International Online Journal of Primary Education最新文献

{"title":"REACHING CHILDREN ACROSS THE GLOBE: THE EFFECT OF ENGLISH CHILDREN’S BOOKS ON TANZANIAN ORPHAN LITERACY","authors":"Janet Provitera, Michael J. Provitera, M. Sayyadi","doi":"10.55020/iojpe.1274257","DOIUrl":"https://doi.org/10.55020/iojpe.1274257","url":null,"abstract":"We found that there are disproportionately intractable challenges such as poverty and inequality in an area of Tanzania, Eastern Africa. There was a need to identify and develop the factors critical for their success. Data were collected in rural Iringa, Tanzania on a case study basis, using a semi-structured interview and communication with leaders in this area of Africa, and we analyzed data with a coded transcript. We identified ten factors that are critical for the success of the orphanage literacy. These findings advance understanding of non-governmental organizations (NGOs) and have important practical applications for such enterprises. When the United Nations literacy decade (UNLD, 2003–2012) reached a mid-point, we decided to add to the global awareness of literacy. With initiatives and policy shifts providing a stronger basis for action on literacy, we reached out to Africa. Our concern is that the rise in the global adult literacy rate (15+) from 76 to 83.6 percent over the last two previous decades shows steady progress, with the rates in developing countries showing an even sharper rise from 68 to 79 percent (Richmond, Robinson, & Sachs-Israel, 2008). Thus, we focused on students from grades four to twelve to foster their literary progress as well. This study included 58 students who were also orphans in Kihesa-Iringa, Tanzania. By creating a Coalition of Children’s Book Authors, we established a common ground for global literacy in the form of an NGO. However, the complication in literacy levels exists due to the digital-divide challenges coupled with the expense and delay of material delivered to Africa from the United States. Thankfully, our concern has succeeded to have influence even through the digital divide posed several objectives. Our course of action included a comprehensive plan to reach the 58 orphans, train their leaders, and create interactive learning modules. Thus, our contribution to the literature has reacted to the needs of an African community that could use help in not only literacy but also literacy-leadership communication and knowledge-management.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129905017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE RELATIONSHIP BETWEEN THE ACADEMIC GRIT SKILLS AND ACADEMIC SUCCESS OF PRIMARY SCHOOL FOURTH-GRADE STUDENTS","authors":"Nermin Temel, Ceren ÇEVİK KANSU, Sezgin Temel","doi":"10.55020/iojpe.1097470","DOIUrl":"https://doi.org/10.55020/iojpe.1097470","url":null,"abstract":"The aim of this research is to specify the relationship between the academic grit skills and academic success of primary school fourth grade students. In addition, the academic grit skills and academic success of primary school fourth grade students included in the sample were analyzed in terms of various factors (gender, education status of the mother, education status of the father, socioeconomic level, preschool education status and number of siblings). The study employs the relational scanning model, which is one of the quantitative research methods. The study group of the research consists of 400 fourth grade students, determined using the proportional stratified sampling method, who receive education in state primary schools chosen from regions that differ in terms of socioeconomic levels in the city center of Sivas. Research results indicate that there is a statistically positive, moderately significant relationship between the academic grit levels and academic success of primary school fourth grade students.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130608178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EFFECT OF TWO INSTRUCTIONAL STRATEGIES ON SPELLING PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN IBADAN, NIGERIA","authors":"K. Lazarus, Oloyede Audu","doi":"10.55020/iojpe.1213875","DOIUrl":"https://doi.org/10.55020/iojpe.1213875","url":null,"abstract":"Spelling is a crucial skill for academic success however many pupils with learning disabilities lag behind in academic tasks because of poor spelling skills and its accompanying negative effects. Past studies on pupils with learning disabilities focused more on reading skills with little attention on spelling skills. This study investigated the main impacts of visual imagery and cloze spelling instructional strategies on the spelling performance of pupils with learning disabilities. The study adopted a quasi-experimental pretest-posttest control group design with a 3 x 2 factorial matrix. Sixty students with learning disabilities (Male = 38, Female = 22, Mean age = 9.35) from three government-run primary schools were chosen using purposive sampling. Three instruments were used: Pupil Rating Scale (Revised) (r = 0.76), Right Word Recognition (r = 0.91) and Pupils’ Note Books on Dictated Words. Data were analysed using both descriptive and inferential statistics. The findings revealed that treatment had a significant main effect on the spelling performance of pupils with learning disabilities (F¬3,56) = 2.085. P","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129824927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PEDAGOGICAL CLASSIFICATION OF EDUCATIONAL ROBOTS","authors":"Muhammed Murat Gümüş, Osman Kayhan, Özgen Korkmaz, H. Altun, N. Yilmaz","doi":"10.55020/iojpe.1177237","DOIUrl":"https://doi.org/10.55020/iojpe.1177237","url":null,"abstract":"This study aims to create a rubric based on the pedagogical properties of educational robots for preschool students and to determine the level of compliance of educational robot sets. In this sense, the study is considered a first and significant step toward the selection of robots based on pedagogical-driven factors. For this aim, a mixed-method research design was employed. A qualitative method was used to create the rubric items, and the development of the rubric was also supported through a quantitative method by including expert opinions and ensuring the content validity. Furthermore, a descriptive survey model, one of the quantitative designs, was used to examine the suitability of educational robots for preschool education level. As an outcome of this study, a rubric consisting of four dimensions and 28 items, related to the pedagogical features of educational robots in preschool, was created. Widely used educational robots at the preschool level, such as Kidoboto, Lego Wedo, Mbot, Lego Spike, Lego Ev3, Matatalab, was evaluated by experts using the created rubric.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114518257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SUPPORTING YOUNG CHILDREN’S MATHEMATICAL DEVELOPMENT: THE ROLE OF PARENTS","authors":"Patrick Kyeremeh, Esenam Dorwu","doi":"10.55020/iojpe.1218741","DOIUrl":"https://doi.org/10.55020/iojpe.1218741","url":null,"abstract":"Undeniably, parents remain one of the most important resources needed in children’s mathematical development since children begin education from home. The part parents play in their children’s math education are a largely untapped resource for improving the quality of mathematics education among Ghanaian children. In order to maximise this resource, there is the need for basic research on the nature of involvement of parents in their children's mathematical growth. In view of this, we employed case study design to explore ways by which parents involve themselves in their children’s mathematical development and how these can be harnessed to improve students’ mathematics achievement in Tano North Municipality. This study was guided by the Epstein’s overlapping spheres of influence theory. A sample of 10 comprising 5 students and 5 parents was considered for the study. We employed a semi-structured interview to gather the required data which were analysed using inductive content analysis. Among the findings, it was revealed that some of the ways by which parents can help in the development of children’s mathematical development is provision of learning resources and activity at home, helping with mathematics homework, encourage good study habits, monitor their school attendance, organize remedial classes, parents’ participation in school activities, and teaching appropriate behaviour for academic success. Based on the findings of the study, we recommend the Tano North Municipal Directorate of Ghana Education Service to collaborate with headteachers at the basic schools to create family engagement programmes that highlight parents’ role in the children’s mathematics development and future success.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123110734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEM LEARNING AND LOOSE PARTS IN EARLY ELEMENTARY CLASSROOMS: A SCOPING REVIEW","authors":"Carla Gull, Suzanne LEVENSON GOLDSTEIN, T. Rosengarten","doi":"10.55020/iojpe.1198160","DOIUrl":"https://doi.org/10.55020/iojpe.1198160","url":null,"abstract":"When elementary students learn STEM topics (especially science) early in their educational journey, they have the opportunity to develop a passion to promote their future academic, personal, and professional success. With many resources claiming to be STEM, it can be overwhelming and difficult finding specific classroom activities to establish an interest in the subjects. The use of loose parts can address challenges teaching STEM and meeting curriculum standards in elementary schools. To better understand STEM best practices, a scoping review was implemented. The key words “STEM,” “elementary,” and “science” yielded 1,955 publications, which were then narrowed down to 20 articles for in-depth review. The selected publications were analyzed for STEM activities using loose parts principles. This study establishes successful science activities, discusses challenges, and shares how loose parts could be used to improve learning and student engagement in science and STEM.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132392939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ENHACING UNDERSTANDING ABOUT THE NATURE OF LOCAL SCIENCE: AN ACTION RESEARCH IN PRIMARY EDUCATION","authors":"Keeratikan Songsee, P. Nuangchalerm","doi":"10.55020/iojpe.1218242","DOIUrl":"https://doi.org/10.55020/iojpe.1218242","url":null,"abstract":"Through local scientific learning, this action research attempts to improve primary school students' understanding of the nature of science. The target group consisted of nine grade 6 students from a school in Thailand's northeast. The observational tools were the understanding of nature of science test, understanding of nature of science questionnaire test, and interviewing. The research tools were action plans based on local science and observational tools were 1the understanding of nature of science test, understanding of nature of science questionnaire test, and interviewing. Mean, standard deviation, and percentage were used as descriptive statistics. According to the data, students improved their knowledge of science by 62.96 percent after the first learning cycle. Students achieved 92.59 percent of their grasp of science during the second learning cycle. Qualitative data could be used to help future research discussions.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115751008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GENDER ROLES AMONG PUBLIC ELEMENTARY TEACHERS: BASIS FOR GENDER-RESPONSIVE INTERVENTION ACTIVITIES","authors":"M. Sebastian, Ritch Banate, Melona I. Saquin","doi":"10.55020/iojpe.1222199","DOIUrl":"https://doi.org/10.55020/iojpe.1222199","url":null,"abstract":"Teachers are usually considered the backbone of schools, and understanding teachers' roles is vital to understanding the educational system. With this as a focus, differences in the perceived gender roles of public male and female elementary teachers were collected from 262 teachers from public central elementary schools in Cavite, Philippines. Results showed that elementary teaching is still a female-dominated profession and students have only limited encounters with male and/or father figures in elementary education. It was also observed that male and female teachers share equal roles in reproductive, community, and leisure activities. However, discrepancies are observed in their productive activities as female teachers spend more time in productive activities than male teachers. Strategies for gender-responsive policies and projects for teachers and other education personnel are recommended.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"366 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115899678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPROVING HOME LITERACY SKILLS OF PARENTS DURING THE COVID-19 PANDEMIC","authors":"Tuncay Canbulat, Elif Ilhan, Müge OLGUN BAYTAŞ","doi":"10.55020/iojpe.1186097","DOIUrl":"https://doi.org/10.55020/iojpe.1186097","url":null,"abstract":"The first years of human life are critical in all developmental areas. In these years, shared family experiences, social interaction, and safe, responsive, and nurturing environments provided to a child constitute the determining factor in their future life. The home environment is considered to be a place where the foundations of language and literacy skills are stimulated for many children. The COVID-19 pandemic, which affected the whole world, has caused non-formal education to be carried out remotely and via digital tools to an unprecedented extent. This situation has necessitated parents to be more aware of the possibilities of the home environment and its impact on children and to better understand the importance of taking responsibility. However, very few scholars in this pandemic situation have pointed out how language and literacy opportunities can be offered in the home environment, which is the first place of education for children. Therefore, this study aims to increase parents' home literacy skills and attitudes in order to develop opportunities and resources for children's participation in literacy-related interactions. Over a semester, 11 pre-school and 12 first-year elementary school parents participated in this action research from Buca district of Izmir province in Turkey. Before implementing the action plans, parental attitudes towards home literacy competencies were assessed using a semi-structured survey prepared by the researchers. After the action plan, the parents’ developmental status and attitudes towards home literacy were again evaluated with a semi-structured survey, and all data were analyzed using descriptive, percentage, frequency, and Cramer V analysis methods. According to the results, the action plan steps had a positive impact on raising awareness of the home literacy environment, building language and literacy activities, and supporting extension skills in essential language development (listening/watching, speaking, reading, and writing).","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134301731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHER'S OPINIONS ON PEER RELATIONS BETWEEN STUDENTS WITH SPECIAL NEEDS AT PRIMARY EDUCATION","authors":"Amber Evlat, Hasan Avcıoğlu","doi":"10.55020/iojpe.1134853","DOIUrl":"https://doi.org/10.55020/iojpe.1134853","url":null,"abstract":"This study aimed to determine the opinions of teachers about peer relations of students with special needs. For this purpose, the research was designed according to the qualitative research method. The study group of the research consisted of 17 teachers working in two special education schools at primary education level in Famagusta in TRNC. Teachers' opinions were collected from semi-structured interview questions. According to teacher opinions, The main problems encountered in peer relations among students are the problem of adaptation to school and aggressive behaviors. It has been concluded that the peer relationships of students with special education needs are essential for their cognitive development, adaptation to school, and development of learning skills.","PeriodicalId":275671,"journal":{"name":"International Online Journal of Primary Education","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122454866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}