scholarly journals Is E-Learning for Primary School Students During the COVID-19 Pandemic a Boon or Bane?

2021 ◽  
Vol 16 (6) ◽  
pp. 1-12
Author(s):  
Sukanta Chandra Swain
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning System ◽  
Primary School Students ◽  
School Students ◽  
Primary School Teachers ◽  
E Learning ◽  
Virtual Platform ◽  
Teaching Learning

Pandemic due to the deadly virus Covid-19 has put the entire world in complete lock-down, that too, for months together. India has locked-down the entire country for more than two months. Schools, Colleges and Universities were to be closed immediately putting everything in halt. Classes were abruptly suspended and examinations were to be postponed indefinitely. Education at all levels got affected hugely. Higher education institutes (HEIs) of India that are embedded with technology blend teaching-learning system, used electronic mode for teaching and learning, i.e., e-learning, immediately after the announcement of first phase of lock-down. Following the trend, some of the primary Schools of the country also adopted the virtual platform for teaching-learning. On this backdrop, it is necessary to unfold whether the stakeholders of primary education are ready for virtual platform of teaching-learning. Thus, the objective of this paper is to establish on the basis of personal interviews among 50 parents of primary School students and 30 primary School teachers.

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 Do our children learn enough in Sky Class? A case study: online learning in Chinese primary schools in the COVID era March to May 2020

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Lina Zhao ◽  
Peter Thomas ◽  
Lingling Zhang
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Primary Schools ◽  
Online Teaching ◽  
Small Scale ◽  
Primary School Students ◽  
School Students ◽  
E Learning ◽  
Learning Ecologies

AbstractAll human being’s ways of living, working and studying were significantly impacted by the Covid-19 in 2020. In China, the Ministry of Education reacted fast in ensuring that primary school students could learn online at home by promoting the Sky Class program from February 2020. Educators, parents, and students all faced the challenges of adapting to new online teaching and learning environments. In this small-scale case study, Sky Class’s content and the participants’ experiences, will be presented. Four primary school teachers and five primary school students and their parents participated in three-rounds of interviews sharing their perspectives and experiences of online learning. The study showed that the students gained more parental support and that they benefited from using multimedia functions, like replay, in their Sky Classes. However, the majority of participants reported that the students learnt less. By mapping the learning activities and themes from Sky Class against Cope and Kalantzis’ e-learning ecologies, our study found that only ubiquitous learning and multimodal meaning were achieved. We suggest the reason may be that high cognitive learning was not achieved due to less teachers’ supervision, lack of interaction, delayed feedback, shorter learning times and communication. In conclusion, innovative pedagogies, which can foster different types of learning from the e-learning ecologies may overcome the negative aspects reported about Sky Class. Further research is required for implementing online technology as a catalyst for educational change.

scholarly journals Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

2021 ◽  
pp. 33-33
Author(s):  
Valentina Dagienė ◽  
Tatjana Jevsikova ◽  
Gabrielė Stupurienė ◽  
Anita Juskevicienė
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Computational Thinking ◽  
Early Years ◽  
Learning System ◽  
Policy Makers ◽  
Primary School Teachers ◽  
E Learning ◽  
Teachers Attitudes

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

Rhythm pattern discrimination by primary school students

2020 ◽  
pp. 1321103X1986905
Author(s):  
Jorge Antonio Durá ◽  
Jesús Tejada
Keyword(s):  
Primary School ◽  
Family Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Pattern Discrimination ◽  
Presentation Mode ◽  
Primary School Students ◽  
School Students ◽  
Experimental Conditions ◽  
The Third

Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each using two levels (static and dynamic). Four experimental conditions were designed: (1) static audiovisual, (2) dynamic audiovisual, (3) static audio-textual and (4) dynamic audio-textual. Data were collected by administering a rhythmic discrimination test to intact classes in second grade ( N = 83; 40 boys and 43 girls; 7–8 years old; medium socio-economic level) at two public primary schools from Comunitat Valenciana, Spain. Fourteen rhythmic patterns were presented to each group in each condition. Each pattern was played three consecutive times. The test consisted of comparing the third presentation of each pattern to the first two presentations – thereby exposing the sample pattern – and deciding whether the third was the same or not. The following covariates were measured: age, previous rhythmic skills, musicians in the family environment, out-of-school music studies and grades earned in music school classes during the previous year. The test scores show significant statistical differences between dynamic audiovisual and static audio-textual ( g = 1.25), as well as between dynamic audio-textual and static audio-textual ( g = .90). Furthermore, the audiovisual presentation mode was superior to its audio-textual counterpart ( g = .46) and the findings showed that the dynamic presentations were more effective than the static ones ( g = .69). The implications for teaching and learning rhythm are discussed.

scholarly journals On the issue of using the technology of design and research activities in primary schools

2021 ◽  
Author(s):  
О.В. Бажук ◽  
Е.А. Демидович
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Organizations ◽  
Primary School Students ◽  
Research Activity ◽  
School Students ◽  
Primary School Teachers ◽  
Research Activities ◽  
Comprehensive Development ◽  
Additional Education

Актуальность статьи обусловлена необходимостью подготовки учителей начальных классов и студентов – будущих педагогов к использованию в учебно-воспитательном процессе личностно-ориентированных технологий, направленных на формирование универсальных учебных действий (УУД) обучающихся младшего школьного возраста и их всестороннее развитие. Цель статьи заключается в формировании у педагогов (студентов, будущих педагогов) умений и навыков в области применения проектно-исследовательской деятельности, на основе анализа работ школьников, представленных в рамках научно-практической конференции. Проведенный анализ литературных источников позволил раскрыть сущность понятия «педагогическая технология» (содержательно-организационная основа, варианты использования, технологические приёмы), изучить специфику и возможности применения технологии проектно-исследовательской деятельности в начальной школе. В статье представлен анализ работ обучающихся начальной школы, выполненных в рамках научно-исследовательской деятельности, и предложены рекомендации для успешной организации проектно-исследовательской деятельности младших школьников. Статья предназначена для работников системы образования, руководителей образовательных организаций, педагогов дополнительного образования, психологов, студентов и всех заинтересованных исследователей. The relevance of the article is determined by the need for primary school teachers to use personality-oriented technologies aimed at the formation of universal educational actions (UEA) within primary school students and their comprehensive development. The purpose of the article is to develop the skills of teachers (students, future teachers) in the field of design and research activities, based on the analysis of the works of schoolchildren presented at the scientific and practical conference. The analysis of the literature sources allowed us to reveal the essence of the concept of "pedagogical technology" (content and organizational basis, use cases, technological techniques), to study the specifics and possibilities of using the technology of design and research activities in primary schools. The article presents an analysis of the works of primary school students carried out in the framework of research activities and offers recommendations for successful organization of project-research activity at primary students. The article is intended for education system personnel, heads of educational organizations, teachers of additional education, psychologists, students, and all the interested people.

scholarly journals The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

2021 ◽  
Vol 3 (1) ◽  
pp. 08-18
Author(s):  
Khairah Nuraishah Haleman ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
Education System ◽  
Teaching And Learning ◽  
Primary School Students ◽  
User Friendliness ◽  
School Students ◽  
Face To Face ◽  
The Face ◽  
Alternative Means ◽  
E Learning

The past years have seen a strong focus in Malaysia on the increase of infusion of Information Communication Technology (ICT) in educational institutions to stimulate innovations and strengthen global economic competitiveness. The integration of ICT has transformed the Malaysian education system by reshaping the landscape of education, from teacher-centred to learner-centred education. However, the COVID-19 crisis has changed the landscape of the education system drastically. The educators have turned their focus on online learning as an alternative means to replace the face-to-face classroom. Therefore, this paper focuses on the investigation on the perception towards e-learning among ESL primary school students. This study also determined the level of acceptance towards e-learning. A set of questionnaires was distributed via Google Form to 100 upper primary students in Sibu, Sarawak. The results revealed that the perception towards e-learning was positive, and the level of e-learning acceptance among ESL primary school students was high due to its features of e-learning, such as flexibility, user-friendliness, and the students’ attitude towards using as well as the intention to use in the future. It was recommended that teachers should utilize student-friendly digital tools to deliver their teaching and learning materials so that the students, especially at the primary level find it easy and enjoy learning English via e-learning.

scholarly journals Game perception in primary school teachers (Isparta example)

2021 ◽  
Author(s):  
Abdullah Yavuz Akinci ◽  
Mehmet Yildirim
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Classroom Teachers ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
National Education ◽  
The Relationship ◽  
Academic Year

The aim of this research is to reveal the attitudes of primary school teachers about the participation of primary school students in the game, how the classroom teachers perceive the game, how they interpret the relationship between the game and the child, and how they evaluate the game in line with the curriculum. In the 2020-2021 academic year, 343 primary school teachers selected randomly among 1230 primary school teachers working in primary schools affiliated to the Isparta Provincial Directorate of National Education participated in the study. Google Forms platform was used for data collection. This method has been preferred to maintain social distance during the pandemic process. As a result, it has been understood that teachers have an important role in the students' ability to benefit from the game sufficiently, and it is thought that the differences seen in the sub-dimensions are due to the differences in the nature of the information, its origin and accuracy, understanding and evaluation, change, and the perceptions of the teachers in the processes of producing and acquiring information.

scholarly journals How Teachers Enable Primary School Students to be Resilient in Times of Ranau Earthquake

2021 ◽  
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Social Media ◽  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers

The Ranau Earthquake that struck on 5, June 2015 and follow by 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 passing deep 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 of 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 social media can be used as a spontaneously and proactive tool to support student's resilience during and after the earthquake trauma.

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 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>

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