Signposts of Success: Interpreting Ontario's Elementary School Test Scores

2005 ◽  
Vol 28 (3) ◽  
pp. 535
Author(s):  
W. Todd Rogers ◽  
Don A. Klinger ◽  
David Johnson
Keyword(s):  
Elementary School ◽  
Test Scores

scholarly journals Are California Elementary School Test Scores More Strongly Associated With Urban Trees Than Poverty?

2018 ◽  
Vol 9 ◽  
Author(s):  
Heather Tallis ◽  
Gregory N. Bratman ◽  
Jameal F. Samhouri ◽  
Joseph Fargione
Keyword(s):  
Elementary School ◽  
Test Scores ◽  
Urban Trees

Development of Music Creativity among Elementary School Students

2003 ◽  
Vol 51 (4) ◽  
pp. 278-288 ◽  
Author(s):  
Mark T. Kiehn
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Elementary School Students ◽  
Test Scores ◽  
Grade Level ◽  
Creative Thinking ◽  
Growth Stage ◽  
School Students ◽  
Level Difference ◽  
Two Measures

The purpose of this study was to compare the music improvisational creativity of students in Grades 2, 4, and 6. Randomly selected participants ( N = 89) were given two measures of creativity, the Vaughan Test of Musical Creativity and the Torrance Tests of Creative Thinking (figural form). Two independent judges scored responses on the Vaughan test to determine music improvisational creativity. A significant grade-level difference emerged for music creativity scores, with Grade 2 students scoring significantly lower than Grade 4 and 6 students. Results of the study may indicate a music creativity growth stage exists from Grade 2 to 4, followed by a developmental leveling (no significant change in test scores) between Grade 4 and Grade 6. There also were significant gender differences for music creativity test scores, with boys scoring higher than girls. Finally, a weak but statistically significant correlation was found between music creativity and figural creativity.

scholarly journals Pengembangan LKPD Berbasis Model Pembelajaran AIR Berorientasi Pada Peningkatkan Kemampuan Komunikasi Matematika

2021 ◽  
Vol 3 (2) ◽  
pp. 86-101
Author(s):  
Atika Nur Hidayati ◽  
Alben Ambarita ◽  
Dwi Yulianti
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Test Scores ◽  
Learning Models ◽  
Mathematical Communication ◽  
Class V ◽  
Mathematical Symbols ◽  
Study Results ◽  
Post Test ◽  
Materials Used

From the results of the answers to the test of mathematical communication skills and the deployment of the questionnaire obtained the problem, namely the low capacity of mathematical communication students, the difficulty of students to write the form of mathematical symbols, and the limitations of teaching materials used during learning in class V in elementary school. This study aimed to develop valid worksheets of students (LKPD) on building simple spaces in class V elementary school, knowing the practicality of LKPDs from users, educators and students, and knowing the effectiveness of LKPD on increasing mathematical communication skills. The method of development used in this study referred to the research design of Borg and Gall. Data collection techniques were carried out through documentation, observation, questionnaires, and students' mathematical communication skills tests. The subjects of this study were 25 control class students and 25 experimental class students at SDN 1 Semuli. The study results stated that LKPD products based on the AIR learning model were valid, practical, and effective in improving students' mathematical communication skills. It was proven by material experts, media experts, and language experts validating results with the "Very Valid" category. LKPD based on AIR learning models was practiced to be used by fulfilling the aspects of attractiveness, convenience, and usefulness with the "very practical" category. LKPD-based AIR learning models were effectively used to improve students' mathematical communication skills in the pretest and post-test scores, with the results of the calculation of the experimental class n-gain entry in the category was quite effective

scholarly journals The Effects of Chewing Cinnamon Flavored Gum on Mood, Feeling and Spelling Acquisition

2016 ◽  
Vol 9 (6) ◽  
pp. 223 ◽  
Author(s):  
Andrew Wilson ◽  
Wonsun Kim ◽  
Bryan Raudenbush
Keyword(s):  
Elementary School ◽  
Test Scores ◽  
Future Research ◽  
Not Given ◽  
Rote Learning ◽  
Spelling Acquisition ◽  
Gum Chewing ◽  
Spelling Test ◽  
Learning Techniques ◽  
5Th Grade

<p>The purpose of the study is to investigate if the effects of chewing cinnamon flavored gum can increase mood, feeling and spelling acquisition. 5th grade students (n=22) at Ilshin elementary school in South Korea served as participants. The same students were required to take 4 spelling tests with 1 given every day over the course of 4 days. For the 1<sup>st</sup> day, students were required to answer pre-questionnaires pertaining to mood and feeling before studying the spelling words. Students were then given 15 minutes to study while using the rote learning techniques to memorize spelling words; however, they were not given any gum. Afterwards, students were required to take the spelling test to determine memorization achievement. Lastly, students were required to retake the post-questionnaires based on mood and feeling again. On days 2-4 the same protocol was performed, however with 5, 10 or 15 minutes of gum chewing. The results indicated that in terms of the test scores, 15 minutes of chewing resulted in better performance than 5 or 10 minutes of chewing. However, there were no significant outcomes related to the mood and feeling scores. Future research should examine the type of information used for the memorization task, since recall vs. recognition tasks may be differentially affected by chewing.</p>

Educating students for an outdated world

2017 ◽  
Vol 99 (2) ◽  
pp. 46-52
Author(s):  
Steven Wolk
Keyword(s):  
High School ◽  
Elementary School ◽  
High Schools ◽  
21St Century ◽  
Test Scores ◽  
Teaching Practices ◽  
Detailed Account ◽  
Civic Life ◽  
Public High Schools ◽  
The Many

Ten years ago, in Kappan, the author published a detailed account of the old-fashioned and unengaging instruction used at his son Max’s Chicago elementary school. Now he updates readers with a reflection on Max’s high school years, describing a curriculum and teaching practices that desperately need an overhaul. Thanks to its competitive entrance requirements, Max’s high school attracts students with stellar test scores, which has given it a reputation as one of best public high schools in the country. But when the author looked carefully to see what actually goes on there, he found scant evidence that the school is preparing students to think critically, read deeply, participate in civic life, or meet the many challenges of the 21st century.

Effects of Test Anxiety and Testing Conditions on Intelligence Test Scores of Elementary School Boys and Girls

1973 ◽  
Vol 32 (2) ◽  
pp. 643-649 ◽  
Author(s):  
Filson A. Young ◽  
Marvin Brown
Keyword(s):  
Elementary School ◽  
Test Anxiety ◽  
Test Scores ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Fear Of Success ◽  
Testing Conditions ◽  
High Anxious ◽  
Intelligence Test Scores

264 grade five boys and girls were divided into high, middle, and low test-anxious and were matched on previously obtained IQs. Group intelligence tests were then administered under either relaxed or achievement-oriented conditions. The hypotheses were suggested by test anxiety theory. The prediction that low-anxious Ss would perform better under achievement conditions than under relaxed conditions was supported by the results for the boys but not for the girls. The results failed to support predictions that highly anxious Ss would perform better under relaxed conditions or that there would be little difference between the performance of the low- and high-anxious Ss under relaxed conditions. Horner's concept of fear of success in women was suggested as an explanation for the differences among the low-anxious Ss. Low-anxious boys improved their performance from relaxed to achievement conditions, while that of the girls deteriorated under the achievement condition.

scholarly journals Exploring Selected Game on English for Young Learner’s Vocabulary Mastery: The Word Clap Vs Quiz

2019 ◽  
Vol 1 (2) ◽  
pp. 44-53
Author(s):  
Desi Nori Sahputri ◽  
Kurniawan Kurniawan
Keyword(s):  
Elementary School ◽  
Test Scores ◽  
Teaching Strategy ◽  
Fifth Grade ◽  
Average Score ◽  
Experiment Research ◽  
Alternative Teaching ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experiment

This research was conducted to offer an alternative teaching strategy on raising vocabulary mastery using the Word Clap Game. The purpose of this study was to determine whether there was a difference in the results of the Word Clap Game strategy on EYL’s vocabulary mastery of the fifth-grade Narwastu elementary school in Pekanbaru, Indonesia. This quasi experiment research involved 60 students with two classes; The experimental class with 29 students (VB class) and the control class with 31 students (VA class). The results of this study highlighted the post-test scores in the experimental class as having increased compared with the pre-test scores, which can be seen from the average score of the experimental class post-test that was 76.03 while the pre-test was 62.75. The average post-test value in the control class is 74.19, which was lower than the experimental class. Therefore, this study believes that there was no significant difference in students who are taught using the Word Clap Game strategy in mastering vocabulary with students who were not taught using the Word Clap Game strategy both seem effective in raising the EYL vocabulary mastery. 

scholarly journals Peningkatan Pemahaman Matematis Siswa SMAK Warta Bakti Kefamenanu Melalui Pembelajaran Berbantu Sudoku

2020 ◽  
Vol 10 (1) ◽  
pp. 31-42
Author(s):  
Cecilia Novianti Salsinha ◽  
Eva Binsasi ◽  
Elinora Naikteas Bano
Keyword(s):  
Elementary School ◽  
Learning Strategies ◽  
Test Scores ◽  
National Average ◽  
Learning Method ◽  
Ministry Of Education ◽  
Learning Methods ◽  
Learning Mathematics ◽  
Post Test ◽  
Innovative Learning

Mathematics is one of the most important sciences in life, this can be seen from mathematics lessons that have even been learned since elementary school and even kindergarten. But learning mathematics is not always easy. Based on observations in the field, there are still many teachers in schools providing a less innovative learning, learning strategies that are still monotonous and learning methods that are less interesting.Based on data from the UN results in 2019 obtained from the Ministry of Education and Culture shows that NTT is one of 12 provinces where the average UN score is below the national average. Because mathematics is one of the UNBK subjects but occupies the lowest place of other subjects, the authors consider mathematics to be the center of attention, especially in the NTT region especially Kefamenanu. Therefore, the writer applies the sudoku game-assisted learning method to improve the understanding of the students of Warta Bakti Kefamenanu. The researcher compared the pre-test and post-test scores which gave the result that the scores were lower than the post-test scores. This confirms that students' understanding after learning by using the Sudoku game gives significant results.

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