a more dynamic, complex, open and direct work of class teachers in primary school with students and parents.

Transformation in Primary School Sciences Education in the Transition Process from the Empire to the Republic: Science Education in 1924 Primary School Curriculum

2020 ◽  
Vol 15 (3) ◽  
pp. 587-603
Author(s):  
Erdal Aslan ◽  
Oguz Serin
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Primary School ◽  
Ottoman Empire ◽  
Primary Schools ◽  
Education And Training ◽  
History Of ◽  
The Republic ◽  
Republic Of Turkey ◽  
And Training

Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the “Canon for the Unity of Education and Training” in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the “science education for primary schools” For this purpose, both the last curriculum program for “Mekatib-i İbtidaiyye” (The primary schools in Ottoman Empire)and the latest curriculum program for “İlk Mektepler” (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that “science education in primary education” had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for “science education” in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on “science education” in the Era of the Empire and The Era of the Republic with this aspect.  Keywords: Science Education in Primary Schools, Science Education in the Ottoman Empire, the First Science Curriculum of the Republic, History of the Turkish Education. 

KESESUAIAN PROGRAM MEMPERKUKUH BAHASA INGGERIS (MBI) SEKOLAH RENDAH BANDAR DAN LUAR BANDAR DI KELANTAN

2017 ◽  
Vol 5 (2) ◽  
pp. 1-13
Author(s):  
NORIZAN ISMAIL ◽  
MOHD SAHANDRI GANI HAMZAH
Keyword(s):  
Primary School ◽  
Quantitative Study ◽  
Primary Schools ◽  
T Test ◽  
School Teachers ◽  
Test Analysis ◽  
Primary School Teachers ◽  
Anova Test ◽  
National Education ◽  
Input Program

Kajian ini dilakukan untuk melihat tahap kesesuaian input dan proses dalam pelaksanaan program Memperkukuh Bahasa Inggeris (MBI) di sekolah rendah bandar dan luar bandar di Kelantan. Kajian ini juga penting dibuat agar program yang dilaksanakan adalah selari dengan arahan Pekeliling Perbendaharaan Bil. 2/2012 yang sedang berkuatkuasa iaitu Bajet Berasaskan Outcome (OBB). Kajian berbentuk kuantitatif ini melibatkan penggunaan borang soal selidik dan diedarkan secara rawak kepada guru-guru sekolah rendah bandar dan luar bandar dan melibatkan seramai 297 orang guru dari 62 buah sekolah sebagai sampel bagi kajian ini. Walau bagaimanapun, artikel ini hanya membincangkan dari segi kesesuaian program sahaja. Kajian ini melibatkan analisis ujian-t tidak bersandar digunakan bagi melihat perbezaan kesesuaian input program MBI di sekolah. Manakala ujian Anova pula adalah untuk melihat perbezaan dari segi pengalaman guru mengajar BI di sekolah. Dapatan kajian menunjukkan tahap kesesuaian program MBI adalah sederhana sahaja, kajian juga mendapati tidak terdapat perbezaan antara kesesuaian Input di sekolah rendah bandar dan sekolah rendah luar bandar. Secara keseluruhannya, program MBI adalah sesuai untuk dilaksanakan di semua sekolah. Walau bagaimanapun, keputusan ini akan lebih memberangsangkan jika penambahbaikan segera dilakukan terhadap program ini. Kajian ini penting dilakukan bagi memastikan program MBI yang dilaksanakan lebih efektif dan efisien memandangkan program MBI ini akan diteruskan sehingga 2025 seperti yang digariskan dalam Pelan Pembangunan Pendidikan Malaysia (PPPM 2013-2025).   This study was conducted to see the level of input and process relevance in the implementation of the English Strengthening Program (MBI) in the urban and rural primary schools in Kelantan. This study is also important to make the program implemented in parallel with the Treasury Bill’s instructions. 2/2012 which is in eff ect ie the Outcome Based Budget (OBB). This quantitative study involved the use of questionnaires and was distributed randomly to urban and rural primary school teachers and involved 297 teachers from 62 schools as samples for this study. However, this article discusses only the suitability of the program. This study involves independent t-test analysis used to see the diff erences in the suitability of inputs in the MBI program in school. While the ANOVA test is to see the diff erence in the experience of teachers teaching BI in schools. The findings show that the degree of suitability of the MBI program is moderate, the study also found that there is no diff erence between the suitability of Inputs in urban primary and rural primary schools. Overall, the MBI program is suitable for all schools. However, this decision will be more encouraging if improvements are made immediately to the program. This study is important to ensure that the MBI program implemented more eff ectively and effi ciently given the MBI program will continue until 2025 as outlined in the National Education Blueprint (PPPM 2013-2025).

scholarly journals La didattica a distanza durante il lockdown in Italia: il punto di vista delle famiglie

2021 ◽  
Author(s):  
Giordana Szpunar ◽  
Eleonora Cannoni ◽  
Anna Di Norcia
Keyword(s):  
Distance Learning ◽  
Secondary Schools ◽  
Primary School ◽  
Social Relationships ◽  
Primary Schools ◽  
Class Group ◽  
Cultural Activities ◽  
School Activities ◽  
On Line

Lockdown due to Covid-19 sanitary emergency causes a sudden break for scholar, social, cultural activities and sports. The aim of this work was to highlight changes in habits of life for children and teenagers with a particular focus on school activities. An on-line questionnaire was administrated to 5022 parents of children aged from 3 to 18 years. Results showed that secondary schools were able to guarantee at least hours of on-line lessons for half of the ordinary timing of schools. For preschooler and primary school, it seems that the recommended attention to maintain relations between the class group was less respected. So it seems that, during lockdown, children and teenagers were exposed to poverty of education and deprivation of social relationships. Probably due to lack of an adequate training for teachers, distance learning did not favored didactics strategies different from the traditional ones above all for preschool and primary schools.

Time-Based Prospective Memory in Schoolchildren

2011 ◽  
Vol 219 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Babett Voigt ◽  
Ingo Aberle ◽  
Judith Schönfeld ◽  
Matthias Kliegel
Keyword(s):  
Primary School ◽  
Prospective Memory ◽  
Age Differences ◽  
Memory Retrieval ◽  
Primary Schools ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Strategic Monitoring ◽  
Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

DEVELOPMENT OF MACAMI (MARI MEMBACA DAN MEMAHAMI) INSTRUMENT USING MACROMEDIA FLASH 8 IN PRIMARY SCHOOLS

2020 ◽  
Vol 4 (3) ◽  
pp. 544
Author(s):  
Ermaida Dewi
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Product Design ◽  
Primary Schools ◽  
Measuring Instrument ◽  
School Students ◽  
Average Percentage ◽  
Measuring Devices ◽  
Comprehension Ability ◽  
Feasibility Test

The background of this research is an instrument of learning for reading comprehension which in general is still dominated by an instrument in the form of print out which makes the students’ interest to read is reduced. In addition, this instrument is usually done manually or handwritten so that the students’ work must be corrected manually and require some time to get the results. This study aims to develop instruments or measuring devices for reading comprehension in the Primary School in Pekanbaru and find out the feasibility of measuring devices for reading comprehension skills. This product is Macromedia Flash 8 based namely "MaCaMi" which stands forMari Membaca dan Memahami. The research method used was the 4D model with four stages, such as the define stage, the design phase, the develop phase, and the dessiminate stage which is limited to the third stage. The data of this study were obtained from product design expert validation questionnaire, questionnaire validated by linguists, teacher response questionnaire and students response questionnaire. The data were generated quantitatively and analyzed by using the assessment criteria to determine the product quality. The results of this study showed the assessment of product design experts in draft 1 had an average percentage of 69.61% with the appropriate category then had increased in draft 2 to 90.56% with the very feasible category. The results of  the feasibility test by linguists in draft 1 with had average percentage of 95.30% with the very feasible category then increased in draft 2 to 97.20% withn the very feasible category. The results of the teacher's response to the reading comprehension measuring instrument in the Primary School in Pekanbaru developed by researchers obtained an average percentage of 93.50% with a very good category and the results of students' responses to the measuring instrument obtained an average percentage of 89.90% with a category very good. Based on these results, it can be concluded that the product developed by researchers is feasible to be used as a measure of reading comprehension ability of primary school students.

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