scholarly journals НАЈЧЕШЋИ РЕМЕТИЛАЧКИ ФАКТОРИ НАСТАВЕ НА ДАЉИНУ У МЛАЂИМ РАЗРЕДИМА ОСНОВНЕ ШКОЛЕ У УСЛОВИМА ГЛОБАЛНЕ ПАНДЕМИЈЕ КОВИД-19

2021 ◽  
Vol 1 (1) ◽  
pp. 7-21
Author(s):  
Живорад Миленовић ◽  
Младен Ботић
Keyword(s):  
Factor Analysis ◽  
Distance Learning ◽  
Primary School ◽  
Analysis Of Variance ◽  
Teaching Experience ◽  
General Assumption ◽  
Online Research ◽  
First Semester ◽  
School Year ◽  
The City

The most common shortcomings of distance learning in the conditions of the global pavidemic Covid-19 are the main problem of this research paper. The research started with the general assumption that distance learning was implemented in the younger grades of primary school, during the global panidemic of Covid-19, without prior preparation of participants. Consequently, it lacked the expected efficiency, especially in learning and participation of younger students. This research was conducted with the aim to point out the most common disruptive factors of distance learning during the global Covid-19 panidemic. It was also assumed that efficiency was significantly connected to the length of teaching experience of the teachers and to the area where the primary school in which distance learning was realized was located. In order to research this assumptions, an online research was conducted during the first semester of the school year 2020/2021, on the sample of 126 teachers employed in the area of the City of Nis. The results are presented in this paper. Data was collected by RFND Scale (α= 0.082) and were processed by factor analysis, Mann Whitney U test and analysis of variance.

scholarly journals The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit

2021 ◽  
Author(s):  
M.J. Martínez-Carmona ◽  
Carmen Gil del Pino ◽  
J. L. Álvarez del Castillo
Keyword(s):  
Factor Analysis ◽  
Student Satisfaction ◽  
Exploratory Factor Analysis ◽  
Analysis Of Variance ◽  
Vocational Training ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
School Year ◽  
Professional Goals ◽  
Perceived Benefit

This study aims to better understand students who attend the Basic Vocational Training Cycles (FPB) regarding the measures to ensure diversity. This quantitative research project approximates the perception of students concerning their passage through their previous studies and their satisfaction and goals after finishing the school year. The sample con-sists of 352 students from Cordoba (Spain). A questionnaire has been used which follows the CIPP model. After the exploratory factor analysis was completed with the different groups of items and their descriptive analysis, various tests were carried out to consider the hypotheses (Pearson's correlation (r), one-factor analysis of variance and repeated ANOVA measures). The results indicate that the educational interest of the students is ac-ademic and professional. Likewise, there is no relationship detected between the appear-ance of socio-professional goals and average academic levels and the attributions with re-spect to repetitions of previous courses, although these goals vary depending on the satis-faction shown by the students with respect to the cycles. We conclude that the course of the FPB influences the adoption of decisions regarding academic-professional projects.

scholarly journals Students’ Mathematics Achievements: A Comparison between Pre- and Post-COVID-19 Pandemic

2021 ◽  
Vol 16 (4) ◽  
pp. 36-47
Author(s):  
Daniel Doz ◽  
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Distance Learning ◽  
Gender Gap ◽  
Rank Test ◽  
School Students ◽  
First Semester ◽  
School Year ◽  
Significant Difference ◽  
Parametric Statistical Test

The COVID-19 pandemic represented a shift from face-to-face to online and distance learning. Teaching methods and assessing strategies changed, as well as grading standards. The focus of this paper is to address the differences between pre- and post-COVID-19 pandemic mathematics grades and, in particular, to investigate the possible differences between mid-term and end-term grades in Italy. To this end, 231 Italian middle and high school students’ grades were analysed. Using the Wilcoxon rank test (a non-parametric statistical test) the results showed a statistically significant difference in pre- and post-COVID-19 quarantine grades. End-of-year grades were higher than those before the COVID-19 confinement. Furthermore, the results indicated that more than half of the students in the sample achieved a higher grade at the end of the school year. Gender differences in mathematics grades were examined, since the literature about gender gap in mathematics achievement is not coherent about whether boys outperform girls or vice versa. Statistically significant differences at the end of the first semester were reported, in favour of female students although gender differences were not detected at the end of the school year. The findings suggest that greater caution should be paid in interpreting students’ grades pre- and post-COVID-19 confinement, since it cannot be excluded that such students’ achievements are inflated. Excessively high students’ grades that do not represent their actual knowledge and competencies could give educators and legislators misleading and even false information about the quality of distance learning and students’ knowledge.

scholarly journals HOW RESPONSIBLE ARE TURKISH SECONDARY SCHOOL STUDENTS FOR DISTANCE LEARNING DURING THE COVID-19 PANDEMIC: A SCALE DEVELOPMENT AND IMPLEMENTATION STUDY

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Ali Yakar
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Study Groups ◽  
Study Group ◽  
School Students ◽  
Face To Face ◽  
School Year ◽  
And Gender ◽  
The City

The purpose of the current study is to investigate the distance learning responsibility levels of secondary school students attending schools in the Aegean Region of Turkey by developing a scale of responsibility for distance learning. The study is a descriptive study employing the survey model. Two different study groups were used in the current study. In the first stage, a total of 477 secondary school students attending schools in the cities of İzmir, Denizli and Muğla in Turkey in the 2020-2021 school year were included in the study group to develop the Scale of Responsibility for Distance Learning. In the second stage of the study, the study group is comprised of 2043 secondary school students selected from among the secondary school students attending schools located in the cities of İzmir, Manisa, Aydın, Denizli, Muğla, Afyonkarahisar, Kütahya and Uşak in the Agean Region of Turkey in the 2020-2021 school year. The data were collected face-to-face and online via Google Forms during COVID-19 pandemic by using the Scale of Responsibility for Distance Learning. According to the findings of the study, the scale is a valid and reliable scale with adequately satisfied psychometric features. Another finding of the current study is that the participating secondary school students’ responsibility scores vary significantly depending on the city where they attend the school, grade level and gender.

scholarly journals КОМУНИКОЛОГИЈА КАО НАСТАВНА ДИСЦИПЛИНА У СТУДИЈСКОМ ПРОГРАМУ ЗА РАЗРЕДНУ НАСТАВУ– ПОТРЕБА И ЗНАЧАЈ

2021 ◽  
Vol 6 (2) ◽  
pp. 39-52
Author(s):  
Живорад Миленовић ◽  
Марија Миленовић ◽  
Јелена Седларевић
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Analysis Of Variance ◽  
Teaching Profession ◽  
Classroom Teaching ◽  
Communication Studies ◽  
Learning Content ◽  
Empirical Level ◽  
Significant Difference ◽  
Study Programs

The problem of research is the importance and need for learning communication as a teaching discipline in studies for classroom teaching, which is theoretically studied from the angle of university teaching, study of communication science and reflective practice of teachers and on an empirical level based on students’ perception of classroom teaching. The research started from the general assumption that the contents from communication science are important for performing the teaching profession, but that it is insufficiently studied in the studies for class teaching. We also started from special assumptions that the research will single out the factors that indicate the importance of learning content from communication studies in studies for primary education and that it will be determined that there is no significant difference in students’ assessments of the importance and need for learning content from communication studies. For class teaching depending on the enrolled year of study. In order to determine that, in October 2021, on a sample of 108 students of the Study Program for Classroom Teaching at the Faculty of Teacher Education in Prizren - Leposavic, the research presented in this paper was conducted. Data collected by the CSTD-SCC Scalar (〈 = .845) were processed by factor analysis and analysis of variance. Factor analysis singled out three factors: 1) the diversity of content, 2) the importance of learning and 3) the need to learn content from communication studies in the classroom. Analysis and analysis of variance showed that there is no significant difference in the assessments of primary school students about the importance and need to learn content from communication studies in primary school studies, depending on the enrolled year of study. He concludes that teaching contents in communication science are important for future teachers, that they are differently represented in study programs for classroom teaching in the Republic of Serbia, that students generally agree in assessments of the importance and need to learn communication science in classroom studies, which indicates the need to change and supplements of study programs for class teaching with teaching contents in communication science and the need for professional development of teachers in order to acquire the necessary knowledge in communication science. Keywords: teaching profession, teacher, communication in the classroom, socialcommunication competencies, clear and loud expression, quality listening.

scholarly journals Developing protective factor scale for classroom teachers: A validity and reliability study

2018 ◽  
Vol 8 (1) ◽  
pp. 83-110
Author(s):  
Nurtaç Üstündağ ◽  
Didem Aydoğan ◽  
Ruken Akar Vural
Keyword(s):  
Factor Analysis ◽  
Protective Factors ◽  
Primary School ◽  
Primary Schools ◽  
Protective Factor ◽  
Measurement Scale ◽  
Validity And Reliability ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year

The purpose of this study is to develop a valid and reliable assessment scale in order to determine protective factors that teachers have. The study was conducted with 348 primary school teachers teaching at primary schools in Aydın city Efeler district at 2017-2018 school year, fall semester. In the study, exploratory factor analysis and confirmatory factor analysis techniques were used for construct validity of the study. Within the context of results obtained, the measurement scale developed could be defined as a valid and reliable measurement scale to be used to determine protective factors which primary school teachers have.

scholarly journals Contribution of the E-Portfolio to the Improvement of Students’ Performance: Results from a Pilot Survey in the Second Grade of Primary School in Greece

2019 ◽  
Vol 12 (7) ◽  
pp. 119
Author(s):  
Basiliki Zafiropoulou ◽  
Maria Darra
Keyword(s):  
Primary School ◽  
First Trimester ◽  
Performance Ratings ◽  
Second Grade ◽  
Control Group ◽  
Pilot Survey ◽  
School Year ◽  
Performance Results ◽  
The City ◽  
Experimental Group

The purpose of this paper is to investigate the contribution of the electronic portfolio (e-portfolio) to improving students’ performance and the sustainability of their knowledge. The method used is the experiment with an experimental and a control group, and a pair of pre and post measurements. The survey was carried out during the first trimester of the 2016-2017 school year and its duration was 30 teaching hours. The sample consisted of 40 pupils of the second grade of primary school in the city of Rhodes. The findings of the survey show that the students of the experimental group who used the e-portfolio scored higher in all assessments and managed to maintain the knowledge they achieved by scoring higher results in the second assessment of the material fifteen days later, compared to the students in the control group who used the traditional printed portfolio and scored lower in their performance ratings.

scholarly journals The State of Primary School Third-Grade Pupils’ Making Sense of the Concepts of “0” and “1”

2021 ◽  
Vol 8 (3) ◽  
pp. 13-27
Author(s):  
Halil Önal ◽  
Sıtkı Çekirdekci ◽  
Alper Yorulmaz
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Structured Interview ◽  
Third Grade ◽  
School Year ◽  
Making Sense ◽  
Element Number ◽  
The City ◽  
Selection Of

This paper focuses on determining the opinions of primary school third-grade pupils about the conceptual meaning and use of the numbers “0” and “1”. The current study employed the case study design, which is one of the qualitative research methods. In the selection of the sample, the criterion sampling method, one of the purposive sampling methods, was used. The study was conducted with the participation of a total of 114 third-grade pupils (58 girls and 56 boys) attending two state primary schools located in the city of Ankara in the fall term of the 2019-2020 school year. As the data collection tool, a semi-structured interview form developed by the researchers in relation to the concepts of “0” and “1” was used. In the analysis of the data obtained in relation to the concepts of “0” and “1”, content analysis was used. The primary school third-grade pupils made sense of the number “0” in association with the categories of four operations, ineffective element, absorbing element, number, natural number, meaningless, valueless, absence, even number, beginning, and letter. The categories in which most thoughts about the meaning of the number “1” are gathered are number, ineffective element, and uniqueness. It was determined that the pupils are more successful in the use of the numbers “0” and “1” in the addition and subtraction operations than in the multiplication and division operations.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Digital education: Using electronic resources in psychological support of the educational process

2020 ◽  
pp. 55-61
Author(s):  
Ju. A. Tikhonova
Keyword(s):  
Preschool Education ◽  
Educational Process ◽  
Psychological Support ◽  
Diagnostic Methods ◽  
Practical Application ◽  
Software Products ◽  
School Year ◽  
Psychological Service ◽  
Software Product ◽  
The City

The article discusses the development trends of the modern preschool education system in the aspect of the activity of the teacherpsychologist of the preschool educational organization. The experience of using 1C software products in the practical work of the psychological service of kindergarten 318 of the city of Perm in the aspects of psychological monitoring of children’s readiness to study at school and correctional and developmental work with preschool children is presented. The components of the child’s psychological readiness for school are described. On practical examples, diagnostic methods for determining the level of readiness of children for schooling are analyzed. The data of testing kindergarten pupils at the beginning of the 2019/2020 school year on the parameters allowing to identify urgent problems and determine the direction of the necessary correctional development work are presented. Features of the practical application of the software product 1C:Preschool Psychodiagnostics in the process of psychological support of preparing children for school are considered. Methods are described, the scope of which is aimed not only at the study of personality traits, but also at its development. The possibilities of using games of the 1C:Educational Collection in the correctional and developmental work are disclosed. The description of game collections is given, options for their use are presented.

Acquiring penmanship and writing skills from the first to fifth grade of primary school: Joined-up writing vs. Comenia Script

2018 ◽  
Vol 6 (2) ◽  
pp. 1-13
Author(s):  
Olga Kučerová ◽  
Anna Kucharská
Keyword(s):  
Primary School ◽  
Error Rate ◽  
Writing Skills ◽  
Fifth Grade ◽  
Point Scale ◽  
The Past ◽  
School Year ◽  
And Gender ◽  
Developmental Dynamics ◽  
The Given

Abstract The project presented here deals with a typical human means of communication – writing. The aim of the project is to map the developmental dynamics of handwriting from the first to the fifth grade of primary school. The question remains topical because of the fact that several systems of writing have been used in the past few years. Our project focuses on comparing the systems of joined-up handwriting (the standard Latin alphabet) and the most widespread form of printed handwriting: Comenia Script. The research can be marked as sectional; pupils took a writing exam at the beginning and at the end of the 2015/2016 school year. The total number of respondents was 624 pupils, evenly distributed according to the school year, system of writing and gender. To evaluate handwriting, the evaluation scale of Veverková and Kucharská (2012) was adjusted to include a description of phenomena related to graphomotor and grammatical aspects of writing, including the overall error rate and work with errors. Each area that was observed included a series of indicators through which it was possible to create a comprehensive image of the form handwriting took in the given period. Each indicator was independently classified on a three-point scale. Thanks to that, a comprehensive image of the form of writing of a contemporary pupil emerged.

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