scholarly journals The Effectiveness of a Music and Movement Program for Traditional Dance Teaching on Primary School Students’ Intrinsic Motivation and Self - Reported Patterns of Lesson Participation

2017 ◽  
Vol 8 (1) ◽  
pp. 227-236
Author(s):  
Lykesas Georgios ◽  
Dania Aspasia ◽  
Koutsouba Maria ◽  
Nikolaki Evgenia ◽  
Tyrovola Basiliki
Keyword(s):  
Intrinsic Motivation ◽  
Primary School ◽  
Instructional Program ◽  
Control Group ◽  
Teaching Model ◽  
Primary School Students ◽  
School Students ◽  
Traditional Dance ◽  
The Impact ◽  
Experimental Group

Abstract Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students’ internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and Movement teaching model, while the control group was taught the same dances with a direct teaching model. The impact of the two models on students’ motivation to participate actively during the lesson was tested with the use of the Intrinsic Motivation Inventory (IMI). The results showed that the use of Music and Movement teaching models can have a positive impact on students’ intrinsic motivation and active participation in the course of traditional dance.

scholarly journals The Impact of Teaching Interventions for Electrical Circuits on the Structure of Primary School Students’ Written Arguments

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Michael Skoumios ◽  
Constantinia Balia
Keyword(s):  
Primary School ◽  
Control Group ◽  
Primary School Students ◽  
Teaching Intervention ◽  
School Students ◽  
Electrical Circuits ◽  
Science And Engineering Practices ◽  
Engineering Practices ◽  
The Impact ◽  
Experimental Group

The present paper aims at investigating the impact of a teaching intervention for electrical circuits, based on the constructivist approach to learning, with the engagement of students in science and engineering practices, on the structure of primary school students’ written arguments. Furthermore, the comparison between the learning outcomes (regarding the structure of students’ arguments) of this teaching intervention and the respective learning outcomes of another teaching intervention for electrical circuits, which is based on the school textbook primary school students in Greece are taught, is pursued. Instructional material on electrical circuits was developed based on the constructivist approach to learning, with the engagement of students in science and engineering practices, and was implemented with 34 students aged 11 years (experimental group). In addition, according to the school science textbook, which is based on the Guided Research Teaching Model, electrical circuits were taught to 38 students aged 11 years (control group). Data collection was carried out through a questionnaire completed by the students before and after the two teaching interventions. Data analysis used a scale of two-level classified criteria. It emerged that the teaching intervention implemented in the experimental group significantly contributed to improving the structure of students’ written arguments. By contrast, the structure of written arguments developed by students belonging to the control group was not significantly improved.

GROUP WORK IN EVALUATION OF PRIMARY SCHOOL STUDENTS’ KNOWLEDGE ABOUT CARBOHYDRATES

2017 ◽  
Author(s):  
Meliha Zejnilagić-Hajrić ◽  
◽  
, Adel Polutak ◽  
Ines Nuić ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Group Work ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Evaluation Group ◽  
Paper And Pencil ◽  
Experimental Group ◽  
Test Of Knowledge

In this research two different ways of students' reviewing their knowledge in chemistry about carbohydrates are described: group work and discussion with teacher. In experimental group (EG) students were working in groups on their assignments, while in control group (CG) discussion led by teacher was implemented. Results showed better EG students’ achievements on paper-and-pencil test of knowledge on the following class. Keywords: evaluation, group work, teacher-led discussion, carbohydrates.

scholarly journals The Effectiveness of a Proposed Program Titled (Creativity Lamp) in Raising the Primary School Students’ Academic Achievement and Promoting Creativity among Them in Kuwait

2020 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Abdulnaser A. Fakhrou ◽  
Sara A. Ghareeb
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Extracurricular Activities ◽  
Creative Thinking ◽  
Statistical Significance ◽  
Thinking Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Experimental Group

The present study aimed to explore the effectiveness of a proposed program titled (creativity lamp) in improving students’ thinking skills and academic achievement and promoting creativity among them in Kuwait. This program involves several enrichment activities. The experimental group consists from 26 students. The control group consists from 25 students. Those students were randomly selected from a school named Al-Ma’moun Primary School. The proposed program is based on extracurricular activities. The teacher was trained about the way of implementing the program. The program was implemented throughout the semester. Through using the Torrance test of creative thinking-figural, it was found that the proposed program has a statistically significant impact –at the statistical significance of (a=0.001)- on the students’ academic achievement and creativity. The researchers recommend adding enrichment activities to the curricula of primary school students in Kuwait.

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

scholarly journals Edublog in Physical Education as an instrument for coeducation, commitment and intention to be physically active | El Edublog en Educación Física como herramienta para la coeducación, el compromiso y la intención de ser físicamente activo

2021 ◽  
Vol 14 (28) ◽  
pp. 1-8
Author(s):  
Lucía López-Postigo ◽  
Rafael Burgueño ◽  
Francisco Tomás González-Fernández ◽  
Honorato Morente-Oria
Keyword(s):  
Physical Education ◽  
Primary School ◽  
A Priori ◽  
Control Group ◽  
Primary School Students ◽  
Intervention Programme ◽  
School Students ◽  
Physically Active ◽  
Educación Primaria ◽  
Experimental Group

La presente investigación pretendió analizar los efectos del uso del blog educativo (i.e. Edublog) sobre la coeducación, compromiso con esta herramienta digital, calificación e intención de ser físicamente activo en clase de educación física en educación primaria. El estudio corresponde con un diseño cuasi-experimental, usando un grupo control, a priori, no equivalente y, un grupo experimental para una muestra total de 40 estudiantes de educación primaria (50.50% chicas; Medad = 10.55, DTedad = .51). Se tomaron medidas acerca del conocimiento de equidad y calificación al final del programa de intervención, medidas sobre la implicación con el Edublog durante todo el programa, mientras que la intención de ser físicamente activo se evaluó al inicio y al final del programa. Los resultados revelaron la existencia de diferencias estadísticamente significativas en el nivel de conocimiento de equidad, implicación con el Edublog y calificación a favor del grupo experimental. No hubo diferencias estadísticamente significativas en el nivel de intención de ser físicamente activo entre ambos grupos. A modo de conclusión, el Edublog puede ser un recurso didáctico tenido en cuenta por el profesorado a la hora de mejorar las experiencias educativas del alumnado de educación primaria cuando participa en educación física.AbstractThis research aimed at examining the effects of the usage of the educational blog (or Edublog) on coeducation, commitment to this digital tool, grades and intention to be physically active in Physical Education lessons in Primary school. The study adopted a quasi-experimental design with, a priori, a non-equivalent control group and an experimental group for a total of 40 primary school students (50.50% girls; Mage = 10.55, SDage = .51). Measures on knowledge of equity and grades were taken at the end of the intervention programme, measures on a commitment to Edublog were collected throughout the programme, while the intention to be physically active were assessed at the beginning and end of the intervention. The results revealed statistically significant differences in the level of knowledge of equity, the commitment of Edublog and grades a favour of the experimental group. There was a nonsignificant difference in the level of intention to be physically active among both groups. In conclusion, Edublog can be a learning recourse to be considered by teachers in improving primary school students’ educational experiences when they participate in Physical Education.

scholarly journals Improvement of Pre-Service Teachers' Practical Knowledge and Motivation about Artificial Intelligence through a Service-learning-based Module in Guizhou, China: A Quasi-Experimental Study

2021 ◽  
Vol 17 (3) ◽  
pp. 203
Author(s):  
Song Pu ◽  
Nor Aniza Ahmad ◽  
Mas Nida Md. Khambari ◽  
Ng Keng Yap ◽  
Seyedali Ahrari
Keyword(s):  
Artificial Intelligence ◽  
Service Learning ◽  
Primary School ◽  
Practical Knowledge ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Experimental Group

Abstract. The purpose of this study is twofold: 1) to develop a service-learning-based module training artificial intelligence (AI) subject (SLBM-TAIS), and 2) to evaluate the effect of SLBM-TAIS on pre-service teachers’ (PSTs’) practical knowledge and motivation, as well as primary school students' attitude towards AI in China. Participants of this study comprised 60 PSTs and 107 primary school students. The experimental research in this study followed the quasi-experimental non-randomized pre-test and post-test control group design. The PSTs were divided into experimental and control groups, and the primary school students followed the same grouping. The PSTs in the experimental group taught AI subjects to the primary school students in the experimental group, while the PSTs in the control group taught AI subjects to the primary school students in the control group. The results of the study showed that SLBM-TAIS was effective in training PSTs to teach AI subjects to primary school students. Furthermore, the SLBM-TAIS developed in this study offered a unique technique for training PSTs and primary school students that could increase PSTs' practical knowledge and motivation, as well as primary school students' attitudes toward AI. The findings from this study are important in the field of educational psychology, and its contribution has several theoretical and practical implications.   Keywords: Attitude; artificial intelligence; pre-service teachers; primary school students; practical knowledge; motivation

scholarly journals The effect of teaching English using virtual classrooms on developing creative thinking skills for primary school students in Makkah: أثر تدريس اللغة الإنجليزية باستخدام الفصول الافتراضية في تنمية مهارات التفكير الإبداعي لدى طالبات المرحلة الابتدائية بمكة المكرمة

2021 ◽  
Vol 5 (43) ◽  
pp. 130-108
Author(s):  
Sarah Fahad Al-Harbi Sarah Fahad Al-Harbi
Keyword(s):  
Primary School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Virtual Classroom ◽  
Control Group ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Virtual Classrooms ◽  
Experimental Group

The study aimed to identify the effect of teaching English using virtual classrooms on developing creative thinking skills among primary school students in Makkah. To achieve the objectives of the study, the researcher used the semi-experimental approach in the experimental and control group system, and the study was applied to a sample of (50) students. An experimental group (25) students is divided into two groups, for whom he is taught using the virtual classroom strategy, and a control group (25) students is taught for them in the traditional way, and the study showed the presence of statistical significance at the level of significance (a = 0.05). The difference between the mean scores of the two groups' students in the post application of the creative thinking test for the skill (fluency- originality- flexibility) and for the benefit of the experimental group, which was studied using virtual classes. Based on the results of the study, the researcher recommended encouraging English language teachers to use virtual classrooms in teaching, and conducting other studies on the effect of using virtual classrooms on other variables.

scholarly journals THE EFFECTIVENESS OF USING MIND MAPPING STRATEGY IN DEVELOPING WRITING SKILLS FOR SIXTH YEAR PRIMARY SCHOOL STUDENTS IN QATAR

2021 ◽  
Vol 03 (04) ◽  
pp. 206-220
Author(s):  
Mahrous Mohamed SOLIMAN
Keyword(s):  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

This study aimed at investigating the effectiveness of using Mind mapping strategy in developing writing skills for sixth year primary school students in Qatar. Quasi-experimental design was used in this study. The population was the sixth year students of Al Forqan primary school for boys with a total number of 103 students. Out of this population, a purposive sample of 51 students was taken, the control group (27 students) and the experimental group (24 students). First, the data was collected by using a prewriting test. Then, the experiment had been implemented. Next, the second part of the data was collected using the posttest. The data obtained were analyzed by using t-test formula. The findings of study were: A) there are statistically significant differences between the mean scores obtained by participants in the pre-test and those of the post-test of the experimental group in writing skills in favor to the posttest. B) there are statistically significant differences between the mean scores obtained by participants in the post-test of the control group and the experimental group in writing skills in favor to the experimental group. Depending on the statistical analyses of the hypotheses of the study, we can safely conclude that exposing students to the training strategy helped them develop their performance during the post administration of the writing skills test. In light of the results, a number of points can be recommended: writing skills via mind mapping strategy use in the primary stage specially in the 6th grade students should be emphasized in teaching writing skills. Moreover, deliberation attempts should be made to help students in the primary stage acquire and use the writing as amusing as possible. Furthermore, the objectives of teaching English language should concentrate on writing skills beyond the mechanics level and emphasize writing as a process.

scholarly journals Investigation of multiple intelligence of primary school students

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Lukman Nulhakim ◽  
Liska Berlian
Keyword(s):  
Primary School ◽  
Female Students ◽  
Multiple Intelligence ◽  
Male Students ◽  
Average Score ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
Experimental Group

The aim of this research is to investigate the ability of multiple intelligence (MI) of male and female students from primary school. The total sample was 71 students consisting of 35 experimental group students and 36 in the control group in a primary school in Cilegon City, 2016-2017 academic year. In this study, the experimental group consisted of male students using learning with the MI and the control group consisted of female students using learning with the MI approach. Analysis of data obtained from this study, using the Independent Sample t-test and Pearson Product Moment Correlation Coefficient. The findings of this study indicate that there is a statistically significant difference between the ability of MI in the experimental group and the control group, where the average score experimental group is higher. These results can be seen in the average score of MI ability in the experimental group is higher in visual-spatial, music, logical-mathematical, interpersonal and bodily-kinesthetic intelligence. The average score of MI ability in the control group is higher in verbal-linguistic, naturalistic, and intrapersonal. These concluded that the results of the Investigation of Multiple Intelligence (MI) of Primary School Students in the experimental group (male students) were better than the control group (female students).

scholarly journals DO YOU REMEMBER THE WORDS? DUAL-CODING METHOD ON LONG-TERM MEMORY

2020 ◽  
Vol 19 (4) ◽  
pp. 314-322
Author(s):  
Christ Billy Aryanto
Keyword(s):  
Primary School ◽  
Dual Coding ◽  
Control Group ◽  
Long Term Memory ◽  
Primary School Students ◽  
School Students ◽  
Term Memory ◽  
Coding Method ◽  
Experimental Group

For students, long-term memory is required for individuals to study at various levels of education. An effective method is needed to help student to remember. This study aims to determine the dual-coding method on long-term memory in two levels of education: primary school and university. The first study was conducted on 60 primary school students and the second study was conducted on 81 university students, each divided into experimental group and control group. The two groups were shown 10 concrete nouns with the experimental group displayed along with the picture and only the word for the control group. Each word was displayed for 3 seconds. The results showed that the experimental group remembered more words in the first study, t(58) = 4.386, p < .05; and the control group remembered more words in the second study, t(79) = -3.036, p < .05. Therefore, the dual-coding method affects the long-term memory of primary school students but not on university students. 

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