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The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today's society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions. [ABSTRACT FROM AUTHOR]

The aim of this study is to compare the effects of unplugged and plugged-in activities on academic achievement and computational thinking (CT) skills of sixth-grade students. Mixed-method research was carried out to explore whether there were differences between the groups, and to learn the students' opinions and experiences regarding the practices. For the quantitative phase, a quasi-experimental design was used with two groups. For qualitative phase, 12 students were interviewed. The participants were 84 sixth-grade students (between the ages of 10 and 11). The intervention was designed on a selection/construction of activities from seven different basic programming web platforms for the plugged-in group and the proposed national curriculum unplugged activities for the unplugged group. The results showed that significant differences between groups in academic achievement favoring the unplugged activities, but not in CT skills. Development in CT skills contributed to the unplugged group's academic achievement. In addition, qualitative results showed that the plugged-in group perceived their activities as fun and entertaining, but not exactly like a lesson; in contrast, the unplugged group did not experience anxiety or boredom since they perceived the activities as educational. CT explained 27 percent of the variance in academic achievement, suggesting that this skill is important for academic achievement in basic programming. These results suggest that students can improve their academic achievement and maintain the level of CT acquisition across unplugged and plugged-in activities. This article contributes to the body of knowledge about the positive impact of unplugged activities on teaching CT and programming fundamentals. [ABSTRACT FROM AUTHOR]

Objective: Determine the relationship between family environment and resilience in Peruvian primary school students. Materials and methods: The research had a quantitative approach, a non-experimental design, and was descriptive-correlational-transectional. The sample consisted of 142 students from the fifth and sixth grades of primary education to whom the Family Environment Scale and the Inventory of Personal Resilience Factors were applied, instruments with adequate levels of reliability and validity. Subsequently, the responses were systematized using the SPSS® version 22 program. Results: 31.7% of the students were characterized by perceiving that the family environment where they operate is adequate and 42.3% have moderately developed their resilience. On the other hand, it was found that there is a direct statistically significant relationship between both study variables (rho= 0.589; p<0.05). Conclusions: It is necessary to manage the presence of specialists to develop workshops and talks where they promote reflection in parents about the importance of maintaining a favorable family dynamic, where interrelationships are based on respect, responsibility, solidarity, and empathy. On the other hand, teachers, and psychologists, through mentoring and accompaniment work, will be able to develop psycho-educational strategies to improve the resilience of students, which will be beneficial, not only academically, but also in a personal, family, social, and in the future, at the labor level. [ABSTRACT FROM AUTHOR]

School underachievement is a persistent problem in the United States. Direct-to-student, computer-delivered growth-mindset interventions have shown promise as a way to improve achievement for students at risk of failing in school; however, these interventions benefit only students who happen to be in classrooms that support growth-mindset beliefs. Here, we tested a teacher-delivered growth-mindset intervention for U.S. adolescents in Grades 6 and 7 that was designed to both impart growth-mindset beliefs and create a supportive classroom environment where those beliefs could flourish (N = 1,996 students, N = 50 teachers). The intervention improved the grades of struggling students in the target class by 0.27 standard deviations, or 2.81 grade percentage points. The effects were largest for students whose teachers endorsed fixed mindsets before the intervention. This large-scale, randomized controlled trial demonstrates that growth-mindset interventions can produce gains when delivered by teachers. [ABSTRACT FROM AUTHOR]

Literature on school education suggests that teaching and learning science in basic level community schools in Nepal is largely theoretical. Consequently, achievement levels and the understanding of concepts of science is much below policy expectations. This paper builds on a shift from dogmatic lecturing to activity-based pedagogy using school gardening as contextual scaffolding for learning science in community schools in central Nepal. Five focus group discussions and observations were carried out among sixth and seventh graders, science teachers, and parents of an action (intervention) school located in the Chitwan district of Nepal, with support from the NORHED/Rupantaran project. At the beginning of the PAR project, the barriers associated with startup gardening activities were time allocation, integration of gardening activities with the science curriculum, and the ongoing engagement of parents. Later in the project, students, science teachers, and parents reported on their experiences such as active and meaningful engagement in activity-based pedagogy through school gardening. Overall, school gardening activities were found to have positive effects on students' understanding of scientific concepts, connecting school gardens in a contextual scaffold. [ABSTRACT FROM AUTHOR]

Copyright of Anadolu Journal of Educational Sciences International (AJESI) is the property of Anadolu Journal of Educational Sciences International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Pedagogy is the property of Institute of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to examine sixth grade students' skills of solving and posing problems which require using the knowledge of the order of operations to solve. The case study design, one of the qualitative research methods, was adopted in the research. The study group consisted of 44 sixth grade students attending a public secondary school in Eskisehir. Within the scope of the application, the forms including the questions to measure their problem solving and posing skills were directed to the study group. The data were analyzed by thematic analysis method. According to the results obtained, it was found that while most of the students were successful in solving problems which require the knowledge of the order of operations, they were not successful in posing such type of problems. In addition, it was found that students made mistakes in Turkish language grammar and expressions and in using the mathematical language. Students made mathematical terminology mistakes generally in subtraction and division operations. As a result, it is recommended to increase the problem posing and order of operations activities in mathematics lessons. [ABSTRACT FROM AUTHOR]

Background: Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ability to integrate knowledge of numerical characteristics and relations in solving novel tasks. Even among students with strong conceptual and procedural knowledge of rational numbers, there are substantial individual differences in adaptive rational number knowledge. Aims: We aimed to examine how a wide range of domain‐general and mathematically specific skills and knowledge predicted different aspects of rational number knowledge, including procedural, conceptual, and adaptive rational number knowledge. Sample: 173 6th and 7th grade students from a school in the southeastern US (51% female) participated in the study. Methods: At three time points across 1.5 years, we measured students' domain‐general and domain‐specific skills and knowledge. We used multiple hierarchal regression analysis to examine how these predictors related to rational number knowledge at the third time point. Result: Prior knowledge of rational numbers, general mathematical calculation knowledge, and spontaneous focusing on multiplicative relations (SFOR) tendency uniquely predicted adaptive rational number knowledge, after taking into account domain‐general and mathematically specific skills and knowledge. Although conceptual knowledge of rational numbers and general mathematical achievement also predicted later conceptual and procedural knowledge of rational numbers, SFOR tendency did not. Conclusion: Results suggest expanding investigations of mathematical development to also explore different features of adaptive expertise as well as spontaneous mathematical focusing tendencies. [ABSTRACT FROM AUTHOR]

Background: Research shows that successfully transitioning from intermediate school to secondary school is pivotal for students to remain on track to graduate. Studies also indicate that a successful transition is a function not only of how prepared the students are academically but also whether they have the social‐emotional learning (SEL) skills to succeed in a more independent secondary school environment. Aim: Yet, little is known about whether students' SEL skills are stable over time, and if they are not, whether a student's initial level of SEL skills at the start of intermediate school or change in SEL skills over time is a better indicator of whether the student will be off track academically in 9th grade. This study begins to investigate this issue. Sample: We use four years of longitudinal SEL data from students in a large urban district with a sample size of ~3,000 students per timepoint. Methods: We use several years of longitudinal SEL data to fit growth models for three constructs shown to be related to successfully transitioning to secondary school. In so doing, we examine whether a student's mean SEL score in 6th grade (status) or growth between 6th and 8th grade is more predictive of being off track academically in 9th grade. Result: Results indicate that, while status is more frequently significant, growth for self‐management is also predictive above and beyond status on that construct. Conclusion: Findings suggest that understanding how a student develops social‐emotionally can improve identification of students not on track to succeed in high school. [ABSTRACT FROM AUTHOR]

In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade primary school students. To measure students' social citizenship competences, a video-based situational judgement test (skills) and the Citizenship Competences Questionnaire (knowledge, attitudes and reflection) were administered to 791 students in 54 classes in Flanders (the northern part of Belgium). Socio-ethnic classroom diversity variables were measured by means of a student and parent background questionnaire. A regression analysis with a two-level design at student and classroom level was conducted for each of the social citizenship scales. The results indicate that differences in students' social citizenship competences are mainly explained by student-level variables. Variables measuring socio-ethnic diversity in the classroom showed that students in more social and ethnic diverse classrooms had more positive attitudes towards dealing with differences, whereas no significant relation with other social citizenship scales was found. [ABSTRACT FROM AUTHOR]

This study investigated the developmental influence of collaborative games, in the form of game-based worksheets, on the performance and attitudes of sixth-graders in the mathematics classroom. It is posited that games have the potential to enhance learning through positive emotional experiences. Non-digital game-based learning methodologies are accessible in terms of cost effectiveness, providing opportunities for social interactions while learning, and demanding few prerequisite skills. This study investigated the opportunities for learning that non-digital, textbook-based game worksheets could afford mathematics learners. In this case study, a quasi-experimental design was implemented and pre- and post-tests were conducted around an intervention. From a statistical analysis of the test data, using the Mann–Whitney U-test, it was concluded that the intervention on the topics of multiplication and division had a positive impact on the experimental group of this sample. The experimental group was observed while participating in the games and the observation schedule was member-checked. The Game Object Model provided the conceptual framework. The results indicated that learners benefited from the incorporation of the combination of collaboration and games and that their achievement improved. The findings also suggest that the collaborative games positively influenced learners' confidence, skills and understanding in mathematics. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the College Of Basic Education is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current research aims at the education of Mr. Variation of educational values in the cutting of the Holy Qur’an and the higher Islamic education, by answering the following question: How long is the inclusion of educational values in the cutting of the Islamic Qur’an for the fifth grade scientific and general perennial curriculum (2021-2022 cm) and for the purpose of achieving the goal of the research is alive in numbers Enemies attached to education guarantee (4) a dysfunctional educational value in all fields, and provide the confirmation of love for honesty and the constancy of research. 1. The researcher used the descriptive analytical method and applied it to its contents for the purposes of the research. The Holy and Islamic Education for the fifth grade scientific and exponential was approved by Al-Amdri (2021-2022 cm) the analysis, and after the statistical analysis of the data revealed the results of the results of the employments of the eras of their fields in the book of Qur’anic sciences of Islamic education for the fifth grade, when it reached The percentage of educational values in the content of the Holy Qur’an and Islamic education book for the fifth grade scientific (37.91%), came in the first place, and educational values in the religious field came in the second rank, with a rate of (27.62%), while the cadaver ranked third in educational values in the social field, at a rate of (22.59%). Finally, educational values came in the national field at a rate of (11.85), and the researcher recommended including educational values that did not improve on significant repetitions and were included in the Holy Qur’an and Islamic education book for the fifth scientific grade, and suggested conducting an analytical study of the book of the Holy Quran and Islamic education for the fourth and sixth grades. Preparatory according to educational values. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The adverse influence of the presence of an irrelevant number and language inconsistency in a word problem is well known. Our study focused on the combination of these two variables and on the position of the irrelevant number in the word problem for Grade 6 pupils. The study has a mixed design. Item Response Theory was used to make equally able groups and to find two-parameter models for the assigned word problem. An independent two-sample t-test was used to determine differences in the difficulty of word problems. Further insight was gained by analyzing pupils' written solutions and complementary task-based interviews. We confirmed the influence of the variables in question on the word problem difficulty and showed that their combined influence manifests itself in further achievement drop and in the change of strategies and errors. We documented multiple ways in which an irrelevant number influences pupils' reasoning. We showed that pupils' insufficient familiarity with decimals may prevail over their apparent ability to mathematize a relational term with natural numbers. This shows the importance of adjusting the word problem difficulty to pupils' knowledge and experience as the effect of a variable does not have to show itself under some circumstances. [ABSTRACT FROM AUTHOR]

This article presents an analysis of historical thinking operations deployed in a student debate on Chile's difficult past. A discussion was held in a public school during the second semester of 2019 on sensitive issues in recent history. Twenty-seven students between eleven and fourteen years of age participated in the activity, corresponding to the sixth grade of primary education. The results indicate that the students are active thinkers of past events through operations such as identification and historical empathy. According to the debate, these operations unfold through the categories of family affiliation and social class from which they identify and empathise with the actors of the past and the temporal relationship with their own experience. The article concludes with some insights about peace education in post-conflict societies where the past conflict remains in the present. [ABSTRACT FROM AUTHOR]

Ninety-two Japanese elementary school sixth-graders (46 boys and 46 girls; 11-12 years old) learned the quota system as part of gender equality education. We used a group performance implicit association test (Mori, Uchida, and Imada, 2008) to evaluate the lesson's effect by assessing the children's image of "woman" before and after the class. The results showed that the image of "woman" among boys improved significantly from neutral to positive through the lesson. We also found that girls' implicit image of "woman" was statistically higher than that of boys before learning, and was raised considerably after the class. [ABSTRACT FROM AUTHOR]

As a result of technological innovation and the changing environment, new professions have emerged in recent years. One of these is the influencer, a person who, through their posts on YouTube (the youtubers), Instagram (the instagrammers), and other social networks, influences the thinking and the way of acting of preadolescents and becomes their new reference. This influence has repercussions for their career choices and life project. This research seeks the variables that influence minors to want to exercise professions linked to the use of social networks. To respond to the proposed objectives and hypotheses, and adopting a quantitative approach, a questionnaire was applied to 343 Spanish students in the fifth and sixth grades of primary education. The results show that the Machiavellianism variable is the one that shows the greatest differences between boys and girls who want to be youtubers and/or instagrammers and those who do not. The second most significant variable is narcissism, a characteristic of postmodern society and the digital environment. The rest of the variables studied (self-esteem, school commitment, and dominance) differ to a lesser extent. [ABSTRACT FROM AUTHOR]

Purpose: We examined whether diverse profiles of strengths and weaknesses would emerge when assessing different aspects of morphological awareness in first- through sixth-grade students using a recently developed standardized test, the Morphological Awareness Test for Reading and Spelling (MATRS; Apel et al., 2021). Method: Four thousand fifty-nine first- through sixth-grade students completed the eight morphological awareness tasks of the MATRS. The eight tasks represent the multiple ways that morphological awareness impacts both spoken and written language skills for the English language. Exploratory finite mixture models estimated the number of latent subgroups that best reflected heterogeneity in task-level performance by grade level. Specific profiles were chosen that demonstrated strong reliability and included a set of tasks that were consistent between first- and second-grade students and between third- and sixthgrade students. Results: Different performance profiles emerged when the students completed multiple morphological awareness tasks. At each of the six grades (first through sixth), clusters of students performed differentially on specific tasks. Conclusions: The findings demonstrate that students can differ in patterns of strength and weaknesses of their morphological awareness given a range of tasks that assess different aspects of morphological awareness. The clinical implications of these findings suggest that by identifying students struggling in specific areas of morphological awareness, clinicians can develop and implement specific prescriptive instructional plans. [ABSTRACT FROM AUTHOR]

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Information and communication technology (ICT) is being immersed in people's daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement. [ABSTRACT FROM AUTHOR]

The goal of this study was to examine the reading performance of French typically developing readers and dyslexic adolescents from grades 6 to 9 in English as a second language (L2) learned in a school context. Lexicality effects and the impact of two sub-lexical variables, that is cross-language orthographic markedness and congruency of grapheme-to-phoneme correspondences (GPCs), were investigated in three tasks: L2 reading aloud and lexical decision, and L2-to-L1 translation. English words and nonwords were divided into three conditions: (a) marked condition in which items have an L2-specific orthographic pattern (e.g., town), (b) unmarked congruent condition in which items have an L1/L2 shared orthography and similar GPCs across languages (e.g., fast) and (c) unmarked incongruent condition that contains incongruent GPCs across languages (e.g., dirt). The results yielded a significant deficit in dyslexic readers in all three tasks, suggesting poor decoding but also poor lexical orthographic representations in L2 and difficulties in connecting form to semantic representations. This deficit was mostly observed for the unmarked incongruent conditi-on, highlighting the need to carefully manipulate the sub-lexical features of items when examining L2 reading. The results are discussed in relation to the cross-language transfer hypothesis and to mono- and bilingual models of reading. [ABSTRACT FROM AUTHOR]

The design and evaluation process of a teaching-learning sequence about the seasons phenomenon using design-based research is described in this study. The proposal was designed using the topocentric frame of reference and implemented as the initial stage of the research in a sixth grade of primary education. The results obtained seem to indicate that the proposal is viable to achieve an adequate understanding of the phenomenon from a local point of view. Conclusions for the redesign of the sequence for future implementations and some contributions of this research for astronomy teaching at primary education are presented. [ABSTRACT FROM AUTHOR]

This study explored the reading motivations of sixth-grade students. Three purposes were established for this study; to examine the ways that students in the middle grades are motivated to read; create a valid and reliable instrument to measure reading motivation with middle-grade students; and to design and implement an instructional model that would facilitate reading motivation using peer-to-peer discussion of books. A multiphase mixed method design was selected to explore, measure, and address reading motivation for students in sixth grade. This study was conducted in three phases; an exploratory qualitative phase; a quantitative instrument design phase, and a design-based case study phase. At the conclusion of this study, a retrospective analysis revealed four theoretical assertions: (a) Choice is important; (b) Peer-to-peer collaboration is influential; (c) Time and value are related; and (d) Self-concept is complicated. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: In all physical education school curricula, starting with the primary cycle and going to high school and vocational school, resistance appears as an educational instructional objective formulated and materialized as a requirement in relation to class, therefore, the age of students (Scarlat E., Scarlat MB, 2002). Purpose: is to implement an experiment in the fifth and sixth grades in rural areas, and through the results obtained from this experiment, to be able to find optimal solutions to equip students with a high vital capacity, given that after school most students help their parents with household chores. Methodology: Resistance is "the ability of the human body to exert efforts with a relatively long duration and a relatively high intensity, maintaining constant indices of optimal effectiveness". Results: Following the evolution of the arithmetic mean in the endurance running test over the distance of 800m, the boys found that at the initial testing the control group achieved an average of 03:40, and the experiment group achieved an average of 03:29. There is a difference between the control group and the experiment group in favor of the experiment group, namely 11 sec. After the intermediate tests, the control group obtained an average of 03:37, making a progress compared to the initial test by 3 seconds, and the experiment group achieved an average of 03:24. The experiment group made even greater progress than the control group in the final test, namely 15 sec. Following the evolution of the arithmetic mean in the endurance running test over the distance of 600m girls, we found that in the initial testing the control group achieved an average of 03:08, and the experiment group achieved an average of 03:09. There is a difference between the control group and the experiment group in favor of the experiment group, namely 1 sec. After the intermediate tests, the control group obtained an average of 03:01, making a progress compared to the initial test with 7 sec., And the experiment group achieved an average of 03:04 with 5 sec. better than the initial test. We notice that the experiment group made more progress than the control group in the final test, namely 2 sec. Conclusion: this paper emphasizes the importance of the exercises we used and applied to students in the first two grades of high school. [ABSTRACT FROM AUTHOR]

This article reports on two case studies in which we explored two Grade 6 teachers' mathematical knowledge for teaching the concept of the fraction. We were interested in the mathematical knowledge teachers need to have and are able to use to teach fractions. Of the two teachers who were observed and interviewed, one (Rose) explained the concept of the fraction by emphasising an understanding of mathematical concepts. She did this by using various modes of representation to teach the concept of the fraction and fractional manipulatives. On the other hand, the second teacher (Eddy) focused on procedural knowledge. Eddy used a traditional method to teach fractions, encouraging learners to memorise rules without necessarily understanding them. The learners followed the rules blindly because Eddy did not tell them how the rules originated. [ABSTRACT FROM AUTHOR]

The aim of this research was to examine the measurement-based estimation skill levels of middle school 6th grade students and the processes of comparing their estimations with measurements. In this research, the case study design, one of the qualitative research methods, was used. Six students one female and one male student, at low, medium and high mathematics achievement levels from a public middle school in the central districts of Ankara formed the study group. Activities were prepared, which included questions in different categories, both for estimating the length, area and liquid volume of the measurement, and for the proximity of objects to the student. In order to determine the study group, activities were applied to 35 students, and their measurement-based estimation skill levels were examined. While determining the levels, a method called "Evaluation of estimates by percentage of measurements" was used. Before conducting clinical interviews with the study group, the activities were applied to the students, the students were first allowed to make predictions, they were expected to compare their estimations with the possible real measurement without measuring, and then, in some questions, the students were asked to make measurements using tools and compare their estimations with the measurements. As a result, it was observed that the students' estimation skills based on measurement were at a low level. When they were asked to evaluate their estimations without measuring, it was concluded that the students were not successful and they had problems both in the use of measurement tools and in the measurement process while measuring. [ABSTRACT FROM AUTHOR]

This study aimed to determine whether educational games improve mathematics performance in elementary school students. Volunteers were 47 Costa Rican students from a public school, who were assigned to an experimental (EXP: educational games) or a control (CTRL: traditional class) group. Twenty games were created and nine experienced teachers provided expert judge validity assessed by Kendall's concordance coefficient (W). The EXP group completed 20 sessions (8 weeks) of 10-min games and following every game, students provided feedback. Before and after the treatment, students completed an official sixth-grade mathematics test. Two-way mixed ANOVA (assessments: pre-test, post-test by groups: EXP, CTRL) showed a significant main assessment effect. The W for teachers' feedback allowed to use the games indoors, and student's opinion following the games was considered 'very good'. In conclusion, 20 educational games failed to improve mathematics academic performance in sixth-grade students; however, students enjoyed the games and there was a trend to improve performance compared to a CTRL group. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of cognitive appraisal styles (i.e., threat vs. challenge) and feedback types on feedback acceptance and motivation for challenge. We used four feedback types based on valence (positive vs. negative) and orientation (person vs. task). Sixth-graders completed the cognitive appraisal style questionnaire and wrote an essay on their use of smartphones. One week after the writing, they received feedback, and their feedback acceptance and motivation for challenge were measured. Effective feedback types varied depending on students' appraisal styles. The challenge style demonstrated the highest feedback acceptance for positive task-oriented feedback. Negative task-oriented feedback was the most effective for the threat style. The challenge style showed higher motivation for challenge when receiving positive task-oriented and negative person-oriented feedbacks, whereas the threat style did not. Educators should be encouraged to provide personalized feedback based on students' cognitive appraisal styles to maximize feedback effects. [ABSTRACT FROM AUTHOR]

Student academic engagement is currently a topic of great interest within the field of educational research. Consensus exists in the scientific literature that it is a multifaceted construct made up of three dimensions: behavioral, affective/emotional and cognitive engagement. Nonetheless, other work has emerged advocating for the inclusion of a fourth dimension, namely, agentic engagement. Despite advances produced internationally, in Spain, there is a lack of valid instruments to measure academic engagement at primary education level. Thus, the present study aimed to carry out a cross-cultural validation and adaptation to the Spanish context of two important instruments for measuring academic engagement in primary education. Following a process of adaptation, the instrument was administered to a sample of 527 students (54.3% boys, 45.7% girls) undertaking 3rd to 6th grade primary education in six schools in the province of Albacete (Spain). Confirmatory factor analysis was performed of different plausible models in order to obtain the most appropriate factor structure. Reliability analyses were also conducted. Outcomes revealed that better fit was achieved in models in which agentic engagement was integrated separately to the other three dimensions, making this the most appropriate option. The resulting instrument, the academic engagement scale for primary education students, was shown to be valid and reliable for measuring this construct within Spanish students undertaking between 3rd and 6th grade of primary education. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This work aims at investigating the educational potentialities of mathematical memes, digital objects belonging to students' out-of-school culture, in combination with classic educational objects as GeoGebra applets. To pursue our goal, we observed a group of 29 12'h-grade students who design, create and interact with mathematical memes and GeoGebra applets on complex numbers, during an experiment carried out in Turin in March 2019. Our analysis follows three students, from the design and production phases to the group discussion and the interviews conducted the following year. Specifically, we looked for changes in students' praxeologies (following Chevallard 's ATD theory, 1992, 1999) and we traced them back to ZPD mentors Vygotsky, 1978; Wood et al., 1976) and micro-level agents Prodromou et al., 2018). Results show that the social value of mathematical memes promotes the appearance of new micro-level facilitators that enhance the educational potentialities ofGeoGebra and contribute tofoster changes in students' praxeologies. [ABSTRACT FROM AUTHOR]

Social health, as one of the three pillars of health, is a requirement for having a useful, effective, and satisfactory personal life and social health of members of a community, especially effective and constructive strata such as students, is a necessity for the dynamism, prosperity, and promotion of that community. Therefore, this study aimed to examine the effectiveness of World Health Organization-based life skills training on resilience and social health among sixth-grade male elementary school students. It was a quasi-experimental study followed by a pretest-posttest design with a control group regarding its research method. The current study had a statistical population including all sixth-grade male elementary school students in Zahedan in the academic year 2017-2018. To collect data, a corpus of 30 people was selected using available sampling. 9 sessions of life skills training were conducted on an experimental group; however, a control group was on a waiting list. Afterward, a pretest was carried out on both groups. Connor and Davidson Resilience Scale (2003) and Keyes Social Health Inventory (2004) were asked to complete in pretest and posttest. For data analysis, analysis of covariance was used via SPSS22. Results indicated that mean scores of resilience and social health obtained by the experimental group increased compared to those of the control group. Accordingly, it can be noted that life skills training promoted resilience and social health among the male students. According to the findings, it can be concluded that life skills training can be applied to enhance levels of resilience and social health among students. [ABSTRACT FROM AUTHOR]

Reading is a challenging cognitive process that involves analyzing meaning from symbols. This study used a descriptive design since its purpose was to obtain and present facts regarding graduates' demographics and investigate their perceptions regarding competencies developed in them by the school. The study was conducted at Kilangi Elementary School. The study used purposive sampling since the study ought to know the reading comprehension of the students. Based on findings, the reading comprehension of the grade six students of Kilangni Elementary School is often read a certain word that can build on existing information that they already know and able to understand and remember the certain content. It does not matter if they are fluent readers, as if they don't have any prior knowledge of the text, they still aren't going to be able to understand what they're reading. Then the level of reading of the Grade six students of Kilangi Elementary is frustration which reader does not have adequate background level for a topic and/or cannot meet criteria for instructional levels of accuracy and rate. It was recommended that the school division provides obliging facilities for the student's enhancement of their reading skill. The school administration must implement programs to their students learn reading more easily. Programs that will make students aim to love reading to improve reading abilities. The school administration must provide a wide variety of activities for the students to be encouraged to learn more, especially of the freshmen students. [ABSTRACT FROM AUTHOR]

This study presents the results of an analysis of Croatian Language and Natural Sciences textbooks used in the fourth and sixth grade of primary education in Croatia. Textbooks are therein seen as core educational materials, influencing teacher practices—specifically, the reading comprehension instruction. Five textbooks were coded for text type, learning goals, and instructional strategies and activities. Our results show that simpler text structures prevail in textbooks for both subjects and grades. We observed only minor differences in the structure of textbooks for younger and older students—more specifically, the textbooks for older students were found to contain more questions encouraging various levels of inferencing. Most of the questions, however, aim to test factual knowledge, revealing a superficial approach to reading comprehension in all of the analysed textbooks. Since post-reading questions, instructional strategies and activities reflect the intended learning goals, they can influence teaching practices. Therefore, teachers unsatisfied with the approach taken by textbook authors might distance themselves from using textbooks, while others might use the one-dimensional (or even trivial) templates present, both thereby unintentionally creating a lack of opportunities for their students to develop their reading skills and more sophisticated patterns of critical thinking through intelligent textbook use. [ABSTRACT FROM AUTHOR]

Explicit instruction is a pedagogical approach in which students are taught step-by-step procedures for solving problems and practice using the procedures. Despite considerable evidence supporting the use of this general approach, relatively little is known about how varying specific design features impact its effectiveness. This preregistered study investigated the impact of two design features, explaining rationales for procedures and practicing in interleaved sequence, on the efficacy of explicit instruction in fraction arithmetic. Participants were 156 sixth to ninth grade children. Children received a brief intervention involving explicit instruction in fraction arithmetic procedures. They were randomly assigned to receive or not receive explanations of rationales for the procedures, and to practice different procedures in either interleaved or blocked sequence. Relative to pretest, accuracy improved on immediate and delayed posttests (Cohen's d = 0.88 and 0.55 respectively). The magnitude of this improvement was not affected by either experimentally-manipulated factor or by both of them together. The results support the use of explicit instruction in fraction arithmetic, but provide no evidence that explaining rationales for procedures, or interleaving practice thereof, increases the effects of such instruction on procedural knowledge. • Children received a fraction arithmetic intervention using explicit instruction. • The intervention improved fraction arithmetic calculation accuracy. • Explaining rationales for procedures did not improve the intervention's effectiveness. • Interleaved practice also did not improve the intervention's effectiveness. • Findings support the use of explicit instruction in fraction arithmetic procedures. [ABSTRACT FROM AUTHOR]

In this study, we focused on the implementation of a disciplinary literacy inquiry unit with a group of sixth‐grade students. Guided by us, students learned about a local budgetary crisis, researched subtopics of interest to them (e.g., the effect of budget cuts on school athletics), and then wrote letters to their state's governor sharing their concerns and striving to persuade him about their concerns when making budgetary decisions. These letters then became part of the public sphere through local news coverage. Our purpose in this article is to share and critique the implementation of a unit that was embedded in an authentic context. [ABSTRACT FROM AUTHOR]

Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for lowachieving students. This quasi-experimental study evaluates the effect of teaching different selfregulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning. [ABSTRACT FROM AUTHOR]