Is the use of Makey Makey Helpful to Teach Programming Concepts to Primary Education Students?

2022 ◽  
pp. 631-647
Author(s):  
Diana Pérez-Marín ◽  
Raquel Hijón-Neira ◽  
Ainhoa Romero ◽  
Silvia Cruz
Keyword(s):  
Primary Education ◽  
Psychological Factors ◽  
Computer Programming ◽  
Research Question ◽  
Education Students ◽  
Significant Evidence ◽  
Conductive Material

New computer devices such as Makey Makey are proposed for children in primary education to learn computer programming. That way, students can interact with the computer with any conductive material, such as fruits or Play-Doh. The research question is whether playing with fruits as interactive devices can help primary education students learn concepts of computer programming. An experiment has been performed to answer the question with 62 primary education children. The results gathered provide significant evidence that students can learn more without using the fruits. Psychological factors may explain these results.

Is the use of Makey Makey Helpful to Teach Programming Concepts to Primary Education Students?

2019 ◽  
Vol 9 (2) ◽  
pp. 63-77
Author(s):  
Diana Pérez-Marín ◽  
Raquel Hijón-Neira ◽  
Ainhoa Romero ◽  
Silvia Cruz
Keyword(s):  
Primary Education ◽  
Psychological Factors ◽  
Computer Programming ◽  
Research Question ◽  
Education Students ◽  
Significant Evidence ◽  
Conductive Material

New computer devices such as Makey Makey are proposed for children in primary education to learn computer programming. That way, students can interact with the computer with any conductive material, such as fruits or Play-Doh. The research question is whether playing with fruits as interactive devices can help primary education students learn concepts of computer programming. An experiment has been performed to answer the question with 62 primary education children. The results gathered provide significant evidence that students can learn more without using the fruits. Psychological factors may explain these results.

Primary education students' experience of the expressiveness of authentic modes in Gregorian chant

2020 ◽  
Vol 22 ◽  
Author(s):  
Tihomir Prša ◽  
Jelena Blašković
Keyword(s):  
Primary Education ◽  
Fourth Grade ◽  
Second Grade ◽  
Gregorian Chant ◽  
Musical Structure ◽  
Education Students ◽  
School Year ◽  
Second Grade Students ◽  
Fourth Grade Students ◽  
The Church

Expressiveness of the church modes is reflected in their character and association of certain states with a specific mode or single Gregorian composition which possesses unique expressiveness. An important characteristic of Gregorian chant on the tonality level is diatonic singing based on scales without chromatics, using only one semitone in the tetrachord whose musical structure reflects the expressiveness of Gregorian chant. Such expressiveness achieves character specificities which each mode respectively reflects. Various modal material in the form of typical melodic shifts in a certain composition conditions the expressiveness of Gregorian music and influences the listening impression and assessment of individual Gregorian tunes. The goal of this work is to examine primary education students' experiences of the expressiveness of Gregorian modes and explore if today's auditory sense accustomed to two tonality genres, major and minor, recognises what has been stored in the heritage of Gregorian chant repertoire for centuries. The research was conducted in the school year 2018/2019 with students of first, second, third and fourth grade of primary school (N=100). The results have shown that first and second grade students express higher auditory sensibility in recognizing specific characteristic of authentic Gregorian modes. Third and fourth grade students are audibly less open and perceptive considering tonal character differences in the authentic Gregorian modes. Key words: Gregorian chant; modality; old church scales; students in primary education

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

scholarly journals Teachers Knowledge Of Inclusive Lower Primary Education In Ifako-Ijaiye Local Government Area Of Lagos State, Nigeria

2020 ◽  
Vol 2 (2) ◽  
pp. 116-126
Author(s):  
Temitope Funminiyi Egbedeyi
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Research Question ◽  
Primary Teachers ◽  
Average Percentage ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Significant Difference ◽  
Level Of Significance ◽  
Descriptive Survey

Teachers play significant role in the process of implementing inclusive lower primary education, but it is important to note that inclusive education is yet to be fully implemented in Nigeria despite the numerous benefits associated to it. As one of the major implementers of inclusive lower primary, it is imperative to study teachers’ knowledge of inclusive lower primary education in Ifako-Ijaiye, as to provide empirical evidence. Descriptive survey research design was adopted with thirty five (35) teachers who were sampled using simple random. A self-designed research instrument titled Teachers Knowledge of Inclusive Education Questionnaire (α = 0.92) was used to collect data. One research question was answered and two hypotheses were tested at 0.05 level of significance. Teachers have average knowledge of inclusive lower primary education (Average Percentage = 53.6). Regular and special teachers have no significant difference on knowledge of inclusive education (t = 0.50; df = 33; p0.05). Based on the findings, it was recommended that Nigerian Government, concerned Non-Governmental Organizations and Scholars should ensure that regular trainings are organized for lower primary teachers in order to update their knowledge about inclusive education

scholarly journals Social Well-Being at School: Development and Validation of a Scale for Primary Education Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Lidon Moliner ◽  
Francisco Alegre ◽  
Alberto Cabedo-Mas ◽  
Oscar Chiva-Bartoll
Keyword(s):  
Factor Structure ◽  
Primary Education ◽  
Well Being ◽  
Education Students ◽  
European Universities ◽  
Confirmatory Factor ◽  
International Audience ◽  
Fit Indexes ◽  
School Attitude ◽  
Development And Validation

This study presents the development and validation of a scale for Primary Education students that measures social well-being. A seven-factor structure was defined, with the factors being: achievement, cooperation, cohesion, coexistence, attitude towards school, attitude towards diversity and solidarity. 14 experts from independent European universities participated in the validation process of the scale. The 38-item scale showed considerable reliability (Cronbach’s alpha =0.91). The confirmatory factor analysis confirmed the original seven-factor structure with consistent goodness and badness of fit indexes. The promising results in this study suggest that this scale may be suitable for an international audience.

scholarly journals Perceptions of the Body and Body Dissatisfaction in Primary Education Children According to Gender and Age. A Cross-Sectional Study

2021 ◽  
Vol 18 (23) ◽  
pp. 12460
Author(s):  
Rubén Navarro-Patón ◽  
Marcos Mecías-Calvo ◽  
Silvia Pueyo Villa ◽  
Vanessa Anaya ◽  
Mariacarla Martí-González ◽  
...  
Keyword(s):  
Primary Education ◽  
Body Satisfaction ◽  
Rating Scale ◽  
Cross Sectional Study ◽  
The Body ◽  
Education Students ◽  
Body Perception ◽  
Cross Sectional ◽  
Figure Rating Scale ◽  
Gender And Age

Body image (BI) is a trending topic of study since health problems derived from a negative perception of the body are increasing and affecting people of all ages, with an increasing incidence among children from the age of eight. The objective of this study was to evaluate the current perception of the body against the desired body and the degree of body satisfaction of Galician primary education students. A total of 355 students (167 boys (47%)) between 9 and 12 years old participated (mean = 10.53; SD = 0.84). Sociodemographic data (sex, age, height, and weight) were collected, and the Figure Rating Scale was used. There are statistically significant differences between boys and girls in the current perceived figure (p = 0.003) and in the desired figure (p < 0.001). Depending on age, the differences were in current (p = 0.010) and desired (p = 0.021) body perception. In conclusion, boys perceive themselves as having a larger figure than girls do, but this perception is far from reality according to the body mass index. For the desired figure, both boys and girls want to be slimmer, but girls want a slimmer figure. Regarding age, the current perceived figure size increases with age as it increases in those students dissatisfied with their body.

scholarly journals Financial Literacy Learning for Primary Education

2021 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Primary Education ◽  
Mixed Method ◽  
Financial Literacy ◽  
Literacy Learning ◽  
Learning Design ◽  
Validity And Reliability ◽  
Education Students ◽  
Exploratory Model

This research constructs learning design to guide primary education students on achieving financial literacy. The approach used is mixed method sequential exploratory model. This results shows that validity and reliability of this design in general on the category can be used.

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