scholarly journals Comparison of High-Achieving Sixth Grade Students’ Performances on Written Computation, Symbolic Representation, and Pictorial Representation Tests

2020 ◽  
Vol 13 (2) ◽  
pp. 233-255
Author(s):  
Suphi Önder BÜTÜNER
Keyword(s):  
Sixth Grade ◽  
Symbolic Representation ◽  
The Other ◽  
Pictorial Representation ◽  
Sixth Grade Students ◽  
High Achieving ◽  
The Difference ◽  
Grade Average

Abstract: The present study was conducted to compare the performances of high-achieving sixth grade students on written computation, symbolic representation, and pictorial representation tests. The study enrolled 107 sixth-grade students in three schools. Data were analyzed by using the Kruskal Wallis and Mann Whitney-U Tests and interviews were conducted with six students. The Mann Whitney U test was utilized to explore the groups that were favored by the difference. Student performances were lower particularly in the pictorial representation test than the other two. It is interesting that the students with mathematics grade average points of 4 and 5 at the end of the first academic term failed to show the same success that they showed in the written computation test in the two other tests as well. Therefore, it can be said that the teachers evaluate the students who are good at doing operations as successful in mathematics.

Diagnosing Strengths and Weaknesses of Sixth-Grade Students in Solving Word Problems

1982 ◽  
Vol 13 (3) ◽  
pp. 202-210
Author(s):  
Hunter Ballew ◽  
James W. Cunningham
Keyword(s):  
Elementary Schools ◽  
Word Problems ◽  
Reading Skills ◽  
Diagnostic System ◽  
Sixth Grade ◽  
The Other ◽  
Major Difficulty ◽  
Word Problem Solving ◽  
Sixth Grade Students ◽  
Diagnostic Profile

A diagnostic system developed by the investigators was used to determine the strengths and weaknesses of sixth-grade students in solving word problems. The diagnostic system involved three separate tests at each of six levels of difficulty. These tests were administered to all sixth-grade students in two elementary schools. Complete data were obtained for 217 students, and these data provided a diagnostic profile for each student consisting of a score for computational skills, a score for reading skills, a score for problem-interpretation skills, and a score for skills in integrating the other skills into the total solution of word problems. Each of computation, reading, and problem-interpretation skills represented the major difficulty in word problem solving.

scholarly journals The Contribution of Understanding Academic Vocabulary to Answering Comprehension Questions

1993 ◽  
Vol 25 (2) ◽  
pp. 171-180 ◽  
Author(s):  
James W. Cunningham ◽  
David W. Moore
Keyword(s):  
Reading Comprehension ◽  
Question Answering ◽  
Sixth Grade ◽  
Vocabulary Knowledge ◽  
Comprehension Question ◽  
Academic Vocabulary ◽  
Independent Factor ◽  
Sixth Grade Students ◽  
The Difference ◽  
Vocabulary Subtest

This study was designed to investigate whether the vocabulary of written comprehension questions is an independent factor in determining students' reading comprehension performance. The factors controlled were reader characteristics, text characteristics, and question-text-answer relationships. Sets of matched comprehension questions differing only in type of vocabulary (academic vs. everyday) were answered by 106 fourth-, fifth-, and sixth-grade students. Subjects' scores on the ITBS meaning vocabulary subtest and an informal measure of academic vocabulary knowledge were also collected. Differences between means indicated that academic vocabulary in comprehension questions significantly decreased question-answering performance. To shed additional light on this decrease, a series of simple, multiple, and semipartial correlations between vocabulary measures and comprehension question scores were computed. These correlations consistently supported the interpretation that differences in terminology between the matched sets of questions accounted for the difference in performance on the questions. Possible directions for further research and implications for practice are discussed.

scholarly journals MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA MATERI SURAT RESMI KELAS VI SD (The Cooperative Integrated Reading Composition [CIRC] Model to Increase The Student's Learning Result in Bahasa Indonesia Material Formal Letter Discussion in The Sixth Grade of Elementary School)

Sirok Bastra ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 23-34
Author(s):  
Nolia Nolia
Keyword(s):  
Data Analysis ◽  
Quantitative Analysis ◽  
Research Method ◽  
Descriptive Analysis ◽  
Sixth Grade ◽  
The Other ◽  
Descriptive Data ◽  
Sixth Grade Students ◽  
Academic Year ◽  
Bahasa Indonesia

Kemampuan peserta didik dalam materi surat resmi sangat rendah sehingga perlu suatu model pembelajaran yang sesuai untuk mengingkatkan kemampuan tersebut. Penelitian ini bertujuan untuk meningkatkan hasil belajar Bahasa Indonesia materi surat resmi dengan model Cooperative Integrated Reading and Composition (CIRC) pada peserta didik kelas VI semester 2 SD Negeri 5 Manggar. Metode yang digunakan pada penelitian ini adalah penelitian tindakan kelas dengan metode analisis data kuantitatif dan deskriptif. Hasil analisis data kuntitatif, yaitu ketuntasan peserta didik secara klasikal pada kegiatan prasiklus 25%, siklus 1 41,7%, dan siklus 2 91,7%. Sedangkan analisis deskriptif terdapat peningkatan aktivitas positif peserta didik, yaitu bersemangat dan aktif mengikuti proses pembelajaran pada prasiklus 33,3%, siklus 1 75%, dan siklus 2 100%. Senang bertanya kepada guru atupun teman tentang materi yang sedang dipelajari pada prasiklus 25%, siklus 1 58,3%, dan siklus 2 83,3%. Menanggapi pertanyaan guru dengan baik pada prasiklus 25%, siklus 1 50%, dan siklus 2 91,7%. Student's competency in writing the formal letters was very low, so it's necessary to create a learning model that is able to increase the competency. The research aims to increase the learning result in Bahasa Indonesia subject on formal letter material by using cooperative integrated reading and composition to sixth-grade students of SD Negeri 5 Manggar in the second-semester academic year. The action research is chosen as a research method by quantitative and descriptive data analysis Through quantitative analysis result shown students' classical passing grade in the pra cycle is 25% than in the first cycle is 41.7 % and in the second cycle 91.7%. On the other hand, the result of descriptive analysis showed that there were some positive achievements in students' activities such as the level of curiosity and their involvement in the learning process. The achievement can be shown by the improvement of percentage in every cycle like 33.3 % in the pra cycle, 75% in the first cycle, and 100% in the second cycle. The study also impacts the increase of student's asking behavior, in the pra cycle 25%, the first cycle 58.3%, and the second cycle 83.3%. The student's responses to the teacher's questions increases from 25% in the pra cycle to 50% in the first cycle and 91.7% in the second cycle.

scholarly journals Matematiikan parhaaksi osaajaksi kehittyminen perusopetuksen aikana

2020 ◽  
Vol 4 (1) ◽  
pp. 2-33
Author(s):  
Laura Niemi ◽  
Jari Metsämuuronen ◽  
Markku Hannula ◽  
Anu Laine
Keyword(s):  
Basic Education ◽  
Longitudinal Research ◽  
Sixth Grade ◽  
Ninth Grade ◽  
National Agency ◽  
The Third ◽  
Explanatory Factors ◽  
High Achieving Students ◽  
High Achieving ◽  
The Difference

Tutkimus perustuu Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen hankkeessa tuotettuun pitkittäisaineistoon, jossa samaan ikäluokkaan kuuluvien oppilaiden matematiikan osaamisen kehitystä on seurattu vuosien 2005–2015 aikana perusopetuksen kolmannelta vuosiluokalta toisen asteen koulutuksen loppuun. Tutkimus kohdistuu matematiikan parhaisiin osaajiin ja siihen, miten heidän osaamisensa on kehittynyt perusopetuksen aikana ja mikä erottaa parhaat osaajat muista. Tutkimusaineisto käsittää yhteensä 2051 oppilasta, jotka ovat osallistuneet kolmannella, kuudennella ja yhdeksännellä vuosiluokalla pidettyihin matematiikan osaamista kartoittaviin kokeisiin. Näistä yhdeksännen vuosiluokan kokeessa menestymisen perusteella parhaiden osaajien joukkoon luokiteltuja oppilaita on 256 (12,5 %). Tutkimustulosten mukaan suurin osa parhaista osaajista erottuu muusta tutkimusjoukosta jo kolmannella vuosiluokalla, ja ero muihin oppilaisiin näkyy selkeästi kuudennella luokalla. Oppilaan aikaisempi osaaminen, käsitys omasta osaamisesta ja vanhempien koulutustaso olivat selkeitä parempaa osaamista selittäviä tekijöitä. Tutkimuksessa havaittiin, että parhaiden osaajien tasolle voi yltää myös keskitasoa heikommasta lähtötasosta.   Evolving into a mathematically high-achieving student during basic education Abstract The study is based on the national evaluation of mathematics carried out by the Finnish National Agency for Education (EDUFI) and the Finnish Education Evaluation Centre (FINEEC). The development of mathematical competence of students of the same age group has been investigated during 2005–2012 from the third year of basic education to the ninth year. The study focuses on mathematically high-achieving students and how their skills have evolved during basic education and what kind of factors distinguish them from others. The longitudinal data consists of 2051 students who have taken part in mathematics examinations in the third, sixth and ninth grades. Definition of high-achieving students is based on success in the examination of ninth grade. Total number of high-achieving students is 256 (12,5 %). The results indicated that high-achieving students are distinguished from others in the third grade and the difference between them and other students is clearly visible in the sixth grade. Students’ previous mathematical performance, self-competence and the level of parents’ education were explanatory factors for better competence in ninth grade. The study found that the level of a high-achieving student can be attained also from a lower than average starting level. Keywords: basic education, learning outcomes in mathematics, high-achieving students, longitudinal research, national evaluation in mathematics

scholarly journals Fortalecimiento de las competencias matemáticas a partir de la resolución de problemas en operaciones básicas de números naturales, para estudiantes del grado sexto en Colombia

2017 ◽  
Vol 8 (1) ◽  
pp. 62-70
Author(s):  
María Alejandra Sánchez Díaza
Keyword(s):  
Educational Institution ◽  
Sixth Grade ◽  
The Other ◽  
San Jose ◽  
Problem Statement ◽  
Construction Of Knowledge ◽  
Problem Situations ◽  
Sixth Grade Students ◽  
Mathematical Problems ◽  
Problematic Situations

Resumen: A continuación, se describe en el siguiente artículo, referente a una investigación realizada cuyo objetivo es implementar talleres guías para el fortalecimiento de la competencia matemática de resolución en los sistemas numéricos a través del Método Polya, para los estudiantes de sexto grado de la Institución Educativa Colegio San José “El Trigal” de Cúcuta. La metodología empleada fue de investigación acción, donde se utilizaron como instrumentos para recabar la información: la observación directa, diarios de campo, prueba diagnóstica y talleres guía. Con respecto a la propuesta, su autora presenta diversas estrategias de aplicación de talleres guía, con el fin de atender la dificultad que tienen los estudiantes del grado sexto para la resolución de problemas: que consiste en leer, analizar y solucionar situaciones problemáticas en los distintos conjuntos de numeración, reflejadas en los hallazgos obtenidos en las pruebas institucionales y en las llamadas “PRUEBAS SABER”. Los resultados de la investigación determinaron que los participantes logran solucionar situaciones problemas, desde la Comprensión del enunciado del problema, Aclaración de dudas, Identificación de todos los datos y de lo que quería encontrar, Formulación de un plan para encontrar una solución, Realización de las operaciones correctamente y Verificación del resultado. Finalmente se propone a la Institución asignar una hora de Formulación y Solución de Problemas matemáticos, además la planeación de clases a partir de Talleres Guías, ya que facilitan la construcción de conocimientos a partir de aprendizajes significativos y la interacción con el otroPalabras clave Competencias matemáticas, Resolución de problemas, Operaciones básicas de Números NaturalesAbstract: Next, it is described in the following article, referring to a research carried out whose objective is to implement guides workshops for the strengthening of the mathematical competence of resolution in the numerical systems through the Polya Method, for the sixth grade students of the Educational Institution Colegio San José “El Trigal” of Cúcuta. The methodology used was action research, where they were used as instruments to collect the information: direct observation, field diaries, diagnostic test and guide workshops. With respect to the proposal, the author presents several strategies for the application of guiding workshops, in order to address the difficulty of sixth grade students to solve problems: reading, analyzing and solving problematic situations in different sets of numbers, reflected in the findings obtained in the institutional tests and in the so-called “TESTS KNOW”. The results of the research determined that the participants managed to solve problem situations, from the understanding of the problem statement, clarification of doubts, identification of all the data and what he wanted to find, formulation of a plan to find a solution, operations correctly and Verification of the result. Finally it is proposed to the Institution to assign an hour of Formulation and Solution of Mathematical Problems, besides the planning of classes from Workshops Guides, since they facilitate the construction of knowledge from significant learning and interaction with the other. Keywords Mathematical competences, Problem solving, Basic Operations of Natural Numbers

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