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.

scholarly journals DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN 1ST GRADE STUDENTS BY MEANS OF EDUCATIONAL GAME

2020 ◽  
pp. 133-137
Author(s):  
Maria Ivasyuk
Keyword(s):  
Primary School ◽  
Communicative Competence ◽  
Educational Games ◽  
First Grade ◽  
Individual Characteristics ◽  
Speech Development ◽  
Educational Process ◽  
Educational Game ◽  
Primary School Students ◽  
School Students

In the article the problem of peculiarities of formation of communicative competence of first grade students with the help of educational games is analyzed. The initial level of formation of communication skills and abilities of schoolchildren is experimentally researched. The difference between the concepts of «communicative competence» and «language competence» is determined. The peculiarities are analyzed and the main ways of using games in the educationalprocess for developing primary school students’ communicative competence are determined.The influence of educational games on the level of formation of communicative competence is characterized. It is noted that communicative competence affects not only mastering the required amount of language and speech knowledge, but also the process of forming primary school students’ skills of practical use of language in speech and reflects their skills of communicating with others and ability to choose communication strategies and apply a set of relevant skills. The process of formation of communicative competence of 1st grade students involves mastering the skills and abilities of using means of verbal and nonverbal speech; development of dialogic and monologue speech; mastering the culture of oral and written speech and development of skills to navigate in a variety of communicative situations.It has been proved that educational games, because of repeated perception and reproduction of the material, provide strong memorization of lexical units and grammatical structures and influence motivated transfer and use in new gamequalities necessary for establishing contacts with peers.The pedagogical requirements for the use of didactic games during morning meetings and lessons in primary school are determined. In particular, it has been researched that games must correspond to age, individual characteristics and special educational and, in particular, language abilities; the form and content of the game must be substantiated pedagogically and didactically; it is obligatory to involve as many children as possible in the game and to use games in order to develop all kinds of speech activities.The article describes the author’s own pedagogical experience and provides guidelines for the use of educational games in the primary school educational process.

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.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
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.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students

2021 ◽  
pp. 136216882110479
Author(s):  
Anne Barwasser ◽  
Karolina Urton ◽  
Turid Knaak ◽  
Matthias Grünke
Keyword(s):  
Second Language ◽  
Primary School ◽  
Problem Behaviors ◽  
Vocabulary Acquisition ◽  
Critical Discussion ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Primary School Students ◽  
School Students ◽  
Baseline Design

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges. Adequate vocabulary, including knowledge of additional vocabulary facts, is essential for appropriate L2 proficiency, and therefore, it is a crucial aspect of support that should be focused on. Thus, the aim of the study was to support vocabulary acquisition in students with GL2 regarding two aspects: (1) the acquisition of expressive and receptive vocabulary, and (2) the incidental acquisition of additional information regarding the vocabulary that are not explicitly focused on during intervention. To this end, the effectiveness of a multi-component method consisting of storytelling and flashcards, as well as motivational reinforcers, was examined using multiple baseline design. The intervention was carried out with nine primary school students with GL2 in three small groups three times a week for four weeks. The results indicated that the multi-component storytelling intervention was effective in increasing students’ receptive and expressive vocabulary, as well as additional vocabulary facts in just one month. The article concludes with a critical discussion of the findings and generally provides pedagogical implications for schools on how to adequately support students with GL2 in their vocabulary acquisition.

Intellectual Abilities and Processes: An Exploratory Study with Implications for Person-Teaching Method Interactions

1979 ◽  
Vol 23 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Geoffrey N. Molloy ◽  
J. P. Das
Keyword(s):  
Primary School ◽  
Cognitive Ability ◽  
Hierarchical Model ◽  
Teaching Method ◽  
Primary School Children ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Apparent Lack ◽  
Intellectual Abilities

The present study examines some relationships pertaining to socioeconomic status (SES) and cognitive ability patterns of primary school children. Specifically the purpose of the study was to explore the relative merits of an hierarchical theory of two levels of cognitive ability, in contrast to a process scheme, positing two parallel modes of coding information. The subjects were 120 grade 4 primary school students. Analyses of the data are supportive of a simultaneous-successive process distinction and provide little confirmation for the hierarchical model. Some suggestions for the apparent lack of support for the hierarchical model are presented and implications for future research are considered.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

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