scholarly journals Elementary students’ affective variables in a networked learning environment supported by a blog: a case study / Variables affectives des élèves du primaire dans un contexte d'apprentissage en réseau soutenu par un blogue: une étude de cas

2013 ◽  
Vol 39 (3) ◽  
Author(s):  
Stéphane Allaire ◽  
Pascale Thériault ◽  
Vincent Gagnon ◽  
Evelyne Lalancette
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Elementary Students ◽  
Elementary School Students ◽  
Research Team ◽  
Self Determination ◽  
Networked Learning ◽  
School Students ◽  
Affective Variables

This study documents to what extent writing on a blog in a blended learning environment could influence the affective variables of elementary-school students’ writing. We grounded our framework more specifically in Deci and Ryan’s theory of self-determination. Our research team used both pre and post-tests and we conducted the analysis on the basis of inferential and correlational statistics using SPSS 17®. Results indicate an increase in motivation to write in pupils who used the blog, whereas the number of comments made per post did not seem to have any definitive impact on this subject. Cette étude documente dans quelle mesure l'écriture de blogues dans un contexte d'apprentissage en réseau peut influencer les variables affectives de l'écriture chez les élèves du primaire. Le cadre d’analyse est fondé plus spécifiquement sur la théorie de l'autodétermination (Deci & Ryan, 1985), sur le rapport à l'écriture (Chartrand et Prince, 2009) et sur la théorie transactionnelle de Rosenblatt (1991). L’équipe de recherche a conduit des tests avant et après l’exercice d’écriture afin de mesurer les variables affectives. L’analyse est basée sur des statistiques déductives et corrélationnelles, traitées avec SPSS 17®. L’analyse qualitative est également utilisée pour identifier les intentions d’écriture et les thèmes des messages affichés sur le blogue. Les résultats indiquent une augmentation de la motivation d'écrire chez les élèves ayant utilisé le blogue, tandis que le nombre de commentaires formulés par message ne semble pas avoir eu d’effet décisif.

Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning

2021 ◽  
pp. 1494-1514
Author(s):  
Ren-Hung Hwang ◽  
Hsin-Tung Lin ◽  
Jerry Chih-Yuan Sun ◽  
Jang-Jiin Wu
Keyword(s):  
Elementary School ◽  
Learning Environment ◽  
Blended Learning ◽  
Elementary School Students ◽  
Science And Technology ◽  
Computer Skills ◽  
Learning Motivation ◽  
School Students ◽  
Learning Achievement ◽  
Online Technologies

Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.

Improving Learning Achievement in Science Education for Elementary School Students via Blended Learning

2019 ◽  
Vol 9 (2) ◽  
pp. 44-62 ◽  
Author(s):  
Ren-Hung Hwang ◽  
Hsin-Tung Lin ◽  
Jerry Chih-Yuan Sun ◽  
Jang-Jiin Wu
Keyword(s):  
Elementary School ◽  
Learning Environment ◽  
Blended Learning ◽  
Elementary School Students ◽  
Science And Technology ◽  
Computer Skills ◽  
Learning Motivation ◽  
Control Group ◽  
School Students ◽  
Learning Achievement

Blended learning—which combines online learning with traditional face-to-face classroom instruction—is currently held in high regard. In elementary schools, science and technology education aims to help children use technology tools and to learn how disciplines such as math and science are relevant to engineering. In this study, the authors examined what type of learning profile contributes to higher achievement in science and technology in a blended learning environment. The participants consisted of 106 elementary school students (grades three to six) from two different schools. The authors adapted the Online Technologies Self-Efficacy Scale (OTSES) and the Motivated Strategies for Learning Questionnaire (MSLQ) to measure students' computer skills and learning motivation, respectively, and to understand how the blended learning environment affected their learning achievement. The results were as follows: 1) Computer skills significantly improved for all students except sixth-graders. 2) The blended learning environment had no significant effect on learning motivation. 3) In grades four and five, students in the experimental group improved more in learning achievement than students in the control group, as reflected by their higher MSLQ and OTSES scores.

scholarly journals Aspek Penguasaan Kosakata Bahasa Indonesia oleh Siswa Sekolah Dasar di Kota Medan

2020 ◽  
Vol 9 (2) ◽  
pp. 286
Author(s):  
Wati Kurniawati ◽  
Deni Karsana
Keyword(s):  
Elementary School ◽  
Elementary Students ◽  
Elementary School Students ◽  
Case Study Method ◽  
School Students ◽  
Grade 5 ◽  
Good Scale ◽  
Bahasa Indonesia

The first step in this research is the always dominant the noun aspect in mastering Indonesian vocabulary. The focus in this study is how the control of Indonesian vocabulary in grade 5 SD students in Medan City. There are two sub-focusses in this study: (1) what is the level of qualification and (2) aspects of Indonesian vocabulary mastery by grade 5 elementary school students. This study aims to identify control of Indonesian vocabulary by grade 5 elementary school students based on the level of qualification and aspects of Indonesian vocabulary mastery. The method used is the case study method. The population in this study were elementary school students. The sample in this study were students of grade 5 elementary school accredited A and C in Medan City who were respondents. The findings of this study were the mastery of Indonesian vocabulary by elementary students in Medan City on a good scale, namely 78%. The mastery of Indonesian vocabulary in the noun aspect that was first recognized by the students did not show the dominant aspect in this study, but the adjective aspect. AbstrakAspek nomina dalam penguasaan kosakata bahasa Indonesia (BI) selalu dominan yang menjadi langkah awal penelitian ini. Fokus dalam penelitian ini adalah penguasaan kosakata BI oleh siswa kelas 5 SD di Kota Medan. Ada dua subfokus dalam penelitian ini, yaitu bagaimana tingkat kualifikasi dan aspek penguasaan kosakata bahasa Indonesia oleh siswa kelas 5 SD. Penelitian ini bertujuan untuk mengidentifikasi penguasaan kosakata BI oleh siswa kelas 5 SD berdasarkan (1) tingkat kualifikasi dan (2) aspek penguasaan kosakata BI. Metode yang digunakan adalah metode studi kasus. Populasi dalam penelitian ini adalah siswa SD. Sampel dalam penelitian ini ialah siswa kelas 5 SD yang berakreditasi A dan C di Kota Medan yang menjadi responden. Temuan penelitian ini ialah penguasaan kosakata BI oleh siswa SD di Kota Medan pada skala baik, yaitu 78%. Penguasaan kosakata BI aspek nomina yang pertama dikenal siswa tidak menunjukkan yang dominan dalam penelitian ini, tetapi aspek adjektiva.

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