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    Wyświetlanie 1-6 z 6
    Tytuł:
    Relationship between Elementary School Students Numeracy and Number Sense
    Autorzy:
    Rahmawati, Rina Dyah
    Sulistyani, Nawang
    Purnomo, Yoppy Wahyu
    Fitriya, Yeni
    Ramadhani, Deasy
    Powiązania:
    https://bibliotekanauki.pl/articles/24964664.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    numeracy
    number sense
    gender
    reciprocal relationship
    elementary school students
    Opis:
    Numbers are fundamental mathematical concepts that underlie various other mathematical principles. This research investigates the relationship between number sense and the numeracy abilities of fifth-grade elementary school students. A cross-sectional survey method was used, with 205 respondents voluntarily participating. The results showed a reciprocal relationship between number sense and numeracy in elementary school students. Emphasising number sense can enhance flexibility in numeracy solutions. Number sense can be developed through assigning math tasks related to the students' environment or associating it with other learning processes. The study emphasises the importance of number sense in the primary school mathematics curriculum.
    Źródło:
    The New Educational Review; 2023, 74; 73-88
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of a Digital Citizenship Learning Model on Elementary School Students’ Digital Citizenship and Academic Interest
    Autorzy:
    Lee, June
    Lee, Yunoug
    Powiązania:
    https://bibliotekanauki.pl/articles/48520821.pdf
    Data publikacji:
    2024-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    digital citizenship
    elementary school students
    learning model
    academic interest
    Opis:
    This study aimed to investigate the effects of a digital citizenship learning model on elementary school students’ digital citizenship and academic interests. Two sixth-grade classes were chosen for the study. The experimental group (n=20) received instruction using the model, while the control group (n=20) received traditional lecture-based instruction. The results demonstrated that the experimental group showed statistically significant improvements in digital citizenship and academic interests compared to the control group. This study firmly established that digital citizenship learning models effectively enhance elementary school students’ digital citizenship and academic interests.
    Źródło:
    The New Educational Review; 2024, 76; 139-148
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development of combinatorial thinking of elementary school students
    Autorzy:
    Příhonská, J.
    Powiązania:
    https://bibliotekanauki.pl/articles/121853.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
    Tematy:
    combinatorial thinking
    elementary school students
    myślenie kombinatoryczne
    uczniowie szkół podstawowych
    Opis:
    In the contribution, the development of combinatorial thinking of elementary school students is discussed. A set of problems including their elaboration with different solving strategies is also presented.
    Źródło:
    Scientific Issues of Jan Długosz University in Częstochowa. Mathematics; 2011, 16; 305-312
    2450-9302
    Pojawia się w:
    Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Comparison of EFL Elementary School Learners’ Vocabulary Efficiency by Using Flashcards and Augmented Reality in Taiwan
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/1972184.pdf
    Data publikacji:
    2018-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    elementary school students
    Augmented Reality
    English flash cards
    English vocabulary learning
    Opis:
    With the rapid development of Augmented Reality (AR), an increasing number of studies has been conducted to explore the effectiveness of this technology in the field of education. Few, however, have examined how AR might influence EFL (English as a Foreign Language) learners’ vocabulary learning efficiency. To fill in this gap in the literature, the purpose of this study is to compare traditional English flash cards with the vocabulary learning method of Augmented Reality to see which English vocabulary learning is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and the participants were 66 third grade pupils in total. The study was conducted at two stages in terms of data collection. At the first stage, the control and experimental groups took the same English vocabulary test without any teacher instruction as a pretest. At the second stage, the control group used flashcards to learn 20 target English words by themselves in 30 minutes. The experimental group adopted the Augmented Reality 3D effect of 20 target words by themselves in 30 minutes. After that, both groups took the same English vocabulary test again as a posttest. On the whole, Augmented Reality teaching effects apparently excel the effects of the traditional vocabulary learning methods. The results of this study have shown that the learning method of Augmented Reality was more efficient than the learning method using English flash cards at various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The learning method of English flash cards had significant differences in high and low level groups as well as intermediate and low level groups, with the exceptions of high and intermediate level groups. It is worth improving children’s English vocabulary learning by using Augmented Reality in their daily lives in terms of mobile learning.
    Źródło:
    The New Educational Review; 2018, 51; 53-65
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Peer tutoring for EFL learning: a multidimensional analysis of elementary school students
    Autorzy:
    Tzu-Ching Chen, Kate
    Yi-Chen Tsai, Alison
    Powiązania:
    https://bibliotekanauki.pl/articles/2012203.pdf
    Data publikacji:
    2015-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    peer tutoring
    EFL academic achievement
    learning motivation
    attitude
    elementary school students
    Taiwan
    Opis:
    This study investigated dimensions of academic performance, learning motivation and learning attitudes by adapting peer tutoring as the major EFL classroom activities in an elementary school classroom. Exams, classroom observation, exit survey and comments after each class were administered as the source of research data. Results indicated that peer tutoring has a positive effect on tutors’ and tutees’ academic performance due to the increase in students’ grades. Students’ learning motivation and attitudes toward EFL learning also increased significantly. On the whole, the use of peer tutoring significantly contributed to better English ability, motivation and attitude.
    Źródło:
    The New Educational Review; 2015, 40; 189-200
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Correlation Between Elementary Students’ English Listening Skills and Their Interest in and Views on Learning English
    Autorzy:
    Musa, Nora Nimani
    Mihajlovski, Zoran
    Fojkar, Mateja Dagarin
    Powiązania:
    https://bibliotekanauki.pl/articles/2140618.pdf
    Data publikacji:
    2022-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    developing listening skills
    elementary school students
    non-cognitive learning factors
    foreign language acquisition
    Opis:
    This paper examines the relationship between students’ listening comprehension skills and their opinions and interest in learning English. The participants were 514 ninth-grade students in public elementary schools in the Republic of Kosovo. A standardised listening comprehension test was used to assess students’ listening skills, followed by a questionnaire covering a range of opinions and interest in learning English. The results indicate a significant positive correlation between proficiency in English listening and factors such as interest in learning English, perception of English as a motivating skill, and lower levels of learning difficulty. In addition, favouring a dedicated language school for learning English was found to be a significant factor in English listening proficiency.
    Źródło:
    The New Educational Review; 2022, 69; 143-156
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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