scholarly journals Providing remedial support to primary school learners within their zone of proximal development

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Simon G. Taukeni
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
First Language ◽  
Poor Performance ◽  
Proximal Development ◽  
Remedial Teaching ◽  
English Second Language ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Academic Year

Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky’s social development theory.Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3.Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia.Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners’ school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages.Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: Oshindonga first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports.Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.

scholarly journals Number sense of final year pre-service primary school teachers

Pythagoras ◽  
2014 ◽  
Vol 35 (1) ◽  
Author(s):  
Magret Courtney-Clarke ◽  
Helena Wessels
Keyword(s):  
Primary School ◽  
Number Sense ◽  
Poor Performance ◽  
Mixed Method Research ◽  
Primary School Teachers ◽  
Subject Knowledge ◽  
Learner Performance ◽  
Teacher Understanding ◽  
Assessment Tests ◽  
And Mathematics

Number sense studies have indicated that the development of number sense should be the focus of primary school mathematics education. The literature review revealed that learner performance is linked to teacher subject knowledge and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics. This study was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests and explored the number sense of 47 final-year primary school pre-service teachers (PSTs) in Namibia. The data in this mixed method research design were obtained from a number sense questionnaire, a written computations questionnaire, a mental calculations questionnaire and the McAnallen confidence in mathematics and mathematics teaching survey (MCMMTS). Six PSTs, randomly selected from the 47 participants, were interviewed to determine their use of number-sensible strategies. The overall results of this investigation revealed that the final year primary school PSTs demonstrated limited number sense and possessed very few of the indicators of number sense. Unexpectedly, the confidence survey showed that they were confident in their ability to do and to teach mathematics. This study exposed one reason for the low standards of performance of Namibian learners in mathematics and the lack of improvement over the last few decades. It indicates a need for teacher training institutions to identify the mathematics that teachers should know and the ways in which teacher understanding of subject content has to be transformed to enable them to develop the number sense of primary school learners.

scholarly journals The zone of actual and the zone of proximal development measured through preschool dynamic assessment as predictors of later school performance - a longitudinal study

Psihologija ◽  
2021 ◽  
pp. 4-4
Author(s):  
Sladjana Lukovic ◽  
Bojana Marinkovic ◽  
Marija Zotovic-Kostic
Keyword(s):  
Longitudinal Study ◽  
School Performance ◽  
Dynamic Assessment ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Mathematics Tests ◽  
Language And Mathematics ◽  
Trial Test ◽  
And Mathematics ◽  
Assessment Procedures

The goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the ?Stevan Colovic? primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor only for performance in language and mathematics tests in a final trial test. Affective-motivational scaffolding is a better predictor than cognitive scaffolding. These results are considered in the context of Vygotsky?s theory and also in that of dynamic assessment procedures. Theoretical and practical implications for future studies of affective-motivational and cognitive factors as predictors of school performance are being considered.

Examining the mutual relations between language and mathematics: A meta-analysis.

2020 ◽  
Vol 146 (7) ◽  
pp. 595-634 ◽  
Author(s):  
Peng Peng ◽  
Xin Lin ◽  
Zehra Emine Ünal ◽  
Kejin Lee ◽  
Jessica Namkung ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Mutual Relations

PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK ENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 003 SUKAJADI

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Masderiani Hasibuan
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Fourth Grade ◽  
Female Students ◽  
Male Students ◽  
Average Value ◽  
Fourth Grade Students ◽  
Public Primary School

The purpose of this study was to improve the learning outcomes of Social Sciences fourth grade students of Public Primary School 003 Sukajadi with a total of 27 students, consisting of 15 male students and 12 female students. This study uses classroom action research with important stages such as planning, implementation, practice, and reflection. The results of this study show, judging by the basic score, the average value of students is 64.37, with students completing 13 people or 48.14%. after the first cycle, the average value of students has increased to 76.45 while students who completed it became 19 people or 70.3%. while the second cycle, the average value increased to 80.39 with students completing 23 people or 85.18%. From the results of the study, it can be concluded that the application of the inquiry learning model can improve the learning outcomes of Social Sciences in fourth grade students of Public Primary School 003 Sukajadi.

PENINGKATAN HASIL BELAJAR SISWA KELAS X MIPA SMAN 1 LUBUKLINGGAU MELALUI PENGGUNAAN MEDIA POWERPOINT

2020 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Yetri Ningsih
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Learning Mathematics ◽  
And Mathematics ◽  
Academic Year ◽  
Improve Student Learning

This research conducted caused by students' score at class X MIPA 4 very low in the vector material. The avarage of score of the daily test obtained by students was 60,5 and it had not yet reached mastery learning. One of the efforts to improve learning outcomes was to use powerpoint as a learning media. The purpose of this study was to determine the increase in activity and mathematics learning outcomes on vector material in learning using PowerPoint.This research design used the classroom action research. The research subjects were 36 students of class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year. Data collected by using tests and observations.The test used to obtain student learning outcomes in each cycle, while observation used to determine the learning process in each cycle. Data were analyzed using descriptive statistics. The results showed that the average score of student learning outcomes in the first cycle was 62.2 and 77.3 in the second cycle. The percentage of student learning completeness in the first cycle was 52.8%, in the second cycle it was 80.6%. The percentage of improvement in student learning outcomes after being given action was 15.29%. So it can be concluded that learning mathematics by using powerpoint media can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year.

CERME7 Working Group 9: Language and mathematics

2012 ◽  
Vol 14 (2) ◽  
pp. 201-202
Author(s):  
Maria Luiza Cestari ◽  
Alain Mercier ◽  
Pier Luigi Ferrari ◽  
Konstantinos Tatsis
Keyword(s):  
Working Group ◽  
Language And Mathematics ◽  
And Mathematics

Improving The Effectiveness Of Teaching Social Innovation Through Social Learning Model Inquri In Class Vi Sdn 12 Jurai Limes Tower District Iv Academic Year 2013/2014

2018 ◽  
Vol 1 (2) ◽  
pp. 33-42
Author(s):  
Jafni Rianson
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Social Innovation ◽  
Sixth Grade ◽  
School Age Children ◽  
The Social ◽  
Classroom Action Research ◽  
Academic Year ◽  
Year 2013

From the scope according to the teaching function of the Social Sciences seems clear concept (Expanding Communnity Approach)  which starts from the things nearest to the students (families) to the further (global). The fact that the case is still much do teachers in the field, a learning process that dominates without regard to the basic ability of students, (Teacher Contered) without involving students actively in it . In general problem in this research is the extent to which the effectiveness of the inquiry model of ' social' can improve learning outcomes of students in the Social Sciences in the sixth grade at SDN 12 Jurai Limes Tower District IV District, the South Coast, in the academic year 2013/2014? This type of research is classroom action research (classroom action research), which has the ultimate objective is to improve the quality of learning in schools, educational relevance, quality of the education, education management efficiency. The research location is in the sixth grade at SDN 12 Limes Tower District IV Jurai, South Coastal District , the school year 2013/2014 . research subjects are students of class VI SDN 12 Limes Tower , Genab the semester, academic year 2013/2014. The final goal of teaching social studies is the formation of the learner as an intelligent social actors (Socially Intelligent Actor) which is formed from a touch of pedagogy . Based on the research showed an increase in the quality of students in the sixth grade value SDN No. 12 Limes Tower, in the academic year 2013/2014, the graph continues to rise, excellent 61%, good 9.5% and quite 23% and increased sense of solidarity between friends, group shows real changes that have an impact on everyday life including relationships with people such as interviews and visits. Of the overall activities carried out can be concluded that the model of the inquiry socially very suitable to be applied to examine the social phenomena that arise in the community, a fact primary school age children third grade had been able to carry out the stages of the inquiry by the hypothesis as the direction in problem solving and uses the fact as a hypothesis.    

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