scholarly journals Effect of Socratic dialogic teaching on sixth grade students' attention and academic achievement

2019 ◽  
Vol 21 (2) ◽  
pp. 94-107
Author(s):  
Nouri Ali ◽  
Fataneh Esmaeili ◽  
Saman Seifpour ◽  
Anahita Khorami ◽  
Samira Anvar ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Sixth Grade ◽  
Dialogic Teaching ◽  
Sixth Grade Students

scholarly journals Research in Homework as the Motivating Factor in Reading Achievement

1970 ◽  
Vol 3 (3) ◽  
pp. 51-60 ◽  
Author(s):  
Jane M. Singh
Keyword(s):  
Academic Achievement ◽  
Reading Achievement ◽  
Reading Development ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Economic Background ◽  
Motivating Factor

Using approximately 400 fourth, fifth and sixth grade students with varying socio-economic background, this study was designed to investigate individualized enrichment homework upon the academic achievement of these children as it relates to total reading development.

Relationship Between Peer Victimization and School Adjustment in Sixth-Grade Students: Investigating Mediation Effects

2004 ◽  
Vol 19 (5) ◽  
pp. 557-571 ◽  
Author(s):  
Hsi-Sheng Wei ◽  
James Herbert Williams
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
School Adjustment ◽  
Sixth Grade ◽  
School Attachment ◽  
Mediation Effects ◽  
School Settings ◽  
Path Analyses ◽  
Sixth Grade Students ◽  
The Relationship

Peer victimization is a common occurrence in school settings. This study investigated the relationship between peer victimization and school adjustment in a sample of 1,022 sixth-grade students. Measures used in this study include peer victimization, perceived peer nonsupport, school attachment, inattention problems, and academic achievement. Multivariate path analyses were conducted to test direct and mediation effects in the overall model and to explore gender differences. The results provided support for the hypothesized model indicating that the relationship between peer victimization and school attachment is mediated by perceived peer nonsupport, and that school attachment is related to inattentive school behaviors and poor academic achievement. Paths indicated invariance across models for gender. Prevention and intervention implications of these findings are discussed.

scholarly journals Effectiveness of the use of Quart program on educational achievement and creative thinking in modern subjects for sixth grade pupils: فاعلية استخدام برنامج الكورت على التحصيل الدراسي والتفكير الابداعي في مادة الحديث لتلاميذ الصف السادس الابتدائي

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Abdul Aziz Jaber Al-Salami
Keyword(s):  
Academic Achievement ◽  
Creative Thinking ◽  
Educational Achievement ◽  
Sixth Grade ◽  
Test Sample ◽  
Test System ◽  
Control Group ◽  
Experimental Sample ◽  
Two Samples ◽  
Sixth Grade Students

The aim of this research was to uncover the effectiveness of using the skills of the Quart program to improve academic achievement and to develop creative thinking in modern subjects for the sixth graders. The researcher used the experimental method, and applied the research to two samples, one of them experimental and experimental, of the sixth grade students in Jeddah, the number of (56) students, divided equally. The two groups were subjected to the test sample to test the creative thinking of Figure (B) By the researcher, where it was applied after the seizure and to verify its sincerity and stability. Using the SPSS test system, the results showed that the experimental group students outperformed their counterparts in the control group in the average of the degrees of creative thinking and post-academic achievement, and that this superiority was statistically significant at the level of α (00,05). The results also showed the effectiveness of the skills of the courteous program in improving academic achievement and developing the creative thinking of the experimental sample students. (10.89) compared to (7.57) for the control, with a difference of (3.32). For the pilot. In light of the results of the research, the researcher recommended a set of recommendations, the most important of which is the employment and use of thinking programs such as the curriculum in teaching Islamic education courses at all levels of study.

scholarly journals Comparing Collaborative and Cooperative Gameplay for Academic and Gaming Achievements

2019 ◽  
Vol 57 (8) ◽  
pp. 2110-2140 ◽  
Author(s):  
Youngkyun Baek ◽  
Achraf Touati
Keyword(s):  
Academic Achievement ◽  
Group Work ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Future Research ◽  
Game Based Learning ◽  
Sixth Grade Students ◽  
Social Gaming ◽  
Positive Feelings

This article reports an empirical study that explores gender differences in both cooperative and collaborative social gaming in relation to achievements and attitudes. Another aim was to compare students’ game attitudes, feelings toward group work, and achievements in cooperative versus collaborative digital game-based learning environments. One hundred sixty-four, sixth-grade students from five different classrooms at an elementary school in South Korea participated voluntarily in this study. A total of 2 boys and 2 girls were randomly assigned to each group, resulting in 20 groups for each of the grouping conditions. Based on interaction effects, results suggest that male students show more positive game attitudes in collaborative conditions, whereas female students show more positive game attitudes in cooperative conditions. Data also suggest that males show more positive feelings toward group work than females, irrespective of grouping conditions. Regarding academic and gaming achievements, female students showed higher academic achievement in collaborative conditions, while male students scored higher on academic achievement under cooperative conditions. Findings from this study indicate that gender-balanced groups show significantly higher gaming achievement in collaboration compared with cooperation. Results are interpreted with reference to future research and classroom practices.

scholarly journals Teacher Competence And The Academic Achievement Of Sixth Grade Students In Uganda

2012 ◽  
Vol 9 (1) ◽  
pp. 83-90
Author(s):  
Robert Wamala ◽  
Gerald Seruwagi
Keyword(s):  
Academic Achievement ◽  
Primary Schools ◽  
Formal Education ◽  
Sixth Grade ◽  
Education Quality ◽  
Teacher Competence ◽  
Urban Residence ◽  
Teacher Competency ◽  
Geographical Regions ◽  
Sixth Grade Students

The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The percentage scores of students and teachers in reading and numeracy tests were adopted as measures of academic achievement and competence, respectively. The analysis was carried out using a multiple linear regression clustered by six geographical regions in Uganda eastern, western, southern, northern, southwestern, and northeastern. In addition to teacher competency, students academic achievement in the various disciplines was modeled by the student characteristics of age, sex, rural-urban residence, class repetition status (any class), and length of pre-primary education. The results showed students high academic achievement in reading and numeracy was significantly associated with high teacher competency in the same disciplines. However, this generalization may not hold for all students in all countries because of variations in learner characteristics and the learning environment. Nevertheless, the findings suggest the need to strengthen teacher competence as a measure to enhance students academic achievement in formal education.

Prediction of Music Achievement in the Elementary School

1982 ◽  
Vol 30 (1) ◽  
pp. 61-68 ◽  
Author(s):  
Steven K. Hedden
Keyword(s):  
Academic Achievement ◽  
Sixth Grade ◽  
Self Concept ◽  
Elementary Grades ◽  
Moderate Increase ◽  
Music Achievement ◽  
Sixth Grade Students ◽  
Music Attitude ◽  
Music Specialist ◽  
And Gender

This study examined several predictors of music achievement for general music students in the upper elementary grades: attitude toward music, self-concept in music, music background, academic achievement, and gender. Subjects were 144 fifth- and sixth-grade students in two Midwestern towns who received regularly-scheduled instruction from a music specialist. Multiple regression analysis revealed that the best single predictor of music achievement was the academic achievement test. The addition of the music attitude or self-concept measure produced a moderate increase in predictive power; the remaining variables were not effective predictors. The results of the study suggest that a teacher may be able to heighten music achievement by stressing music attitude or self-concept during music classes.

scholarly journals Investigating the Impact of Teaching Based on Flipped Learning on the Academic Achievement of Sixth-Grade Students

2020 ◽  
Vol 2 (2) ◽  
pp. 89-97
Author(s):  
S. Abdolhadi Samavi ◽  
Hojatallah Javidi ◽  
Soltanali Kazemi ◽  
Majid Barzegar ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Sixth Grade ◽  
Flipped Learning ◽  
Sixth Grade Students ◽  
The Impact

Academic Achievement Of Ugandan Sixth Grade Students: Influence Of Parents Education Levels

2013 ◽  
Vol 6 (1) ◽  
pp. 133-142 ◽  
Author(s):  
Robert Wamala ◽  
Omala Saint Kizito ◽  
Evans Jjemba
Keyword(s):  
Academic Achievement ◽  
Primary Education ◽  
Primary Schools ◽  
Formal Education ◽  
Sixth Grade ◽  
Post Secondary ◽  
Geographical Regions ◽  
Sixth Grade Students ◽  
Education Levels ◽  
Study Support

The study investigates the influence of a father and mothers education on the academic achievement of their child. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality survey comprising 5,148 records of sixth grade students enrolled in Ugandan primary schools. Students percentage scores in the health sciences, reading, and numeracy tests were adopted as a measure of academic achievement. The analysis was carried out using summary statistics and a multiple linear regression clustered by six geographical regions in Uganda: central, eastern, western, northern, southwestern, and northeastern. In addition to father and mothers education, students test scores in the various disciplines were analyzed by the characteristics of age, sex, rural-urban residence, grade repetition status (any grade), and length of pre-primary education. The results showed that the level of a fathers education required to predict whether the child will achieve better scores in all disciplines was primary education. However, a mother required secondary and post-secondary education to enable the child to obtain better scores in reading and numeracy, respectively. Much of the previous literature has suggested that children born to educated parents have higher academic achievement; the results of this study support this finding but also reveal a difference in the levels of a father and mothers education required to predict their childs achievement of better scores in formal education.

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