Differences in the Mathematics-Vocabulary Knowledge of Fifth-Grade Students With and Without Learning Difficulties

2017 ◽  
Author(s):  
Suzanne R. Forsyth ◽  
Sarah R. Powell
Keyword(s):  
Learning Difficulties ◽  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Mathematics Vocabulary

scholarly journals Identification of Science Learning Difficulties During the Covid-19 Pandemic in Class V SDN Peterongan

2021 ◽  
Vol 3 (4) ◽  
pp. 7
Author(s):  
Arfanny Hanum
Keyword(s):  
Student Learning ◽  
Science Learning ◽  
Learning Difficulties ◽  
Phenomenological Approach ◽  
Learning Problems ◽  
Fifth Grade ◽  
Analysis Model ◽  
Fifth Grade Students ◽  
Interest And Motivation ◽  
At Home

<p><em>This study aims to identify problems in learning science at home during the Covid-19 pandemic that occurred in fifth grade students at SDN Peterongan in the 2019/2020 school year. The method used in this research is descriptive qualitative with a phenomenological approach. The data sources of this study were all fifth grade students, parents, and fifth grade teachers. The data collection technique was done by using questionnaires, interviews, and documentation studies. The data validity test used in this study was technical triangulation and source triangulation. Data were analyzed using the data analysis model Miles and Huberman. The results of this study indicate that student learning problems occur due to lack of interest and motivation of students and students have difficulty understanding concepts. Only 36% of students showed interest in online science learning, and 70% of students had difficulty understanding concepts. The problems that occur are caused by several factors. Based on these factors, efforts that can be made to solve learning problems experienced by students are to increase students' interest and motivation by choosing learning methods and media that make students interested and become more active, provide enrichment and remedial, and maintain communication with parents to monitor student learning difficulties at home.</em></p>

scholarly journals An Analysis of the Features of Words That Influence Vocabulary Difficulty

2019 ◽  
Vol 9 (1) ◽  
pp. 8 ◽  
Author(s):  
Elfrieda H. Hiebert ◽  
Judith A. Scott ◽  
Ruben Castaneda ◽  
Alexandra Spichtig
Keyword(s):  
English Learners ◽  
Age Of Acquisition ◽  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Content Areas ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
Part Of Speech ◽  
Curriculum Instruction ◽  
Word Location

The two studies reported on in this paper examine the features of words that distinguish students’ performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and population considered. In the first study, an assessment of words that can be expected to appear with at least moderate frequency at particular levels of text was administered to students in grades 2 through 12. The second study considered the responses of fourth- and fifth-grade students, including English learners, to words that teachers had identified as challenging for those grade levels. The effects of the same set of word features on students’ vocabulary knowledge were examined in both studies: predicted appearances of a word and its immediate morphological family members, number of letters and syllables, dispersion across content areas, polysemy, part of speech, age of acquisition, and concreteness. The data consisted of the proportion of students who answered an item correctly. In the first study, frequency of a word’s appearance in written English and age of acquisition predicted students’ performances. In the second study, age of acquisition was again critical but so too were word length, number of syllables, and concreteness. Word location (which was confounded by word frequency) also proved to be a predictor of performance. Findings are discussed in relation to how they can inform curriculum, instruction, and research.

scholarly journals Diagnosa Kesulitan Belajar Matematika Siswa Kelas V MI NW Pancor Kopong NTB

2020 ◽  
Vol 1 (1) ◽  
pp. 85-92
Author(s):  
Muh. Yazid ◽  
Lale Aprihatin Diana Safitri ◽  
Saprudin Jauhari
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Psychological Factors ◽  
Learning Difficulties ◽  
Descriptive Study ◽  
Fifth Grade ◽  
Class V ◽  
Fifth Grade Students ◽  
Qualitative Descriptive ◽  
The Subject

This study wants to reveal the factors of low student achievement, especially in mathematics. The factors of learning difficulties experienced by students of class V MI NW Pancor Kopong. Learning difficulties experienced by students result in underachievement in these subjects. The study was conducted to determine the factors of learning difficulties experienced by fifth grade students of MI NW Pancor Kopong. This research is a qualitative descriptive study. The subject of the research was the fifth grade students who had difficulty learning, namely students who had KKM scores that did not meet the UAS. The data collected in the form of documentation data, and interviews. Data collection was carried out using questionnaires, documentation, and interviews. Data analysis to illustrate psychological factors of learning difficulties by calculating the percentage of questionnaire results in fifth grade students of MI NW Pancor Kopong. and  Data analysis to determine the psychological factors of learning difficulties by recording the results of the interview.

scholarly journals CAUSES OF LEARNING DIFFICULTIES IN THE TRANSITIONFROM CLASS TEACHING TO SUBJECT TEACHING

2020 ◽  
Author(s):  
Lana Tomčić ◽  
Keyword(s):  
Content Analysis ◽  
Growth And Development ◽  
School Success ◽  
Learning Difficulties ◽  
Fifth Grade ◽  
Teaching Material ◽  
Theoretical Level ◽  
Fifth Grade Students ◽  
Analysis Technique ◽  
The Difference

The period of transition from class teaching to subject teaching is marked by changes that greatly affect students. The aim of the paper is to analyze the potential causes that lead to learning difficulties in the transition from class teaching to subject teaching. The goal is achieved at the theoretical level, applying the method of theoretical analysis and content analysis technique. Because of the pre-puberty and puberty period that they are in, students are in a phase of intense growth and development where they are more easily fatigued; their attention is short-lived, which often leads to clumsiness in performing activities and solving tasks. The analysis of the results of the research so far indicates that the fifth grade students are achieving lower school success compared to the previous four years of schooling. The causes of many difficulties that occur in the fifth grade are: the volume and difficulty of the teaching material, the difference in the criteria of students’ assessment, the problem of adaptation to changes in work, the adaptation of teaching procedures to the age of students. The pedagogical implications of this paper are reflected in the identification of causes and their prevention in order to ensure the best possible adaptation of students to new changes.

scholarly journals THE DIFFICULTIES OF FIFTH GRADE STUDENTS IN SOLVING MATHEMATIC FRACTIONS WORD PROBLEMS

2019 ◽  
Vol 3 (2) ◽  
pp. 152 ◽  
Author(s):  
May Nisa Istiqomah ◽  
Sufyani Prabawanto
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Word Problem ◽  
Word Problems ◽  
Language Skills ◽  
Learning Difficulties ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Teaching Fractions ◽  
Research Show

Mathematics is often become the frightening subjects for students. Mathematics is considered as something which is difficult to solve. One of the elementary schools mathematics materials which is considered difficult is fractions. Not only students who consider fractions as difficult material but also teachers admit it as well. Teachers feel difficult in teaching fractions to students. Basic concept of fractions which is difficult for the student to grasp, would become even more complex if it is delivered in the form of word problem. In solving word problems students do not only need mathematic skills but also language skills. This research is aimed to analyze students learning difficulties in solving fractions word problem. This research is a qualitative research. The method of analysis used in this research is Newman method. The results of the research show that students faced difficulties in solving fractions word problems because (1) it is difficult for the students to understand the question and to translate it into mathematical sentence, (2) it is difficult for the students to determine the operation used in the word problems, (3) students are not accustomed to, thus they forget to write the conclusion/write the conclusion without the unit in every answers.

Impact of the InferCabulary App on Vocabulary Knowledge of Fifth-Grade Students With Disabilities

2019 ◽  
Vol 35 (4) ◽  
pp. 204-224
Author(s):  
Michael J. Kennedy ◽  
John Elwood Romig ◽  
Victoria J. VanUitert ◽  
Wendy J. Rodgers
Keyword(s):  
Student Learning ◽  
Students With Disabilities ◽  
Explicit Instruction ◽  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Future Research ◽  
Fifth Grade Students ◽  
Business As Usual ◽  
Core Characteristics ◽  
The Impact

There are multiple pathways for students with and without disabilities to learn new vocabulary terms. However, the number of empirically tested and validated multimedia options is surprisingly limited. In this study, researchers tested a commercially available app (InferCabulary) to evaluate the impact on vocabulary performance of fifth-grade students with and without disabilities. A key practice that can take many forms while maintaining its core characteristics is explicit instruction. Therefore, researchers paired the functionality of the app with explicit instruction to evaluate its impact on student learning. Based on a counterbalanced design across 6 alternating weeks accessing the app or teacher-led business-as-usual instruction, students scored higher on weeks when they used the app plus explicit instruction to learn new terms. Implications for future research are included.

HUBUNGAN ANTARA DUKUNGAN SOSIAL KELUARGA DENGAN KESULITAN BELAJAR

2016 ◽  
Vol 1 (1) ◽  
pp. 52-57
Author(s):  
Linda Mora
Keyword(s):  
Social Support ◽  
Family Support ◽  
Quantitative Research ◽  
Learning Difficulties ◽  
Fifth Grade ◽  
Data Collection Tool ◽  
Fifth Grade Students ◽  
Bivariate Correlation ◽  
Family Social Support ◽  
The Relationship

The aims of this study was to determine the relationship between family social support and learning difficulties in children. This type of research is quantitative research which is explanatory type. This study uses a questionnaire as a data collection tool that is distributed to 150 respondents from fifth grade students of SDN Kemanggisan 03 Pagi. Based on the results of bivariate correlation analysis obtained r of -0.216 with p <0.05, which means Ha which states there is a relationship between family social support and learning difficulties of fifth grade students of SDN Kemanggisan 03 Pagi received. Based on the results of data analysis, it can be concluded that there is a significant relationship with the negative direction between family social support and learning difficulties of fifth grade students of SDN Kemanggisan 03 Pagi.   Keywords: Family support, difficulty learning.   Tujuan penelitian ini adalah untuk mengetahui hubungan antara dukungan sosial keluarga dengan kesulitan belajar pada anak. Jenis penelitian yang digunakan adalah penelitian kuantitatif yang bertipe explanatory. Penelitian ini menggunakan kuesioner sebagai alat pengumpulan data yang disebarkan kepada 150 responden dari siswa kelas V SDN Kemanggisan 03 Pagi. Berdasarkan hasil analisis korelasi bivariate diperoleh r sebesar -0,216 dengan p<0.05, yang berarti Ha yang menyatakan ada hubungan antara dukungan sosial keluarga dengan kesulitan belajar siswa kelas V SDN Kemanggisan 03 Pagi diterima. Berdasarkan hasil analisis data dapat disimpulkan bahwa ada hubungan signifikan dengan arah negative antara dukungan social keluarga dengan kesulitan belajar siswa kelas V SDN Kemanggisan 03 Pagi.   Kata Kunci: Dukungan sosial keluarga, kesulitan belajar.

Science vocabulary knowledge of third and fifth grade students

1991 ◽  
Vol 75 (4) ◽  
pp. 419-428 ◽  
Author(s):  
Maria J. Meyerson ◽  
Marilyn Sue Ford ◽  
W. Paul Jones ◽  
Mary Ann Ward
Keyword(s):  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Science Vocabulary
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