scholarly journals Relationships between nutrition-related knowledge, self-efficacy, and behavior for fifth grade students attending Title I and non-Title I schools

Appetite ◽  
2016 ◽  
Vol 96 ◽  
pp. 245-253 ◽  
Author(s):  
Elisha Hall ◽  
Weiwen Chai ◽  
Julie A. Albrecht
Keyword(s):  
Title I ◽  
Self Efficacy ◽  
Title I Schools ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
And Behavior

scholarly journals THE EFFECT OF THE CREATIVITY LEARNING MODEL ON NATURAL SCIENCE LEARNING OUTCOMES AND SELF EFFICACY

2020 ◽  
Vol 4 (4) ◽  
pp. 780
Author(s):  
Ayu Ari Rahmayanti ◽  
I Gusti Ayu Tri Agustiana ◽  
Alexander Hamonangan Simamora
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
Quasi Experimental

The research was conducted with the aim: (1) identify the effect of creativity learning model toward natural science subject’s learning outcomes and self-efficacy, (2) identify the effect of creativity learning model toward natural science subject’s learning outcomes, and (3) identify the effect of creativity learning model toward self-efficacy. This research was quasi-experimental research designed of Non-Equivalent Posttest Only Control Group. All fifth-grade classes of cluster I Buleleng district were the research population in total of 209 fifth-grade students from 8 schools. The research sample was determined through simple random sampling technique, obtained 2 schools in total of 59 students that was contained 29 students of SDN 1 Banyuning as the experiment class and 30 students of SDN 8 Banyuning as the control class. Essay test was used the research instrument to gather learning outcomes data, while questionnaire was used to measure self-efficacy. The data analysis was done descriptively to identify mean and standard deviation further tested through MANOVA test. The research findings portrayed: (1) simultaneously, creativity learning model effects in enhancing natural science subject’s learning outcomes and self-efficacy; (2) creativity learning model is able to improve natural science subject’s learning outcomes; and (3) creativity learning model is able to improve self-efficacy. Conclusively, creativity learning model presents has an influence on the aspects studies.

scholarly journals Correlation between Elementary School Students' Mathematics Self-Efficacy and Motivation

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Eva Astuti Mulyani, M.Pd ◽  
Annisa Kasdianti ◽  
Siti Quratul Ain ◽  
Jesi Alexander Alim ◽  
Intan Kartika Sari ◽  
...  
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Students ◽  
Self Efficacy ◽  
Correlation Method ◽  
Strong Relationship ◽  
Fifth Grade ◽  
School Students ◽  
Fifth Grade Students ◽  
Mathematics Self Efficacy

This research aims to determine the positive and significant correlation between mathematics self-efficacy and motivation of elementary school students, using the correlation method. This type of research is quantitative. The population of this research was all fifth grade students of Elementary School in Cluster I of Marpoyan Damai District in Pekanbaru, which totaled 705 students. The research sample consisted of 183 students who were selected using cluster techniques. Data collection was carried out using a mathematics self-efficacy questionnaire and a motivation questionnaire and documentation. To test the hypothesis using the product moment correlation test and t test. The results showed that: (1) There was a positive correlation between mathematics self-efficacy and motivation of fifth grade elementary school students in cluster I Marpoyan Damai Pekanbaru District, indicated by a correlation coefficient of 0.353 with a fairly strong relationship category, 2) There was a significant correlation between mathematics self-efficacy and motivation of fifth grade elementary school students in cluster I Marpoyan Damai District, Pekanbaru, as seen from the tcount = 5.078, greater than ttable = 1.653, at a significance of 5%. The contribution made mathematics self-efficacy to motivation is equal to 12.5%.

scholarly journals THE EFFECT OF QUANTUM LEARNING ASSISTED BY AUDIO VISUAL ON THE SELF EFFICACY OF FIFTH GRADE STUDENTS

2020 ◽  
Vol 4 (4) ◽  
pp. 792
Author(s):  
Ni Luh Ayu Nita Darmayanti ◽  
I Gusti Ayu Tri Agustiana ◽  
Adrianus I wayan Ilia Yuda Sukmana
Keyword(s):  
Social Studies ◽  
Self Efficacy ◽  
Visual Media ◽  
The Self ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
Quantum Learning ◽  
Grade 5 ◽  
Academic Year

This study aims to determine the effect of the quantum learning model assisted by audio visual media on the self efficacy of fifth grade student in social studies subject in Elementary School at Gugus III Tembuku, Bangli in the academic year 2019/2020. This research was a quasi experimental study with a nonequivalent posttest only control grup design. The populations in this study were all fifth grade students of Gugus III Tembuku, Bangli in the academic year 2019/2020 with 186 students. The research sample consisted of 34 students in grade 5 of SD Negeri 5 Yangapi as an experimental grup and fifth grade students of SD Negeri 1 Yangapi as a control group with 26 students. This research used data collection methods with non test techniques. The non-test technique used was a questionnaire to look for self-efficacy data for fifth grade students in social studies subjects. The data of this study were analyzed with descriptive analysis techniques and inferential statistics (t-test). The average acquisition of the experimental group questionnaire was 98, while the average results of the control group questionnaire was 89, 96. Based on the significance level of 5% and dk = 58, it was obtained ttable = 2.001 while the value of tcount = 4.935. So tcount> ttable which proved that H0 is rejected and H1 was accepted. Thus, it can be concluded that there was an influence of the quantum learning model assisted by audio visual media on the self efficacy of Grade 5 students in Social Sciences of Elementary School Gugus III Tembuku, Bangli in the academic year 2019/2020.

scholarly journals Efektivitas Model STAD Terhadap Hasil Belajar Matematika Ditinjau dari Self Efficacy Peserta Didik Kelas 5 SDN 1 Sidorahayu

2019 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Jaelani Jaelani ◽  
Meriyati Meriyati ◽  
Mukti Amini ◽  
Komarudin Komarudin
Keyword(s):  
Self Efficacy ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Study Groups ◽  
Fifth Grade ◽  
Test Results ◽  
Significance Level ◽  
Fifth Grade Students ◽  
Difficulty Index ◽  
Student Team

This study aims to determine the effectiveness of cooperative learning model on the STAD (Student Team Achievement Division) type reviewed from students’ self efficacy toward mathematics learning outcomes. In this study, the hypothesis test uses two way anava analysis with a significance level of α = 0.05. The population of this study was the fifth grade students of SDN 1 Sidorahayu which are divided into two study groups. Meanwhile, the sample of this study is students in the fifth grade who also divided into two study groups. Test results show that the test instruments are valid with a reliability index of r11> 0.70 and a difficulty index of p> 0.70 for easy criteria, and p

The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension

2005 ◽  
Vol 37 (2) ◽  
pp. 163-200 ◽  
Author(s):  
Shira Lubliner ◽  
Linda Smetana
Keyword(s):  
Reading Comprehension ◽  
Title I ◽  
Word Learning ◽  
Executive Control ◽  
Title I Schools ◽  
Fifth Grade ◽  
Metacognitive Skills ◽  
Learning Skills ◽  
Vocabulary Intervention ◽  
Vocabulary Achievement

This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying strategies, and executive control of strategies that maximize word-learning proficiency. Strong gains in reading comprehension and vocabulary achievement and increased metacognitive skills were documented following the 12-week vocabulary intervention. Comparisons of Title I students' scores and those of students in an above-average-performing school revealed large, significant differences before the intervention and small, nonsignificant differences following the intervention, suggesting a narrowing of the achievement gap.

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