Teaching Basic Programming Concepts to Young Primary School Students Using Tablets

2018 ◽  
Vol 10 (1) ◽  
pp. 34-47 ◽  
Author(s):  
Emmanuel Fokides
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Age Differences ◽  
Mobile Applications ◽  
Primary Schools ◽  
Ease Of Use ◽  
Board Game ◽  
Primary School Students ◽  
School Students ◽  
Policy Makers

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.

Teaching Basic Programming Concepts to Young Primary School Students Using Tablets

2020 ◽  
pp. 805-821
Author(s):  
Emmanuel Fokides
Keyword(s):  
Primary School ◽  
Mobile Applications ◽  
Primary Schools ◽  
Ease Of Use ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Policy Makers ◽  
The Third ◽  
Data Analyses

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.

scholarly journals Zur Nutzung von Laut- bzw. Anlauttabellen im Deutschunterricht der Grundschule

2019 ◽  
Vol 70 (1) ◽  
pp. 19-36
Author(s):  
Albert Bremerich-Vos ◽  
Heike Wendt
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Empirical Studies ◽  
Media Policy ◽  
Primary School Students ◽  
School Students ◽  
Policy Makers ◽  
Teacher Survey ◽  
Actual Use ◽  
The Media

Abstract In current debates the media, policy makers and scientists are aiming to identify factors explaining negative trends in the orthography competencies of German primary school students. Especially a concept making use of initial sound tables and the method “reading by writing“ is often identified as a core factor. However empirical studies backing these claims are rare and contradictory. Also very little is known about the actual use of initial sound tables in primary schools. In this article we provide an overview of empirical studies on the effectiveness of the use of initial sound tables and the concept “reading by writing“. We then present data from a short teacher survey on the use of initial sound tables in German classes, which was realized as an extension to the PIRLS 2016 and is therefore representative for German primary schools. According to this survey about 70 % of all Grade 4 learners of 2016 have been exposed to initial sound tables as part of their German lessons throughout primary school. About half of these learners were asked to work almost every lesson with these tables in their first one-half years of schooling. We also find that teachers who work with sound tables differ in their beliefs about when student’s spelling mistakes should be corrected. In addition we find that the majority of teachers report to combine the use of sound tables with other materials, such as basic readers. We argue especially this finding should guide future designs of studies aiming to compare the effectiveness of different methods as most of the current studies possibly wrongly assume a distinctive or at least dominant use of initial sound tables or basic readers.

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.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
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.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

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