Tablets in Primary Schools

2018 ◽  
Vol 9 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Emmanuel Fokides
Keyword(s):  
Augmented Reality ◽  
Primary Schools ◽  
Positive Attitude ◽  
Teaching Method ◽  
Sixth Grade ◽  
The Other ◽  
Constructivist Teaching ◽  
Primary School Students ◽  
School Students ◽  
The Third

This article presents the results of a short project in which tablets were used for teaching the respiratory, circulatory, and digestive systems to 162 sixth-grade primary school students who were divided into three groups. The first group was taught conventionally using a textbook, while in the second a constructivist teaching method was applied and the teachers actively participated in the process. The third group was also taught using the same constructivist teaching method, but the instruction was technologically enhanced with tablets and an application with augmented reality features. Data was collected by means of evaluation sheets and a questionnaire. The results indicated that students in the third group outperformed students in the other two groups. As for students' misconceptions, the only notable difference was between the third and first group. These results can be attributed to students' strong positive attitude towards the use of tablets, motivation, and enjoyment, as well as to the teaching method. The study's implications are also discussed.

Tablets in Primary Schools

2020 ◽  
pp. 787-804
Author(s):  
Emmanuel Fokides
Keyword(s):  
Augmented Reality ◽  
Primary School ◽  
Primary Schools ◽  
Positive Attitude ◽  
Teaching Method ◽  
Sixth Grade ◽  
The Other ◽  
Constructivist Teaching ◽  
School Students ◽  
The Third

This article presents the results of a short project in which tablets were used for teaching the respiratory, circulatory, and digestive systems to 162 sixth-grade primary school students who were divided into three groups. The first group was taught conventionally using a textbook, while in the second a constructivist teaching method was applied and the teachers actively participated in the process. The third group was also taught using the same constructivist teaching method, but the instruction was technologically enhanced with tablets and an application with augmented reality features. Data was collected by means of evaluation sheets and a questionnaire. The results indicated that students in the third group outperformed students in the other two groups. As for students' misconceptions, the only notable difference was between the third and first group. These results can be attributed to students' strong positive attitude towards the use of tablets, motivation, and enjoyment, as well as to the teaching method. The study's implications are also discussed.

Teaching Basic Programming Concepts to Young Primary School Students Using Tablets

2020 ◽  
pp. 805-821
Author(s):  
Emmanuel Fokides
Keyword(s):  
Primary School ◽  
Mobile Applications ◽  
Primary Schools ◽  
Ease Of Use ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Policy Makers ◽  
The Third ◽  
Data Analyses

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The second was taught using a board game, while the third was taught using tablets and an application. Students' performance was assessed using evaluation sheets. Data analyses revealed that students in the tablets/application group outperformed students in the other two groups in three out of four tests. No age differences were noted. Students' views regarding the application were highly positive. The learning outcomes can be attributed to the combination of the application's game-like features and to the tablets' ease of use. On the basis of the results, educators, as well as policy makers, can consider the use of tablets and mobile applications for teaching basic programming concepts to young primary school students.

scholarly journals Teachers’ oral presentation from students’ perspective

2013 ◽  
Vol 45 (2) ◽  
pp. 363-380
Author(s):  
Vera Radovic
Keyword(s):  
Oral Presentation ◽  
Teaching Method ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Negative Comments ◽  
Methodological Aspects ◽  
Oral Presentations ◽  
The Given ◽  
Teaching Element

The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

scholarly journals Attitudes of Primary School Students in Saudi Arabia Towards Using PowerPoint Program in Classroom

2020 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Mohammed Elmetwali Mohammed Amer
Keyword(s):  
Saudi Arabia ◽  
Primary School ◽  
Primary Schools ◽  
Sixth Grade ◽  
Male Students ◽  
Primary School Students ◽  
School Students ◽  
Information Retention ◽  
Problem Solving Skills ◽  
Positive Attitudes

The present study aimed to explore the attitudes of primary school students in Saudi Arabia towards using PowerPoint program in classroom. A descriptive analytical approach was adopted and a questionnaire was developed. The researcher selected a purposive sample consisting of305 sixth grade male students from five primary schools in Al-Sulail, Saudi Arabia. The questionnaire forms were distributed to all of those students. All of the distributed forms were retrieved and considered valid for analysis. SPSS program was used. It was found that most of the primary school students in Saudi Arabia have excellent skills in using the PowerPoint program. It was found that primary school students in Saudi Arabia have positive attitudes towards using PowerPoint program in classroom. It was found that using PowerPoint enriches students’ knowledge, and increases their concentration, and academic achievement. It was found that using PowerPoint improves students’ understanding of the material, problem solving skills, and information retention. 

scholarly journals Augmented Reality-assisted Pictorial Storybook: Media to Enhance Discipline Character of Primary School Students

2019 ◽  
Vol 6 (1) ◽  
pp. 11
Author(s):  
Azmil Hasan Lubis ◽  
Muhammad Nur Wangid
Keyword(s):  
Augmented Reality ◽  
Primary School ◽  
Primary Schools ◽  
Sampling Technique ◽  
T Test ◽  
Primary School Students ◽  
School Students ◽  
Test Technique ◽  
Fourth Grade Students ◽  
Data Collection Technique

This research is intended to determine the effectiveness of Augmented Reality (AR)-assisted pictorial storybook in improving discipline character of primary school students. The population of this research was all state-run primary schools in in Sleman Regency, Special Region of Yogyakarta, Indonesia. Specifically, the samples were fourth-grade students from two primary schools, where each of them was selected to be control and experiment groups. The method used is an experimental research, while the sampling technique was cluster random sampling technique. The data collection technique was disciplinary character observation technique. Furthermore, the data were analyzed using t-test technique. The results of this research indicated that the value of sig. t-test was 0.00 (<0.05). Thus, it can be concluded that AR-assisted picture storybook was considered effective in enhancing disciplinary character of primary school students. Therefore, it is recommended that the use of AR can be improved and disseminated to reach the learning objectives of primary school students, specifically in enhancing discipline character.

scholarly journals Tahlil al-Jinsi fi Kitab al-Lughah al-‘Arabiyyah min I’dadi Wizarati asy-Syuun ad-Diniyyah

2021 ◽  
Vol 3 (01) ◽  
pp. 101
Author(s):  
Khoirul Huda ◽  
Ida Rusnita
Keyword(s):  
Primary School ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Arabic Language ◽  
Gender Analysis ◽  
Primary School Students ◽  
School Students ◽  
The Third ◽  
Library Research ◽  
Fourth Grade Students

In the Arabic language book Curriculum 2013 for fourth-grade students, in the third lesson, the profession of gender-biased vocabulary was found: In that lesson, various types of professions for females and males are mentioned, such as the word (employee - female employee) except in the word “policeman - soldier - driver) it is mentioned for males only. And in the word (sewing - nurse) it is mentioned for females only. Based on what the researcher mentioned in the background of the research, the researcher’s problems are: How does gender analysis in the Arabic language book for primary school students based on the 2013 syllabus look from the context of the word and the presentation of images? How are disadvantages and advantages in the Arabic language textbook for primary school students based on the 2013 syllabus viewed from a gender context? The type of research used by the researcher in this research is library research. A gender analysis in the Arabic language book for primary school students based on the 2013 syllabus looks from the context of the word and the presentation of the images, and is done by counting the word used in the third, fourth, fifth and sixth grade book. Most of the words found in the Arabic language book are chapters that indicate that they are gender-responsive.  

Rhythm pattern discrimination by primary school students

2020 ◽  
pp. 1321103X1986905
Author(s):  
Jorge Antonio Durá ◽  
Jesús Tejada
Keyword(s):  
Primary School ◽  
Family Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Pattern Discrimination ◽  
Presentation Mode ◽  
Primary School Students ◽  
School Students ◽  
Experimental Conditions ◽  
The Third

Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each using two levels (static and dynamic). Four experimental conditions were designed: (1) static audiovisual, (2) dynamic audiovisual, (3) static audio-textual and (4) dynamic audio-textual. Data were collected by administering a rhythmic discrimination test to intact classes in second grade ( N = 83; 40 boys and 43 girls; 7–8 years old; medium socio-economic level) at two public primary schools from Comunitat Valenciana, Spain. Fourteen rhythmic patterns were presented to each group in each condition. Each pattern was played three consecutive times. The test consisted of comparing the third presentation of each pattern to the first two presentations – thereby exposing the sample pattern – and deciding whether the third was the same or not. The following covariates were measured: age, previous rhythmic skills, musicians in the family environment, out-of-school music studies and grades earned in music school classes during the previous year. The test scores show significant statistical differences between dynamic audiovisual and static audio-textual ( g = 1.25), as well as between dynamic audio-textual and static audio-textual ( g = .90). Furthermore, the audiovisual presentation mode was superior to its audio-textual counterpart ( g = .46) and the findings showed that the dynamic presentations were more effective than the static ones ( g = .69). The implications for teaching and learning rhythm are discussed.

scholarly journals Uczeń ze specjalnymi potrzebami edukacyjnymi na lekcji języka obcego w szkole podstawowej – rola nauczyciela i środowiska szkolnego w realizacji koncepcji inkluzji

Neofilolog ◽  
2017 ◽  
pp. 25-41
Author(s):  
Monika Janicka
Keyword(s):  
Primary Schools ◽  
Applied Linguistics ◽  
Educational Needs ◽  
Language Teachers ◽  
The Other ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Primary School Students ◽  
School Students ◽  
Language Classroom

The article presents the tenets of the inclusion concept and the ways as well as the problems concerned with its implementation. Special attention has been given to primary school-students with special educational needs in the language classroom. In the article results of a research project are presented. The project had two aims. The first was to elicit the level of implementation of the inclusion concept at Polish primary schools using the example of teaching foreign languages. The other aim was to sensitise the students of applied linguistics – future language teachers – to the challenges concerned with teaching languages to children with special educational needs.

scholarly journals Towards the Sustainable Development of Digital Educational Games for Primary School Students in China

2021 ◽  
Vol 13 (14) ◽  
pp. 7919
Author(s):  
Juan Chen ◽  
Shuxia Yang ◽  
Bing Mei
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Primary Schools ◽  
Vocabulary Acquisition ◽  
Teaching Method ◽  
Educational Games ◽  
Educational Game ◽  
Primary School Students ◽  
School Students ◽  
The Sustainable Development

Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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