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The results of most school-based health promotion initiatives are inconclusive. This trial assessed the effect of time-varying exposures to a multicomponent school-based health promotion intervention (SI! Program) on adiposity markers. A total of 48 schools in Madrid (Spain) were cluster randomized to receive the SI! Program through elementary education grades 1 to 6 (E1-6, 12 schools, 459 children), 1 to 3 (E1-3, 12 schools, 513 children), or 4 to 6 (E4-6, 12 schools, 419 children) or to receive the standard curriculum (control, 12 schools, 379 children). The primary endpoint was the between-group difference at 3- and 6-year follow-up in the change from baseline in adiposity markers and the overall knowledge-attitudes-habits (KAH) score. At 3-year follow-up, children who had the intervention showed significantly lower increases than the control group in z -scores for body mass index (BMI), waist-to-height ratio (WHtR), and waist circumference (WC) (z BMI: −0.09; 95% CI: −0.16 to −0.03; P = 0.003; z WC and z WHtR: −0.19; 95% CI: −0.28 to −0.10; P < 0.001). At 6-year follow-up, the beneficial trend in z WC and z WHtR was maintained in the E1-6 and E1-3 groups: difference z WC control vs E1-6 (−0.19; 95% CI: −0.36 to −0.03; P = 0.020), control vs E1-3 (−0.22; 95% CI: −0.38 to −0.06; P = 0.009); difference z WHtR control vs E1-6 (−0.24; 95% CI: −0.41 to −0.06; P = 0.009), and control vs E1-3 (−0.29; 95% CI: −0.47 to −0.11; P = 0.001). No significant between-group differences were found in the change of overall KAH score. Early elementary school interventions may be more effective than later interventions on abdominal adiposity. Further research should assess the sustainability effects of school-based health promotion programs. [ABSTRACT FROM AUTHOR]

This study investigates the psychometric properties of the numerical ability test using a three-parameter logistic (3PL) model within the framework of item response theory (IRT). The test comprises 30 dichotomous items and was administered to 2,689 fifth and sixth-grade students in schools across the Arab Gulf countries. The findings indicate a strong alignment of the test items with the three-parameter model, affirming the validity of the IRT approach. The test also meets the criteria for unidimensionality (UD) and local independence, establishing its psychometric soundness. Notably, the numerical ability test excels in discriminating between examinees with varying levels of numerical ability, particularly those with low or average abilities. Moreover, the scale exhibits a high level of reliability, with a marginal reliability coefficient of 0.83. These results suggest the potential for future research aimed at further enhancing the test’s precision and effectiveness. [ABSTRACT FROM AUTHOR]

This quasi-experimental study investigates the effectiveness of museum visit on 6th-grade students’ attitude towards and learning of history. The study engaged 120 students in the museum visit intervention. That includes, 60 students in the experimental group and 60 students in the control group. The study design included pre-test and post-test measures. The study administered an achievement test and an attitude scale toward history. The study analyzed the data using the repeated measures analysis of variance (ANOVA) statistical test. The study’s result revealed that the experimental group outperformed the control group in achievement test scores of histories. The museum-visit group expressed a more positive attitude towards history learning and engagement. These findings underscore museums’ potential as experiential learning environment, offering knowledge and fostering a positive attitude towards history. The study recommends the future researchers to conduct similar empirical studies in science subjects as a venue for place-based pedagogy in the Indian context. [ABSTRACT FROM AUTHOR]

Objectives: This study assessed disaster awareness among 3rd and 6th-year medical students at Ankara University and explored factors influencing their awareness. Understanding this is crucial for preparing future healthcare professionals for emergencies. The study investigates how different stages of medical education and receiving disaster education affect disaster awareness. Materials and Methods: This cross-sectional study at Ankara University Faculty of Medicine from August to October 2023 assessed disaster awareness among third and sixth-year students. Data were collected via Google Forms using a 20-item questionnaire covering demographics, disaster experiences, and medical school education and a 36-item 'Disaster Awareness Scale'. Results: A total of 352 participants, 210 in 3rd grade and 142 in 6th grade were included in the study. The mean disaster awareness score was 148.4. Disaster awareness was found to be higher in sixth-grade students who received disaster education at the medical faculty and those who participated in disaster drills. The scale scores of the participants who had experienced an earthquake and had a disaster experienced in their close circle were also higher. Conclusion: The study revealed that the disaster awareness of the sixth-grade students those who received disaster education at the medical faculty, those who had experienced an earthquake, those whose close circle had experienced a disaster, and those who had participated in a disaster drill were significantly higher. These results emphasize the importance of formal education and drills in disaster preparedness. Therefore, it is recommended that disaster preparedness education should be disseminated and developed in all faculties. [ABSTRACT FROM AUTHOR]

This study investigated how sixth graders' credibility evaluation self-efficacy was associated with their ability to evaluate the credibility of online texts. Students (N = 265, Mage = 12.45) worked in a web-based environment, where they read and evaluated two more credible texts and two less credible texts that required confirming and questioning the texts' credibility, respectively. Students were asked to evaluate the author's expertise, the author's benevolence, and the quality of evidence in each text. They were also asked to assess their credibility evaluation self-efficacy during the task. The structural equation model indicated that students' self-efficacy was positively associated with their ability to confirm the more credible texts but not with their ability to question the less credible texts. The instructional implications of this study are discussed. [ABSTRACT FROM AUTHOR]

In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students' prior achievement, the extent to which teachers also consider perceived student attributes, such as students' perceived work habits or parental involvement, and the extent to which these perceived student attributes are predictive for secondary school performance is unclear. Therefore, we first investigated the extent to which teachers consider their perceptions of student attributes in their track recommendations (RQ1). Differences between students from different backgrounds and differences between teachers were taken into account. Second, we examined the extent to which primary school teachers' perceptions of student attributes are predictive for their secondary school performance (RQ2). Participants were 17,953 Grade 6 students from 1105 Dutch primary school teachers (RQ1) and 4150 Grade 9 students from 1289 Dutch secondary school classes (RQ2). Data used in this research were analysed using multilevel models. Findings indicated that teacher‐perceived student attributes played only a minor role in track recommendations and secondary school performance. Yet the extent to which these attributes were considered by teachers differed based on students' background and differed between teachers. For secondary school performance, teacher‐perceived student attributes to have limited predictive value. The limited predictive value of teacher‐perceived student attributes for students' performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations. [ABSTRACT FROM AUTHOR]

The argumentative discourse, a main objective in the European Union curricula, is important for the development of students' critical and creative thinking. Education in Europe fosters citizenship aiming for students to be, as future citizens, democratic and open-minded in accepting diversity. The design and implementation of teaching scenarios is of paramount importance for the educational process. In this paper, an interdisciplinary scenario entitled "Ancient Greek Treasures in Europe: The Time of Their Return?" is presented. This teaching proposal will allow students, through collaborative strategies and the use of Information and Communication Technology (ICT), to cultivate the argumentative discourse, enrich their knowledge about important ancient Greek exhibits in museums across Europe, understand the value of cultural heritage, learn about elements of other European civilizations, and comprehend the value of peaceful coexistence while cultivating the European citizen identity. After the implementation of the scenario, students practiced in argumentative discourse and understood the influence of Ancient Greek civilization in the modern world as well as the uniqueness of each culture. They collaborated, used ICT, and developed their skills in research, critical thinking, and decision-making. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

This study investigated the effect of educational platforms on the education and the proficiency of sixth-grade preparatory students in using them. For conducting the evaluation, the study used a descriptive methodology. The sample of the study consisted of 300 students from the sixth grade in the Republic of Iraq both male and female students. Based on the results, sixth grade students show a strong inclination towards using educational platforms. Also, there were no significant differences between genders in the effect of educational platforms on the learning and the students' ability of deriving benefits from them. In addition, the students were keen to incorporate educational platforms into their coursework and highlight their potential for fostering self-learning skills. The study recommends prioritizing the incorporation of educational platforms into the curriculum by training courses specifically focusing on equipping students with the necessary skills to professionally use these platforms for self-learning. [ABSTRACT FROM AUTHOR]

This study aims to develop a test to measure sixth grade students’ success in ‘Circulatory System’. For this purpose, a draft test containing 22 questions was prepared by the researchers. And then, the draft test was submitted to expert opinion and examined in terms of language and content. Following expert opinions, the 22 multiple-choice questions were administered to 128 seventh graders attended to two different secondary schools. Item analysis was performed in the data and thus, two questions were removed from the draft test. According to the findings, the overall item difficulty value of the 20-question final test was calculated as 0.654, and the item discrimination value was calculated as 0.54. KR-20 reliability coefficient of the test was 0.71. Seven of the questions are at the remembering level. Additionally, there were eight questions at the understanding level and five questions at the analysis level according to Bloom’ revised taxonomy. [ABSTRACT FROM AUTHOR]

This semester-long research project examined the use of social studies trade books to thematically teach about six individuals who served as change agents in the United States during the late 19th century and early 20th century. Three of the individuals were African American men, Robert Smalls, Frederick Douglass, and John Roy Lynch, who took civic action to address racial discrimination faced by the Black community in the half century following the U.S. Civil War. The other three indivduals were women women, Ida B. Wells, Clara Lemlich, and Jane Addams, who challenged social inequities and injustices within their communities. Over the course of the semester-long research project, sixth-grade U.S. history students read selected trade books, examined primary sources, completed graphic organizers, and crafted writing assessments about each of the six individuals. Students demonstrated complex historical thinking, integrated economic and civic thinking, and communicated thematic ideas of systemic oppression of minorities, women, and the poor. They struggled to make connections between examples of historic oppression and contemporary examples of societal oppression. [ABSTRACT FROM AUTHOR]

In the classroom, creativity is crucial because it forces learners to focus intently on the material being taught. Hence, the purpose of this study was to explore the effectiveness of a smartboard in enhancing Grade 6 Technology teachers' creativity at Nkomazi East Circuit in Mpumalanga Province. The theory of creativity was used as a lens in the study, and the 9E instructional model was used to guide and understand classroom activities. The qualitative research approach and the case study design were used to gather and analyse data. Data collection involved both non-participant observations and semi-structured interviews. Four schools with smartboards were purposively sampled. The participants of the study included four Technology teachers. All four teachers were interviewed and observed while teaching using the smartboards. This study used deductive content analysis to analyse data. The findings of the study revealed that smartboards are effective in enhancing teachers' creativity, as they were able to make their lessons more interesting, exciting and effective, and developed learners' creative thinking skills. The teachers could access the internet to search for online resources which include but are not limited to diagrams, pictures, online quizzes and YouTube videos to creatively present their lessons in the classroom. Different smartboard programmes such as the smart notebook, animation, PowerPoint presentations, as well as the show-and-hide features were also used to enhance creativity. With the help of the smartboard, teachers were also able to use a variety of teaching methods to correct learners' misconceptions and subsequently develop their creative thinking skills. The study recommends that smartboards be constantly used as a tool to enhance teachers' creativity, which ultimately develops learners' creative thinking skills. Future research may focus on investigating the extent to which smartboard features improve learners' creative thinking skills and understanding of various topics. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities 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 Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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 study is to investigate the effects of Project-Based Learning (PBL) and Flipped Classroom Model (FCM) supported by PBL on sixth grade students' academic achievement, retention of knowledge, and individual innovation competence. A quasi-experimental design with a pre-test and post-test control group was used in the study. While the PBL method was applied to the first experimental group, FCM-supported PBL was applied to the second experimental group. In the control group, teaching was carried out according to the science curriculum. The study was conducted with 80 sixth grade students from three classes during the 2021-2022 school year at a public middle school in Muğla, a province in Turkey. The Matter and Heat Achievement Test (MHAT) and the Individual Innovation Competence Scale (IICS) were used as pre- and post-test measurements. The results revealed that the students who participated in the PBL group and FCM-supported PBL achieved significantly higher post-test scores than those in the control group, indicating increased academic achievement. However, no significant difference was found between the groups in terms of individual innovation competence. It was also observed that the PBL group had significantly higher retention scores than the control group. Investigating the long-term effects of these instructional approaches across different subjects and grade levels would be beneficial. [ABSTRACT FROM AUTHOR]

Copyright of Archivos de Ciencias de la Educacion is the property of Universidad Nacional de La Plata 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.)

This study tests a model that predicts the problem-posing performance of sixth-grade students (independent variable metacognition, mediator variables mathematics and native language course success scores at the end of the year). The research was conducted with the relational model. The results regarding the mediation effect indicated that the mathematics course success scores and the native language course success scores were separately full mediators in the effect metacognition has on problem-posing performance. The results regarding serial mediation effect revealed that the mathematics course success scores and native language course success scores had a full mediating effect on the effect of metacognition on problem-posing performance. [ABSTRACT FROM AUTHOR]

This study investigates sixth-grade Turkish students' pattern-generalization approaches among arithmetical generalization, algebraic generalization, and naïve induction. A qualitative case study design was employed. The data was collected from four sixth-grade students through the Pattern Questionnaire (PQ) and individual interviews based on the questionnaire. The findings revealed that all students generalized near terms using arithmetical generalization as the first step and then they mostly looked for a general rule through memorized procedures by skipping far term generalization. When they found the general rule, far terms were calculated by rote. In other words, students did not generalize the pattern to far terms using an algebraic generalization. The current study's findings would give valuable information to the mathematics educators regarding the necessity of avoiding creating a procedural instructional environment by focusing on the rote procedure of finding the general rule of a pattern. These findings would also expand the horizons of curriculum developers regarding the importance of objectives about both near terms and far term generalization by progressing from arithmetical generalization to algebraic generalization. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan 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.)

One of the goals of science, technology, engineering, and mathematics (STEM) education is to promote students' understanding of and interest in STEM careers. However, young students often hold stereotypical perceptions of STEM professionals. This study aimed to apply two newly developed checklists to explore upper elementary students' perceptions of scientists, engineers, and technologists as STEM professionals. A total of 564 valid responses were collected from fourth- to sixth-grade students. The data were collected using an instrument revised from the Draw-A-Scientist Test (Chambers in Sci Educ 67(2):255–265, 1983). Content analysis was conducted on students' drawings and written descriptions of the STEM professionals' work with the newly developed checklists and a categorization process, and inter-rater reliabilities were calculated to ensure trustworthiness. Results show that both girls and boys drew more male than female scientists, engineers, and technologists. Moreover, students tended to associate scientists with laboratory-related features, engineers with building construction, and technologists with technological products. In addition, students' perceptions of scientists, engineers and technologists fell into seven major categories of careers, and students overwhelmingly placed inventors and programmers into their presentations of scientists and technologists, respectively, rather of engineers. The results indicate that gender stereotypes existed pervasively in the students' perceptions of scientists, engineers, and technologists, with engineers being the most stereotyped. Moreover, the students associated engineers with various professions related to civil construction and did not see many other engineering professionals as engineers, implying that students generally have a naïve understanding about engineering. The mechanism underlying the formation of these stereotypes and potential countermeasures are discussed. [ABSTRACT FROM AUTHOR]

Background: Creativity is an important ability for problem‐solving in both personal life and academic learning. Few creativity studies have investigated the development of children's creativity in disadvantaged rural areas or compared the rural–urban differences through digital game‐based creativity learning. Understanding such differences can help provide resources for promoting learning equality in creativity. Aims: This study aimed to compare the rural–urban difference in elementary school children's creativity performance and their learning effect through digital game‐based creativity learning. Sample: Participants were 261 3rd and 4th graders and 194 5th and 6th graders from 6 elementary schools. Method: Two digital game‐based creativity learning systems were employed to conduct a five‐class experimental instruction. A creativity test and a questionnaire were also used. Results and Conclusions: The results indicate that the urban middle graders, but not the upper graders, outperformed their rural counterparts in the creativity test before game‐based learning. Nevertheless, all children got a higher score on the creativity test after the game‐based learning, suggesting the employed creativity learning systems could be vehicles for improving elementary school children's creativity. However, the rural children gained less from the learning than the urban children, which may be due to weaker competencies in self‐regulated learning. Further studies can employ an inventory to verify this and also consider providing more scaffolding of self‐regulated learning to more disadvantaged students during digital game‐based creativity learning. Additionally, the results of this study reflect the importance of self‐determination and rewards in learning motivation. Appropriate rewards may encourage persistence in taking on challenges. [ABSTRACT FROM AUTHOR]

This study aims to investigate the impact of incorporating educational games in the instruction of algebraic expressions on the academic achievement and long-term retention of sixth-grade students. The sample of the study consists of 31 sixth-grade students. These students are enrolled in schools located in the central district of Niğde. The research employed a quasi-experimental design with a pretest - post-test unequalized control group, which is a quantitative research method. The data for the study were collected using the Algebraic Expressions Achievement Test, developed specifically by the researcher. The data analysis was conducted using the SPSS program, and it was found that the collected data followed a normal distribution. Therefore, the t-test was employed to compare the groups based on the sub-problems of the research, while the ANOVA test was utilized to compare the groups. The results of the analysis revealed a significant difference between the two groups, with the experimental group exhibiting higher achievement scores compared to the control group after the implementation of the educational games. Furthermore, during the follow-up test conducted six weeks later, it was observed that the students in the experimental group maintained their level of achievement, whereas the control group experienced a decline in their scores. There was no significant difference between the post-test and the retention test, indicating that the impact of the teaching intervention remained stable over time. In other words, implementing mathematics instruction through educational games was found to enhance students' academic achievement and ensure long-term retention. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

More research is needed on how to best use analytics to support educational decisions and design effective learning environments. This study was to explore and mine the data captured by a digital educational game designed for middle school science to understand learners' behavioral patterns in using the game, and to use evidence-based findings to inform the design and implementation of the game's next iteration. The data was from 3,963 sixth-grade students from 31 teachers across nine U.S. states who used the game. The dataset consisted of 3,063,267 lines of log data. The findings showed significant positive relationships between students' performance scores and their tool usage in terms of both frequency and duration of tool use. This was further confirmed by the relationships between different levels of students' performance and tool usage: the more frequently and longer that students used the tools, the higher their performance scores, and there were significant differences between students with high performance scores and those with low performance scores. Comparing three different cases over the individual days of game use provided further evidence that in all three comparisons, the students who used more essential tools and for longer time had higher performance scores. Implications are discussed. [ABSTRACT FROM AUTHOR]

The socioconstructivist literature on sociocognitive peer interaction is dominated by a structural or cross-sectional microanalytic approach. Here we propose to incorporate a micro-sequential perspective to analyze the socio-cognitive interaction between peers, occurring in a context of asymmetrical competence. This perspective focuses on the trajectory of transformations and changes occurring event by event. The aim is to identify regular microtransitions between the cognitive units contributed by peer in dyads with asymmetry of competence of sixth and seventh graders who solved task if comprehension of a cross-frequency table. Forty-three dyads (86 subjects, age: X=12.29; SD=0.64), from official schools of Rosario and its surrounding area (Argentina). The interaction was coded from three groups of categories according to its function in the task: directed to its resolution, to its organization or indirectly linked. An analysis of transition probability was performed among all codes. The transitions identified were organized according to whether they were: common between both subjects or specific from one to the other; intrasubjective or intersubjective; activated or inhibited. The results indicate a strong activation of transitions of intersubjective character when the codes refer to statements aimed at solving the task, and this is equally observed from one subject to the other, beyond the asymmetry of competence between them. Asymmetry-dependent transitions were also identified, generally activated, or inhibited by intervention of the more competent subject. The work allows us to conclude about the relevance of a (micro) sequential approach of socio-cognitive interaction, as the results reported here could not have been obtained from a classical structural perspective. [ABSTRACT FROM AUTHOR]

Background: Little is known about what drives older adults' motivation to change their behaviour and whether that is associated with their personal dementia risk profile. Our aims were to (i) understand what sociodemographic factors are associated with older Australians' motivation to change behaviour to reduce their dementia risk, and (ii) explore the relationship between socio-demographic factors and motivation to reduce dementia risk with health- and lifestyle-based dementia risk scores in older adults. Methods: A cross-sectional online postal or telephone survey was administered to community-dwelling older adults in New South Wales, Australia between January and March 2021. Measures included socioeconomic status, locality, and health status, the Motivation to Change Lifestyle and Health Behaviours for Dementia Risk Reduction (MCLHB-DRR) scale and the lifestyle-based dementia risk score (LIBRA index). Multiple linear regression analyses were used to explore the associations for (i) sociodemographic factors and motivation to reduce dementia risk (MCLHB-DRR scales) and (ii) sociodemographic factors and motivation to reduce dementia risk with health- and lifestyle-based dementia risk (LIBRA index). Results: A total of 857 older adults (mean age 73.3 years, SD = 6.0, range 65–94; 70% women; 34.6% less than grade 6 education) completed the survey. Respondents reported high levels of motivation to adopt behaviour changes, agreeing on the importance of good health. Individuals who were younger were more likely to have greater motivation to modify lifestyle to reduce dementia risk and had higher perceived benefits to gain by adopting a healthy lifestyle. Dementia risk scores were moderately low (mean LIBRA index =− 2.8 [SD = 2.0], range − 5.9–3.8), indicating relatively moderate-to-good brain health. Men with low socioeconomic status and higher perceived barriers to lifestyle change had higher dementia risk scores. Conclusions: Public health campaigns need to overcome motivational barriers to support reductions in dementia risk. A multifaceted and inclusive approach targeting both sociodemographic differences and impediments to brain healthy lifestyles is required to achieve genuine change. Trial registration: ACTRN12621000165886, Date of registration: 17/02/2021. [ABSTRACT FROM AUTHOR]

There is a significant body of research that indicates that the use of tablets to learn mathematics in elementary school motivates students to learn. Low mathematical attainment in international benchmarking tests of mathematics in South Africa led the authors to investigate the potential that the mobility of the tablet provided for children to learn how to reason using what Mercer called 'exploratory' talk, a form of dialogical interaction indicative of reasoning. In this article the authors investigate two grade 6 classrooms in two schools where students are learning mathematics using tablets. In this multiple case study, the authors videotaped children during mathematics lessons where they used tablets to solve mathematical problems, and the data were transcribed. Findings indicate that the tablets across both contexts facilitate what Mercer calls exploratory talk, which is indicative of reasoning and, therefore, learning. [ABSTRACT FROM AUTHOR]

Peer tutoring is a learning method that entails student partnerships that pair good students with lower achievers or pupils with comparable achievement for systematic reading and math study times. The main purpose of this study is to determine the problems of selected grade 6 students in mathematics that would help the students enhance their academic performance in the subject. The data gathering will be done by selecting grade 6 students, both female and male, with separate results from the conducted pretest and posttest questionnaires. Other students who do not fall into the category are not included in the collection of information. The only purpose of this study is to achieve its goal, and it won't investigate anything else. After using dependent T test at the scores of the students after pretest and posttest, we got a computed value (T Value) of -5.6803. With a critical value of -2.0195, we can reject the null hypothesis and conclude that peer tutoring can bring a significant difference to the combined result of critical thinking and problemsolving test. The finding suggests that school heads and classroom teachers may use "peer tutoring" as a learning method for helping the learners improve their performance in mathematics. The school and the classroom teachers may use peer tutoring as a learning method that entails student partnerships that pair good students with lower achievers or pupils with comparable achievement for systematic reading and math study times. [ABSTRACT FROM AUTHOR]

As students’ progress in their studies, they must learn a variety of important skills. Among these is writing, which is undeniably one of the most important skills that every student must develop. However, writing has always been a major challenge for students learning English, particularly in elementary schools and for second language learners. This study determined the effectiveness of the instructional material "How to Write a Sentence" as an intervention to improve the writing skills and academic performance in English of Grade 6 students at a public elementary school in the Philippines. The one-group pretest-posttest design of the quasi-experimental research design was used in this study. A 50-item pretest and posttest were used to assess the participants' academic performance before and after the intervention was implemented. The mean, standard deviation, and paired-samples t-test were used to interpret the data. Results revealed that the use of the instructional material "How to Write a Sentence" was found to be an effective intervention in improving the writing skills and academic performance in English of Grade 6 students at a public elementary school in the Philippines. It is recommended that administrators should encourage teachers to collaborate in order to further enhance or improve the intervention material or to create other contextualized and localized learning materials suited to diverse learner types. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to determine the metaphors and analogies in the 6th grade science textbook. The document analysis method, which is one of the qualitative research methods, was used in the research. The data related to the research consists of metaphors and analogies in the textbook taught in the 6th grade science course written between 2021-2022. In the analysis of the obtained data, the content analysis technique was used. The metaphors and analogies identified by the researchers in the aforementioned book were presented to 24 science teachers, who are experts in the field via the internet, and the reliability percentage was calculated as a result of their opinions, and the reliability rate was calculated as 70.416%. In this calculation, Miles and Huberman's (1994) reliability equation was used and the value was found to be reliable according to this equation. As a result, it has been determined that metaphors and analogies are used very little in the mentioned book. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science 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.)

In this research work, the antecedents of the didactics of literature in the education process are shown through different authors and then contrast said information with the current practice of literary works in the classroom through a statistical analysis of the variables. corresponding. The survey designed for said analysis is applied through the application of the Office 365 program form. The sample of students who responded to the survey was 174 boys and girls in the sixth grade of primary education in the city of Saltillo, Coahuila. Mexico. The methodological design for this research is descriptive and deductive, with a mixed approach (Hernández, 2006). In the background of the subject, it is highlighted that during the 20th century the main learning of reading has been the functional texts and the domain of the different discursive genres typical of life in society, but it remained in a secondary plane before the informative texts; this, finally led to work on the literary text as a simple support for linguistic activities (Tauveron, 1999). As part of the results, it is obtained that the development of reading skills and the acquisition of the habit of literature is reaffirmed through frequent and commented reading in the classroom, among friends and family; Literary texts are enjoyed and used more when their content is analyzed, the imagination is stimulated and it is related to life itself by interacting with the different literary genres in the classroom with the relevant guidance of the teacher and the implementation of contextualized learning strategies in the educational community. [ABSTRACT FROM AUTHOR]

This research attempts to contribute to the area of oral interactions in online classes during the COVID-19 pandemic in Chile. Specifically, the sample considers two teachers and 85 students in two sixth-grade classes. The analysis was carried out on two levels. The first includes the codification of turns of speaking, according to the system adapted by Howe et al. The second level uses classroom observation in addition to triangulation with interviews held with the two teachers. The analysis reveals that online teaching implies important changes in the form of the class, yet the types of oral interactions are similar to those reported in face-to-face classes. The implications are discussed in the results. [ABSTRACT FROM AUTHOR]

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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 article discusses the evolution of teaching social studies to sixth-grade students in the U.S., particularly the shift to historical inquiry method from just factual teaching. Also cited is the launching of the standards of historical inquiry, namely, the Common Core State Standards and the College, Career, and Civic Life (C3) Framework to engage students in proper forms of historical research.

Early adolescence is a dynamic stage for the development of critical consciousness, yet there are few resources focused on social justice education (SJE) in the middle grades. This article shares the findings from a study that investigated the experiences of three social justice educators as they engaged in SJE with young adolescents (YAs). We offer three key lessons associated with teaching SJE in the middle grades: (a) YAs are primed for SJ learning, (b) SJE can cultivate a learner-centered classroom community, and (c) SJE brings teacher positionality to the forefront. Subsequently, we identify instructional challenges associated with teaching SJE in the middle grades and share some of the ways in which the teachers in this study navigated these challenges. [ABSTRACT FROM AUTHOR]

In the 21st Century, it has become more difficult for teachers to attract students to the curriculum due to many factors that entertain students. Hence, teachers need to think about teaching methods that indirectly motivate students to learn. Moreover, this need is more felt in mathematics because it requires the constant creation of new cognitive structures. Therefore, one of the effective teaching methods for this demand is teaching with the help of various games. For this purpose, the present study investigated the effect of playbased learning methods on math learning in sixth-grade students. This research is quantitative. The results of this study were collected from experiments on control and experimental groups. The statistical population, at first, all male students in the sixth grade of primary school in the city of Karaj were considered for the academic year 2021-2022. Then, by cluster sampling, it was reduced to one school and finally, randomly, to two classes of 30 people. The control group was trained by the usual method of the teacher's explaining and then solving the book's exercises. The training of the experimental group was done by the simulation game of bank and supermarket space. In this method, students calculated discount percentages during their play and learned lesson points. In the end, the same tests were taken from both control and experimental groups and the average scores of students in both groups were obtained. The mean for the control group was equal to 10.06 and for the experimental group, equal to 15.23. The results of research data showed that the gamebased teaching method has a positive effect on students' math learning compared to teaching by teacher's lecture. [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.)

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.)