Journal articles: 'Grade 10 learners'

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Moonsamy, Sharon. "Written narratives of Grade 5 learners with developmental language difficulties: A group discussion intervention study." Per Linguam 37, no. 1 (2021): 45–67. http://dx.doi.org/10.5785/37-1-969.

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Increased demand on a learner’s linguistic, cognitive and metacognitive abilities is expected at higher grades in schools. The application of cognitive and metacognitive strategies when learning is, however, not always automatic, therefore explicit mediation to retrieve and apply these processes appropriately, is essential. This paper aims to compare the linguistic experiences of Grade 5 learners with Developmental Language Difficulties (DLD) when writing a narrative, pre- and post-discussion intervention. The intervention approach is grounded in Feuerstein (2006) and Vygotsky’s (1934/1987) theories of cognitive development. This quantitative and qualitative study was a quasi-experimental, pre- and posttest design. The sample consisted of 10 Grade 5 learners from a remedial school. The pretest written narratives preceded the intervention phase and were followed by the posttest narratives. The macro- and microstructure of the written narratives were analysed, using an adapted framework based on Fey’s (2001) and Moonsamy’s (2009) analysis protocol. Explicit discussions on writing processes should generalise to familiar and novel tasks required in all learning situations. The findings suggest that interventions, using group discussions, were beneficial for learners with DLD where knowledge was coconstructed. Improvements in microstructure were evident while the macrostructure remained the same at post-intervention. This study contributes to evidence-based practice for learner instruction in mainstream and special needs environments.

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Pérez-Paredes, Pascual, and María Sánchez-Tornel. "Adverb use and language proficiency in young learners’ writing." International Journal of Corpus Linguistics 19, no. 2 (May 9, 2014): 178–200. http://dx.doi.org/10.1075/ijcl.19.2.02per.

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Our research examines the use of general adverbs by learners across grades 5, 6, 9 and 10 in the International Corpus of Crosslinguistic Interlanguage (ICCI) by looking at whether this use increases with age. For our research we use data from the Polish, Spanish and Chinese components in the ICCI, in particular, those from the “food” and “money” topics. Our results show that general adverbs are more widely used as age increases. Statistically significant differences were found between grade 6 and 10 learners across all three L1 groups in terms of the frequency of use of general adverbs, which suggests that 10-graders integrate adverbs in their discourse in ways that differ from those in previous years. This study, together with Pérez-Paredes & Díez-Bedmar’s (2012), suggests that learners below grade 9 are more unlikely to use adverbs.

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Jomocan, Cynthia O., and Ma Judy B. Legaspi. "Context Clues Knowledge and Reading Comprehension Skills of Grade 10 Students." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 77–78. http://dx.doi.org/10.52006/main.v3i2.230.

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One of the goals of education is to develop learners with strong reading and comprehension skills. Memorandum No. 173 s. 2019 of the Department of Education strongly encouraged all elementary and secondary public schools to intensify their advocacy for independence in reading in all grade levels and align the promotion of reading culture as the key in closing achievement gaps in producing productive citizens. It is a fact that many Filipino learners struggle to meet the standards in English communication and language. Given the literature gap, this study determined the level of context clues knowledge and level of reading comprehension skills of Grade 10 students in the three-class programs: Basic Education Curriculum (BEC), Science Technology (STE), and the Strengthened Technical Vocational Education Program (STVEP) of a public junior high school in the Division of Bacolod City. The study also determined the difference in the level of context clues knowledge and level of reading comprehension skills of the students when grouped according to class programs and explored the relationship between context clues knowledge and reading comprehension skills.

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Salanatin, Martin John M. "Guided Quick Labs and Academically Challenged Learners’ Predicting, Observing, and Inferring Skills." Philippine Social Science Journal 3, no. 1 (June 22, 2020): 101–11. http://dx.doi.org/10.52006/main.v3i1.129.

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This quasi-experimental study aimed at determining the effects of guided quick labs and traditional science laboratory activities on academically-challenged Grade 10 learners' predicting, observing, and inferring skills. The subjects in this study were the 60 academically-challenged Grade 10 learners of Antique National School in San Jose, Antique. The subjects were divided into two groups, the traditional and the quick labs. Pretest and post-test ware used to measure the predicting, observing, and inferring skills of the learners before and after exposure to both laboratory activities. The results showed that the predicting, observing, and inferring skills of the academically-challenged Grade 10 learners in both groups were comparable at the start of the six (6)-week intervention. After the intervention, the results revealed that both groups were still comparable. The findings proved that both types of laboratory activities have a similar effect in predicting and observing skills and is best improving the learners' inferring skills.

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Wallace, Matthew P., and Emily In Leng Leong. "Exploring Language Learning Motivation among Primary EFL Learners." Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 221. http://dx.doi.org/10.17507/jltr.1102.10.

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The present study examined factors contributing to motivation of young EFL learners. Specifically, it explored learners’ attitudes and purposes for studying English, and how their perceptions of social support (teacher, family, peers) and that of the formal learning environment (learning tasks and class activities) varied at different levels of motivation. In total, 23 grade six students who studied at a Macau primary school completed a 10-item open-ended questionnaire. Findings revealed that most of the participants were highly motivated and learned English for both instrumental (e.g., for work and travel) and integrative (e.g., wanting to integrate within the target language culture) reasons. Most respondents reported that they viewed their teachers positively, which may explain why most of them also had a positive view of studying English despite indicating that their family expected them to get high grades on exams, and that most of their classmates perceived studying English negatively. Unsurprisingly, participants also reported that games and songs were their favored activities because they increased their intrinsic motivation to learn. The results of this study suggest that young learner motivation may be largely influenced by the learning environment (as opposed to family or peer social relationships), notably the positive relationship with the teacher and the types of learning activities employed to achieve learning aims.

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Venkat, Hamsa, and Mellony Graven. "Opening up spaces for learning: Learners' perceptions of Mathematical Literacy in Grade 10." Education as Change 12, no. 1 (July 2008): 29–44. http://dx.doi.org/10.1080/16823200809487193.

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Blanco-Suárez, Zeltia, Francisco Gallardo-del-Puerto, and Evelyn Gandón-Chapela. "The Primary Education Learners’ English Corpus (PELEC): Design and compilation." Research in Corpus Linguistics 8 (2020): 147–63. http://dx.doi.org/10.32714/ricl.08.01.09.

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This paper describes the process of design and compilation of the Primary Education Learners’ English Corpus (PELEC), a learner corpus which includes written (14,577 words) and spoken materials (47,032 words) from Primary Education learners in the Autonomous Community of Cantabria. It is composed of data from a total of 252 students in the fourth and sixth grade of Primary Education (aged 9–10 and 11–12, respectively) who were studying in five different state schools which followed either a Content and Language Integrated Learning (CLIL) or an English as a Foreign Language (EFL) approach.

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Speizer, Ilene S., Khou Xiong, Mahua Mandal, Ndinda Makina-Zimalirana, Aiko Hattori, and Darryn Durno. "HIV-Related Knowledge, Attitudes, and Behaviors among Grade 10 Girls and Boys in Mpumalanga and KwaZulu-Natal: Cross-Sectional Results." Open AIDS Journal 14, no. 1 (September 18, 2020): 75–83. http://dx.doi.org/10.2174/1874613602014010075.

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Background: Young people in KwaZulu-Natal and Mpumalanga South Africa are at high risk of HIV and other sexually transmitted infections. Therefore, awareness programs are needed to reach these young people and change their knowledge, attitudes, and behaviors. Objective: The objective of this study is to use cross-sectional data from grade 10 female and male learners in randomly assigned intervention and control schools to examine their knowledge, attitudes, and sexual behaviors. Methods: Participants, who were in grade 10 in the 2018 school year and attending schools, were randomly assigned to the intervention and control arms for implementation of the Department of Basic Education’s adapted life orientation curriculum that included scripted lesson plans. The study took place in two high HIV prevalence provinces in South Africa. Participants completed self-administered tablet-based surveys and female participants provided a dried blood spot for HIV testing. Results: Results demonstrate that two-fifths to one-half of male learners reported being sexually experienced and a quarter (KwaZulu-Natal) to a third (Mpumalanga) of the female learners reported the same. A greater percentage of learners in Mpumalanga reported consistent condom use than learners in KwaZulu-Natal. HIV prevalence among female grade 10 learners in both provinces was about 6-7%. No notable differences were observed between intervention and control school learners on the knowledge, attitudes, and behavior outcomes. Conclusion: The findings demonstrate the importance of developing HIV prevention programs for young people in high HIV prevalence provinces since these young people remain at high risk for HIV and other negative outcomes. Trial Registration: This study has been registered at ClinicalTrials.gov. The trial registration number is: NCT04205721. The trial was retrospectively registered on December 18, 2019.

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Moseki, Monki M., and Salomé Schulze. "Fostering self-regulated learning of Grade 10 learners by means of participatory action research." South African Journal of Education 39, Supplement 1 (September 30, 2019): S1—S9. http://dx.doi.org/10.15700/saje.v39ns1a1623.

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Ravhuhali, Fhatuwani, Miringo S. Baloyi, Humbelani N. Mutshaeni, and Takalani S. Mashau. "The Prevalence of Social Networking among Grade 10 Learners: Are There Any Academic Benefits?" Journal of Communication 6, no. 2 (December 2015): 275–83. http://dx.doi.org/10.1080/0976691x.2015.11884873.

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Haryanto, Haryanto, Yuni Ahda, and Rahmawati Darussyamsu. "Analysis the Aspect of Higher Order Thinking Skill on Fungi Content Assesment Instrument for Senior High School Grade 10." Jurnal Atrium Pendidikan Biologi 3, no. 1 (November 17, 2018): 32. http://dx.doi.org/10.24036/apb.v3i1.3115.

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ABSTRACT High order thinking skills is very important based 2013 Curriculum in Indonesia. High order thinking skills need to be developed so that learners not only receive the information provided, but can use it and convert it into new information to solve the problems they face. The type of research used is descriptive research, by collecting data in the form of assessment instruments used by teachers in assessing the learning process. The assessment instruments on fungi material made by teachers for daily tests are generally still at the C1-C3 cognitive level (C1 is 40%, C2 is 46,7% and C3 is 13,3%), whereas high order thinking skills can be trained by providing an assessment instrument that is at the C4-C6 level of cognition in learning. Researchers analyze students by processing student's value data when answering C1-C3 problem commonly used by biology teacher in school and the result of the average score of learners did not experience problems, but the result of the analysis of learners with the provision of high ability thinking ability showed not yet capable of students answer about high-order thinking skills. This is evidenced by the test results obtained in the form of the average value of the class that is 28.15. Therefore, the assessment instrument used by the teacher has not been able to measure the high order thinking ability of the learners.

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Athiemoolam, Logamurthie, and Agnes Kibui. "An Analysis of Kenyan Learners’ Proficiency in English Based on Reading Comprehension and Vocabulary." Journal of NELTA 17, no. 1-2 (May 20, 2013): 1–13. http://dx.doi.org/10.3126/nelta.v17i1-2.8088.

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In Kenya, English is the medium of instruction in schools and the official language of the country, although the majority of the learners are first additional language speakers of English. The study on which this article is based aimed to assess grade 10 Kenyan learners’ proficiency in English by examining their performance in comprehension and vocabulary on the basis of three tests incorporating multiple choice and interpretative questions. The data were collected from 422 grade 10 learners representing 16 schools in four provinces of Kenya. Learners were assessed on three comprehension passages which were selected from different genres. The results revealed that a large percentage of Kenyan learners encountered challenges with comprehension and vocabulary which impacted on their English language proficiency. The implications of the study is that there is a need for a reading skills development programme incorporating word analysis, recognition of the purpose of the text and tone, and the enhancement of inferential as well as predictive and interpretive skills. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 1-13 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8088

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McPherson, Gary E., and Karin S. Hendricks. "Students’ motivation to study music: The United States of America." Research Studies in Music Education 32, no. 2 (December 2010): 201–13. http://dx.doi.org/10.1177/1321103x10384200.

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As a part of a larger international mapping exercise to examine students’ motivation to study music as compared to other school subjects, this article draws upon data from a sample of 3037 students in the USA to observe perceptions of values, competence and interest in music study (in school versus outside of school) among music learners and non-music learners. Students were grouped into three grade levels: (a) 6, (b) 7—9, and (c) 10—12. Music learners in the USA had significantly higher motivational profiles for music and some other school subjects as compared to non-music learners. Music interest inside of school was ranked significantly lower than for any other subject, while music interest outside of school was ranked second highest for any subject in grades 6 and 7—9, and highest of all subjects in grades 10—12. This article addresses cultural and contextual issues in the USA to consider how music advocates might better demonstrate the importance and usefulness of music study as an academic course. Practical recommendations include encouraging a broader emphasis beyond performance and competition, and promoting opportunities for autonomous music learning within the school setting.

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Owen, Madalambana, and Christabel Dudu Mantlana. "Reading Difficulties Experienced by Grade 10 English Second Language Learners in Dutywa District, South Africa." International Journal of Educational Sciences 17, no. 1-3 (June 3, 2017): 41–51. http://dx.doi.org/10.1080/09751122.2017.1305759.

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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.

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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.

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Husni, Noha M. Al, and Naim El Rouadi. "Interdisciplinary Curriculum Empowers Cognitive Advancement to Solve Real Life Problems." Journal of Education and Learning 5, no. 4 (August 3, 2016): 34. http://dx.doi.org/10.5539/jel.v5n4p34.

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Interdisciplinary curriculum supports cognitive development through well planned lessons at early age. This article focuses on a specific experimental study done in 2010 on Grade 7 learners in a Lebanese private school to aid them in empowering their skills and competencies to solve a real life problem. The objective of this experimental study is to prepare students for Grade 10 to create the necessary chemistry between learners and Physics as a discipline. The problematic can be stated as: The synergy of teachers’ team work to design an interdisciplinary curriculum implementing ICT in classrooms facilitates the transfer and construction of knowledge and scaffolds learners with necessary skills and competencies from an early age to solve physics problems. The results were very optimistic showing 57% development of the study group members in comparison with only 10% for the control group members. Further studies are necessary on larger samples and for longer duration to expose learners to different topics and trace the effect of interdisciplinary curriculum after 4 years.

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Nampila, Tutaleni. "Factors that influence learners’ decisions to drop out of subjects at the Namibian College of Open Learning (NAMCOL): Distance learning mode." African Educational Research Journal 9, no. 2 (April 13, 2021): 320–22. http://dx.doi.org/10.30918/aerj.92.20.211.

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The Namibian College of Open Learning (NAMCOL) conducted a dropout survey in order to determine why distance students studying with the College, drop out of the subjects they enrolled for. Information was collected from learners who dropped out of subjects they enrolled for, tutors and Head of Centres. Online and telephonic interviews were used for learners, while questionnaires in hard copies were distributed to the tutors and Head of Centres. The majority of the learners who responded to the questionnaire indicated that the learner support from the College was good and that the study materials were useful. Even so, most learners indicated that job commitments, financial issues and sickness were the main reasons why they dropped out of the subjects they enrolled for. The subject that had the highest dropout rate for both grade 10 and 12, were English. Other reasons given by tutors and head of centres as to why they think learners drop out of subjects include lack of motivation from learners, lack of competency in English and some learners find employment or register at private institutions, centres are far from the learners. Some of the recommendations given by tutors and head of centres to reduce dropouts the College should decentralise the centres, clear, persistent and continuous information regarding examination dates, collecting timetables and venues should be given.

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Butler, Yuko Goto, Xiaolin Peng, and Jiyoon Lee. "Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy." Language Testing 38, no. 3 (February 25, 2021): 429–55. http://dx.doi.org/10.1177/0265532221992274.

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Language assessment literacy (LAL) has recently gained substantial attention among language educators and other stakeholders. However, existing models focus almost exclusively on teachers, test developers, and administrators, and lack students’ perspectives in their conceptualizations. To address this gap, with this exploratory study we aimed to understand young learners’ LAL. The participants were fourth- and sixth-grade students (ages 9–10 and 11–12, respectively, with 10 participants in each age group) in China. After taking English mock tests, the children participated in individual, semi-structured interviews that covered their understanding of the following: (a) assessment purposes and theories (their knowledge about how assessment works); (b) assessment skills (their views of assessment designs, procedures, and content); and (c) assessment principles (their notion of fairness, cheating, and feedback). The data were analyzed qualitatively in line with current LAL models. The results suggest that the children already had substantial assessment literacy in knowledge, skills, and principles. Although their teachers’ assessment practice remains form-focused, children generally want more communicative-based and diagnostic assessment. They also want more cognitively challenging and enjoyable assessment tasks. Our findings provide solid supporting evidence for the importance of considering students’ perspectives, along with the views of other stakeholders, in order to have a more balanced understanding of LAL.

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Pranoto, Hadi. "EFFORTS TO IMPROVE LEARNING MOTIVATION OF STUDENT WITH CONTENT MASTERY IN SMP NEGERI 1 METRO." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 3, no. 1 (September 13, 2013): 31. http://dx.doi.org/10.24127/gdn.v3i1.373.

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Abstract: The study design using action research applied in guidance and counseling services (follow-services research). Subjects in this study, researchers took VII.4 grade students of SMP Negeri 1 Metro Odd Semester Lesson Tabun 2012/2013. Of the 24 students, there are 10 students who experience a lack of motivation to learn to 41.66%. The method used in collecting data by observation and field notes. Analysis of the data used is the analysis of qualitative and quantitative data. Validity test is done through assessment experts /specialists ie counseling teachers SMP Negeri 1 Metro, other friends peer discussions that instrument with other friends FKIP students with courses in counseling. The results of this study, it can be concluded that the results obtained through the implementation of the procurement of content services in increasing the motivation of learners class VII.4 SMP Negeri 1 Metro Tabun Odd Semester Lesson 20 12/20 13 is visible from the change in behavior and ability of learners in learners become more willing to meet the needs of achievement, students can understand or have confidence in learning, learners have the ability to overcome failure in learning, and learners have a good competitiveness in the service learning. Through mastery of content supplied by BK teacher can increase the motivation of learners class VII.4 SMP Negeri 1 Metro Odd Semester Academic Year 201212013. There is increased the motivation of learners in the first cycle seen from the average percentage that is equal to 27.5% and in the second cycle of 75 %, resulting in an increase of 47.5%. Response and activity VIl.4 grade students of SMP Negeri 1 Metro Odd Semester Lesson Tabun 2012/2013 on the service in the content mastery enhance learning motivation is very positive, it is shown by the participation of learners in the service following the mastery of content, learner motivation and enthusiasm in participating services as well as content mastery learners were active in service activities mastery of the content.Keyword: Motivation, Content Mastery Service.

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Shilunga, Anna P. K., Hans J. Amukugo, and Kabwebwe H. Mitonga. "Knowledge, attitudes and practices of primary schools learners on sanitation and hygiene practices." International Journal Of Community Medicine And Public Health 5, no. 8 (July 23, 2018): 3197. http://dx.doi.org/10.18203/2394-6040.ijcmph20183051.

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Background: Water, sanitation and hygiene played a significant role in schools by reducing water and sanitation related diseases; subsequently improving the health and learning performance of school-aged children. However, ppeople’s knowledge and attitudes on sanitation and hygiene determine the actual practice towards it. This study aimed at assessing and describing the knowledge, attitudes and practices of primary school learners towards sanitation and hygiene.Methods: A quantitative, descriptive design was used. A questionnaire was used to collect data among 450 learners in 10 selected primary schools in Ohangwena region. The study population was grade five, six and seven primary school learners. A three staged probability sampling method was employed. Statistical analysis was done using the Statistical Package for Social Sciences version 23.Results: The result indicated that younger learners in lower school grades, has poorer knowledge, attitudes and practices towards hygiene and sanitation than older learners irrespective of their gender, school circuits or location. This is a logical conclusion because, as learners become older, they become more aware and take precautions about hygiene and sanitation issues.Conclusions: Younger learners in lower school grades, has poorer knowledge, attitudes and practices towards hygiene and sanitation irrespective of their gender, school circuits or location. The older learners become more aware, and cautious about hygiene and sanitation issues comparing to younger learners. The practice and knowledge of sanitation and hygiene are implicated by the reality of the conditions of the sanitation facilities available to them.

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Geldenhuys, J. L., C. Kruger, and J. Moss. "Selected South African Grade 10 learners' perceptions of two Learning Areas: Mathematical Literacy and Life Orientation." Africa Education Review 10, no. 2 (June 2013): 298–322. http://dx.doi.org/10.1080/18146627.2013.812282.

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Lemmer, Miriam. "Analysis of South African Grade 10 learners' conceptual resources regarding the concept of energy in physics." African Journal of Research in Mathematics, Science and Technology Education 15, no. 1 (January 2011): 4–17. http://dx.doi.org/10.1080/10288457.2011.10740698.

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Ayu Fitri and Nur Afifah. "PENGARUH PENGAJUAN DAN PEMECAHAN MASALAH (JUCAMA) TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA KELAS IV SEKOLAH DASAR." BUANA ILMU 4, no. 1 (November 1, 2019): 151–59. http://dx.doi.org/10.36805/bi.v4i1.897.

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Penelitian ini bertujuan untuk mengetahui pengaruh model pengajuan dan pemecahan masalah (JUCAMA) terhadap kemampuan berpikir kreatif Matematika siswa kelas IV sekolah dasar yang dilaksanakan di Sekolah Dasar Negeri Sukamakmur 1. Penelitian ini merupakan jenis penelitian kuantitatif. Populasi yang digunakan dalam penelitian ini adalah seluruh siswa kelas IV SD Negeri Sukamakmur 1 yang berjumlah 97 siswa. Peneliti mengambil sampel 40 siswa dari jumlah populasi yang ada. Teknik pengumpulan data melalui tes soal Kelipatan Persekutuan Terkecil (KPK) dan Faktor Persekutuan Terbesar (FPB) pada soal Matematika. Teknik analisis data untuk menguji hipotesis dilakukan dengan perhitungan pearson product moment. Hasil dari uji validitas tes soal Matematika diperoleh 10 butir instrumen yang valid dari 10 butir instrumen yang diujicobakan. Hasil uji reliabilitas nilai r20 sebesar 0,939. Hasil pengujian hipotesis, terdapat pengaruh yang signifikan penerapan model pengajuan dan pemecahan masalah (JUCAMA) terhadap kemampuan berpikir kreatif Matematika siswa kelas IV. Hal ini diperoleh probabilitas (signifikansi) 0.000 < 0.050 menunjukkan adanya pengaruh model pengajuan dan pemecahan masalah (JUCAMA) terhadap kemampuan berpikir kreatif Matematika siswa kelas IV. Abstract: This study aims to determine the effect of the model of problem submission and troubleshooting (JUCAMA) on the mathematical creative thinking ability of fourth grade learners in elementary school. This location was conducted at Sukamakmur 1 State Elementary School. This research is a type of Quantitative Research. The population who was used in this study. There were all fourth grade learners of State Elementary School Sukamakmur 1 with totalling 97 learners. Researcher took a sample of 40 learners from the existing population. Data Collection Techniques were through tests about the Smallest Guild Multiplication (KPK) and the Biggest Guild Factor (FPB) in Mathematical Questions. Data Analysis Techniques to test hypothesis were done by calculating Pearson Product Moment. The result of the validity test of mathematical questions were obtained 10 valid instruments from the 10 items tested. The reliability test resulted of the r20 value were 0/939. The result of testing the hypothesis, there was a significant effect of the application of the model of problem submission and troubleshooting (JUCAMA) to the Mathematical Creative Thinking Ability of fourth grade learners. This was obtained probability (significance) 0.000 < 0.050 showed the influence of submission and troubleshooting model (JUCAMA) on Mathematical Creative Thinking Ability of fourth grade learners. Keywords: Thinking ability, Creative, Mathematics.

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Myo Thandar Cho. "An Investigation into Adolescents’ Self-perception as Readers." Technium Social Sciences Journal 11 (September 3, 2020): 268–75. http://dx.doi.org/10.47577/tssj.v11i1.1598.

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The purpose of this study is to investigate adolescents' (Grade 8, Grade 9, and Grade 10 students) self-perception as readers. The sample consisted of 184 students (91 males and 93 females). Students’ self-perception as readers were measured by using Reader Self-perception Scale 2 was developed by Henk, Melnick, and Marinak (2013). Descriptive statistics, independent sample t test, and one-way ANOVA were used for data analysis. This study showed that young learners’ self-perception as readers was satisfactory. According to the results of the t test, female students’ self-perception as readers was significantly higher than that of male students at p < .05. One-way ANOVA revealed that Grade 10 students’ self-perception as reader specifically in progress category was highest among Grade 8, Grade 9, and Grade 10 students at p < .01.

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Siahaan, Sri Darma. "Using Story Reading Technique to Improve EFL Young Learners’ Vocabulary." JET (Journal of English Teaching) 2, no. 3 (October 1, 2012): 207. http://dx.doi.org/10.33541/jet.v2i3.57.

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This study was conducted to improve young leaners’ English vocabulary. To attain the objective, athree-cycled action research, taught vocabularies by using the story reading technique, was conductedto the 10 students of the K-1 grade in Grace Kids Preschool, Jakarta. The quantitative data collected using tests were analyzed using SPSS, andthe qualitative datacollected using observation and interview techniques were analyzed descriptively. The results indicated that the story reading techniques improved the participants’ vocabulary mastery, as shown by the increase of the mean scores ofthe tests conducted, i.e. 42 (in the pre-test) to 62 (post-test of cycle I) to 80 (post-test of cycle II), and to 92 (post-test of cycle III); the use of stories significantly increased the students’ vocabulary mastery. Based on the findings, it could be concluded that the use of story reading technique was effective to improve kindergarten students’ vocabulary mastery.

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M. van Wyk, Micheal. "The Effect of Student Teams Achievement Divisions as a Teaching Strategy on Grade 10 Learners’ Economics Knowledge." International Journal for Cross-Disciplinary Subjects in Education 4, no. 2 (June 1, 2013): 1153–57. http://dx.doi.org/10.20533/ijcdse.2042.6364.2013.0162.

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Speizer, Ilene S., Mahua Mandal, Khou Xiong, Aiko Hattori, Ndinda Makina-Zimalirana, Faith Kumalo, Stephen Taylor, Muzi S. Ndlovu, Mathata Madibane, and Andy Beke. "Methodology and Baseline Results From the Evaluation of a Sexuality Education Activity in Mpumalanga and KwaZulu-Natal, South Africa." AIDS Education and Prevention 30, no. 2 (April 2018): 152–68. http://dx.doi.org/10.1521/aeap.2018.30.2.152.

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In South Africa, adolescents and young adults (ages 15–24) are at risk of HIV, sexually transmitted infections, and unintended pregnancies. Recently, the Department of Basic Education has revised its sexuality education content and teaching strategies (using scripted lessons plans) as part of its life orientation curriculum. This paper presents the methodology and baseline results from the evaluation of the scripted lesson plans and supporting activities. A rigorous cluster-level randomized design with random assignment of schools as clusters is used for the evaluation. Baseline results from grade 8 female and male learners and grade 10 female learners demonstrate that learners are at risk of HIV and early and unintended pregnancies. Multivariable analyses demonstrate that household-level food insecurity and living with an HIV-positive person are associated with sexual experience and pregnancy experience. Implications are discussed for strengthening the current life orientation program for future scale-up by the government of South Africa.

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Xiao, Ya, and Jie Hu. "Assessment of Optimal Pedagogical Factors for Canadian ESL Learners’ Reading Literacy Through Artificial Intelligence Algorithms." International Journal of English Linguistics 9, no. 4 (June 12, 2019): 1. http://dx.doi.org/10.5539/ijel.v9n4p1.

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The current study explored the effective pedagogical factors that distinguish high-achieving from low-achieving ESL (English as a second language) primary school learners in reading literacy in Canada. In total, 203 samples (167 high-achieving learners and 36 low-achieving learners from 128 primary schools) in the 4th grade were drawn from the public database of Progress in International Reading Literacy Study (PIRLS) 2016, which is the benchmark for large-scale assessments of reading literacy targeting fourth-grade students. For the first time in the ESL-related research, this study applied an artificial intelligence approach, support vector machine (SVM), to concurrently analyze 41 pedagogical factors associated with reading materials, classroom organization, reading strategies, in-class reading activities and post-reading activities. The overall 41 factors collectively distinguished the high-achieving readers from the low-achieving readers with a high accuracy score (0.793) via SVM. Then, these 41 factors were ranked according to their contribution to the SVM model through SVM-based recursive feature elimination (SVM-RFE). Eventually, an optimal factor set was selected by the SVM-RFE cross validation, which contained 10 effective pedagogical factors centered on reading materials, reading strategies and in-class reading activities for fourth-grade high-achieving ESL learners in reading literacy. Suggestions based on solid data analysis would facilitate infrastructural and pedagogical improvements in ESL reading education.

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Al-Shalabi, Fatima. "Phonological Errors and L1 Interference: A Case Study of Jordanian Learners of English as a Foreign Language." Journal of Studies in Education 11, no. 3 (August 25, 2021): 116. http://dx.doi.org/10.5296/jse.v11i3.18819.

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This study investigates the phonological errors made by Jordanian learners of English as a foreign language. It aims to explore the role played by the learners’ first language in committing such errors. The researcher collected data from 20 Jordanian learners of English; all were in Grade 10 and speak Jordanian Arabic (JA) as their native language. The researcher asked each participant to read a list of words and recorded their pronunciation. The analysis of data showed that participants made two types of errors: insertion errors and substitution errors. The results also revealed that learners’ first language interference is the major source of both insertion and substitution errors. The study made some suggestions to eliminate errors and recommendations for future research.

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Srinugraheni, Aninditya, and Dhyajeng A.S. "Peningkatan Daya Imajinasi Melalui Menulis Kreatif Pantun Pada Siswa Kelas IV SD Negeri Kebondalem Kidul I Klaten." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1, no. 2 (January 10, 2017): 15–26. http://dx.doi.org/10.14421/jga.2016.12-02.

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The purpose of this research is to increase the power of imagination of learners SDN Kebondalem Kidul I Klaten through learning creative writing poem. Poem is one type of fiction, in writing the poem takes its own imagination, because the lines in the poem have a different meaning, The first and second rows in the form called sampiran rhymes, he third and fourth lines rhyme form of content, Sampiran and the content of the poem have a different meaning and are not related to each other. The absence of a link on the contents of the poem sampiran and require thought and imagination of its own. therefore, researchers conducted the study in SDN Kebondalem Kidul I Klaten. Subjects in this study were 10 students in grade IV SDN Kebondalem Kidul I Klaten. The Data collection techniques ware used is interviews and tests of the work of students in writing a poem. The results showed that the power of imagination comparable to the creativity of learners writing poem. It can be concluded that the increase in the imagination of learners can be done through creative writing poem on the learner SDN Kebondalem Kidul I Klaten.

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Alex, J. K., and K. J. Mammen. "A Survey of South African Grade 10 Learners’ Geometric Thinking Levels in Terms of the Van Hiele Theory." Anthropologist 14, no. 2 (March 2012): 123–29. http://dx.doi.org/10.1080/09720073.2012.11891229.

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van Wyk, Micheal M. "Measuring the Effectiveness of Student Teams Achievement Divisions as a Teaching Strategy on Grade 10 Learners’ Economic Knowledge." International Journal of Educational Sciences 10, no. 2 (August 2015): 325–37. http://dx.doi.org/10.1080/09751122.2015.11917664.

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Lightbown, Patsy M., and Nina Spada. "Focus-on-Form and Corrective Feedback in Communicative Language Teaching." Studies in Second Language Acquisition 12, no. 4 (December 1990): 429–48. http://dx.doi.org/10.1017/s0272263100009517.

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The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had received a 5-month intensive ESL course in either grade 5 or grade 6 in elementary schools in Quebec. A large corpus of classroom observation data was also analyzed.Substantial between-class differences were found in the accuracy with which students used such English structures as progressive -ing and adjective–noun order in noun phrases. There was some evidence that these differences (which were not correlated with performance on listening comprehension tests) were due to differences in teachers' form-focused instruction. These findings are discussed in terms of current competing views of the role of form-focused instruction in second language learning.

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Sijali, Keshab Kumar. "Effectiveness of Cooperative Learning For Improving Learners’ Proficiency Level of English Language in Secondary Level Education in Nepal." Journal of NELTA 22, no. 1-2 (May 31, 2018): 13–25. http://dx.doi.org/10.3126/nelta.v22i1-2.20038.

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This longitudinal research study aims at investigating the effectiveness of cooperative learning (CL) for improving learners’ English language proficiency (ELP) level in secondary level education in Nepal. The study comprises 150 learners from grade 10 in the academic session of 2017 among whom 78 learners were chosen for experimental group while 72 for control group. The instruments of proficiency test, questionnaire and interview were used to obtain data that were analyzed using mean, standard deviation, Mann-Whitney Utest and bar graphs. The result shows the effectiveness of CL for improving learners’ ELP level that the overall performance of experimental group of students (M = 26.71, SD = 4.478) in English language was found far better than that of control group of students (M = 16.50, SD = 5.619) with significant difference (p < 0.001).Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 13-25

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Van der Merwe, Stephan P., Andre G. Steenekamp, and Rosemary Athayde. "Application of the Attitude Toward Enterprise (ATE) test on scondary school learners in South Africa." South African Journal of Economic and Management Sciences 14, no. 3 (August 25, 2011): 314–32. http://dx.doi.org/10.4102/sajems.v14i3.18.

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The main aim of this research paper was to discuss the application of the Attitude Toward Enterprise (ATE) Test1 developed by Kingston University, London on secondary school learners in South Africa. A total of 1 748 usable questionnaires were gathered from grade 10 learners in the Sedibeng District and utilised for statistical analysis. Five factors with eigen-values greater than one describing the entrepreneurial attitudes of young learners were extracted during exploratory factor analysis. Tests for reliability and construct correlation produced satisfactory results to recommend the Enterprise Attitude Questionnaire for further use on young learners in South Africa. A comparison of the mean differences between the constructs for demographic variables produced statistically significant differences in a number of instances, but no visible effects or practical significance to suggest that these differences have any effect in practice. Practical recommendations are offered for further employment of the Enterprise Attitude Questionnaire in entrepreneurship research on young learners.

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MAROHOMBSAR, ASLIMA M. "Modular Approach: Its Effect on Learners’ Reading Attitude and Proficiency in the New Normal." International Journal of Linguistics Studies 1, no. 1 (July 15, 2021): 16–51. http://dx.doi.org/10.32996/ijls.2021.1.1.3.

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In March 2020, the coronavirus disease (COVID-19) pandemic forced schools in the Philippines to stop face-to-face learning activities and abruptly shift to modular approach. In practical sense, the modular approach situates Filipino students to learn in the comfort of their homes. Reading attitude is the feeling that results in the adoption or avoidance of positive reading habits. Along this line of thinking, the study was conducted to determine the effects of modular approach on the reading attitude and reading proficiency of Grade 3 learners in Mindanao State University- Integrated Laboratory School. The research employed a descriptive correlational research design. A standardized test questionnaire was used to gather data and distributed to 128 both learners and parents in Grade 3. Results divulged that majority of the respondents aged 10 years old. Majority of respondents’ parents’ educational attainment was high school graduate. Further the relationship between the learners’ profile and perceived effect of modular approach and their profile showed that the learners’ perceptions are not significantly related to their profile. However, the modular approach does not affect their reading attitude and reading proficiency. To address the modular approach problem encountered by the respondents, an Enhanced English Reading Module is hereby recommended.

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Shamir, Adina, and Steven B. Silvern. "Effects of Peer Mediation With Young Children on Autonomous Behavior." Journal of Cognitive Education and Psychology 5, no. 2 (January 2005): 199–215. http://dx.doi.org/10.1891/194589505787382522.

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The authors investigated the effect of the Peer Mediation with Young Children (PMYC) program on autonomy behavior of children trained to be mediators and on children mediated by trained peers. Previous findings have revealed higher levels of mediational teaching style and higher cognitive modifiability, a trait we believe to be associated with autonomy. The sample was composed of 40 pupils (20 pairs), randomly assigned to experimental or control groups (10 pairs each). The mediator in each pair was from third grade and the learner from first grade. The experimental children received instruction in the PMYC program, whereas the control children received general preparation for peer-assisted learning. Following the PMYC intervention, both groups participated in a peer-mediation condition. The interactions were videotaped and analyzed by the Observation of Autonomy Behavior Protocol. Experimental group children (mediators and learners) received significantly higher scores on autonomy behavior criteria than did the control group children.

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Sugini, Eliya Hakiki Nur, and Abdul Basit. "Pengaruh Media Pembelajaran Berbasis Animasi terhadap Minat Belajar Peserta Didik Kelas VII SMP Islam Alimuddin Kabupaten Probolinggo." Jurnal Ilmiah Mimbar Demokrasi 19, no. 02 (April 4, 2020): 28–31. http://dx.doi.org/10.21009/jimd.v19i02.14616.

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This research aims to find out the effect of the use of animation based learning media on the learning interest of students in grade VII Alimuddin Islamic High School in Probolinggo regency. The use of animation based learning media is expected to help the learning process and improve student learning outcomes.This study used the research method namely quantitative research with correlation analysis. While the sample taking technique used Sampling where the sample used was grade VII Alimuddin Islamic High School non Probability Sampling, which amounted to 45 students. The research instrument in this research damaged the likert scale with Aangket inserts 10 questions with 4 questions. Data collection techniques use archivist based observation and angkets. Research obtained in this study indicates that this calculation t is uncountable -35.206 and t table calculation (-)1,68. So calculate (-35.206) > t table 1.68 or significant 0,000 < from 0,05 So there is the animated learning media influence over class learners interest in grade VII Alimuddin Islamic High School. Meaningless H0 : rejected and Ha : received. Which means that there,s an animated learning media influence over class learners interest in grade VII Alimuddin Islamic High School Probolinggo Regency.

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Manganyana, Collen, Sonja Van Putten, and Willem Rauscher. "The Use of GeoGebra in Disadvantaged Rural Geometry Classrooms." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 97. http://dx.doi.org/10.3991/ijet.v15i14.13739.

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The aim of this study was to investigate how the implementation of GeoGebra by teachers who had recently attended a GeoGebra training course, impacts on learner experience and achievement. The study was conducted in four disadvantaged and under resourced schools situated in rural areas of the Mpumalanga Province of South Africa. Despite the curriculum’s encouragement to use educational technology in the mathematics classroom, and evidence of the benefits of such use, literature indicates that most mathematics teachers still struggle with effective technology integration into their classrooms. Within the non-equivalent quasi-experimental design of this study, a quantitative approach was used. The conceptual framework involved the first two levels of Kirkpatrick’s (1996) four level framework. Four Grade 10 classes comprising of 165 learners participated in this research. Data collection involved a questionnaire administered to the experimental group, as well as pre- and post-tests assessing the achievement of the learners regarding the properties of quadrilaterals administered to both the experimental and control groups. Results from the quantitative data analysis showed a significant difference in the mean scores with a mean difference of 6.5 in favour of learners taught with GeoGebra compared to a chalk and talk method. Implementation of and enthusiasm about GeoGebra had a positive influence on learner achievement. Analysis of the questionnaire responses indicated a positive reaction towards the use of GeoGebra in learning about quadrilaterals. Based on the results, it was concluded that GeoGebra as a pedagogical tool can work effectively in deep rural schools where geometry is hardly taught.

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Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences. Keywords: arguing from evidence, integrate, language literacy, reading and report writing

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Altakhaineh, Abdel Rahman Mitib, and Maram H. Hajjo. "Teaching Antonyms to Arabic-Speaking EFL Learners." International Journal of Emerging Technologies in Learning (iJET) 14, no. 18 (September 30, 2019): 16. http://dx.doi.org/10.3991/ijet.v14i18.11198.

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This study investigates the impact of different teaching techniques, e.g. projecting pictures using an overhead projector and the traditional way of teaching, in improving Arabic-speaking EFL learners’ production of antonyms in English. A production test was administered, including 20 pairs of antonyms, to assess the students’ knowledge of English antonyms before the instructional intervention. To this end, 40 grade six students were divided into two groups: treatment and control. After the instructional intervention, a Pictionary Test was implemented, including 10 pairs of antonyms as post-test to determine if projecting pictures via an overhead projector can be an effective technique in increasing students’ production of English antonyms. The results showed that the number of accurate answers provided by the treatment group (who were taught using pictures via overhead projector) was higher than that provided by the control group (who were taught via the traditional method). This suggests that the former teaching technique may have played an important role in their performance on the test. It can be concluded that teaching via overhead projector with pictures seems to be an effective instructional intervention in teaching English antonyms.

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Malga, Pelonomi F., Boitumelo Marilyn Setlalentoa, Choja Oduaran, and Nopasika Maforah. "Factors Influencing HIV/AIDS and Risky Sexual Behaviour Among Learners in South Africa." Global Journal of Health Science 10, no. 5 (May 1, 2018): 197. http://dx.doi.org/10.5539/gjhs.v10n5p197.

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HIV/AIDS is a global health concern and young people are more at risk of being infected. The explored factors that contribute to HIV/AIDS and risky sexual behaviour among learners aged 12-18 years in Vuyolwethu High School. The study focused on learners who were in Grade 10-12. This study employed a mixed method research. Quantitative phase was limited to learners while the qualitative phase focused on life-orientation teachers. The total study sample is 150, and the gender distribution is equally distributed at 50% for both males and females. The dominating age and grade among respondents is age 17-18 years and grade 11. Quantitative data were subjected to descriptive analyses while thematic analysis is employed for analysis of qualitative data. Overall, about 51.3% of the respondents strongly agreed that engaging in sexual intercourse without protection is risky, and that unprotected sexual activity can lead to unwanted sexual encounters, unwanted teenage pregnancy and HIV/AIDS. Similarly, substance abuse is found to be a key factor that influences risky sexual behaviour among adolescents, thus resulting to unwanted pregnancies and HIV/AIDS infection. The main conclusion drawn from the findings is that while adolescents seem to be knowledgeable on the factors that contribute to risky sexual behaviour, this knowledge does not lead to attitude change. It is therefore recommended, based on the study’s findings, that there should be more focused training programmes directed not only at knowledge but also attitude and behaviour change.

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Freeman, Scott, David Haak, and Mary Pat Wenderoth. "Increased Course Structure Improves Performance in Introductory Biology." CBE—Life Sciences Education 10, no. 2 (June 2011): 175–86. http://dx.doi.org/10.1187/cbe.10-08-0105.

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We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.

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Pienaar, A. E. "Prevalence of overweight and obesity in grade 1 learners in the North West Province of South Africa: The NW-CHILD Study." South African Journal of Sports Medicine 26, no. 4 (February 4, 2016): 109. http://dx.doi.org/10.17159/2413-3108/2014/v26i4a502.

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Objectives. To determine the prevalence of overweight and obesity among grade 1 learners, taking into account age, gender, race and school socioeconomic profile. Methods. The study is based on the baseline prevalence of overweight and obesity as part of the ongoing 6-year longitudinal NW Child Health Integrated Learning and Development (NW-CHILD) study. Stratified random sampling was used to identify 20 schools from four educational districts across all five quintiles of schools in the North West Province (NWP) of South Africa (SA). A total of 816 (419 boys, 397 girls) grade 1 learners with a mean age of 6.80 (standard deviation 0.39) years participated in the study, including 567 black learners, 218 white learners and 31 learners from other race groups. Standard anthropometric techniques and international body mass index (BMI) cut-off points for children were used to determine overweight and obesity. Results. A combined prevalence of overweight and obesity (Ow/Ob) of 11.1% was found, of which 7.5% were overweight and 3.6% obese. Although 7-year-old children showed a significantly higher prevalence of overweight (10.5%) than 6-year-old children (6.3%; p<0.05), obesity levels were more prevalent among 6-year-old children (4.7%) than 7-year-old children (2.3%). Although not significant, a higher prevalence of overweight (9.3 v. 6.4%) and obesity (4.3% v. 3.3%) was found in girls than boys. For the whole sample, white children displayed a significantly higher prevalence of Ow/Ob compared with black children (19.7% v. 8.8%; p<0.05), and the prevalence of Ow/Ob was higher in 4th- (18.1%) and 5th- (21.2%) quintile schools (which are associated with higher socioeconomic status (SES)) than in quintile 1 to quintile 3 schools (5.1%, 8.7%, 6.1%, respectively; p<0.05). Conclusions. More than 10% of grade 1 learners in the NWP of SA were overweight or obese, with the prevalence being significantly lower in lower SES schools and among black children. Prevention strategies are needed to combat overweight and obesity, and the associated negative consequences of these health risks. Obesity levels in black children should also be monitored because of continuing economic transition, and taking into account increasing overweight and obesity in black South African adults.

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Rudolf M. Pastrana , MAEd, Ray. "THE INFLUENCE OF GOAL ORIENTATION AND PERCEPTUAL LEARNING STYLES TO THE LEVEL OF LANGUAGE PERFORMANCE EFFICACY OF GRADE 10 LEARNERS." International Journal of Advanced Research 8, no. 8 (August 31, 2020): 85–118. http://dx.doi.org/10.21474/ijar01/11465.

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Asmail, Raeesa, Erica Dorethea Spangenberg, and Viren Ramdhany. "What Grade 8–10 Learners from a Mathematics-and-Science-Focus School Value as Important in the Learning of Mathematics." African Journal of Research in Mathematics, Science and Technology Education 24, no. 2 (May 3, 2020): 241–52. http://dx.doi.org/10.1080/18117295.2020.1818041.

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Tanase, Madalina, and Jian Wang. "Knowing students as mathematics learners and teaching numbers 10–100: A case study of four 1st grade teachers from Romania." Journal of Mathematical Behavior 32, no. 3 (September 2013): 564–76. http://dx.doi.org/10.1016/j.jmathb.2013.06.006.

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Rahayu, Silpia, and Trisnendri Syahrizal. "TEACHER TALK IN YOUNG LEARNERS� CLASSROOM INTERACTION." Indonesian EFL Journal 6, no. 1 (January 1, 2020): 89. http://dx.doi.org/10.25134/ieflj.v6i1.2651.

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In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners� classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Asking questions (142 occuraces); 5) lecturing (49 occuraces); 6) Giving directions (53 occuraces); 7) Criticizing learners behaviour (9 occuraces); 8) Learners-response (151 occuraces); 9) Learners-initiation (7 occuraces); and 10) Period of silence or confusion (8 occuraces). Finally, the use of similar activity for too long will make young learners feel bored, therefore, teacher needs to provide variety and more meaningful activities. In this case, teacher can use various techniques to stimulate learners� response. Besides, creating group discussion will give more opportunity to the learners to talk and learn from their peers.Keywords: teaching speaking; teacher talk; students talk; young learners.

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Dinata, Tomy Priya, and Waluyo Waluyo. "UPAYA MENINGKATKAN HASIL BELAJAR LOMPAT JAUH GAYA MELENTING MENGGUNAKAN GAYA MENGAJAR INKLUSI." PHEDHERAL 15, no. 2 (November 16, 2018): 45. http://dx.doi.org/10.20961/phduns.v15i2.50990.

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The purpose of this study is To Improve Results Long Jump learning styles bouncy Students Grade XI IPA 3 SMA Negeri 1 Kartasura Academic Year 2017/2018. This research is a classroom action research are conducted in two cycles, with each cycle consisting of 2 meetings. The research subjects were the students grade XI 3 totaling 37 learners, Source of data derived from learners, teachers, and researchers. Data collection techniques are observation, interviews, documentation or archives are photographs. The validity of the data using data triangulation technique. Data were collected at each observation of the implementation cycle by qualitative descriptive analysis, using techniques percentage to view trends in learning activities. Based on the analysis in chapter IV obtained pre-cycle improvement occurring in the first cycle to and from the first cycle to the second cycle, In the long jump pre-cycle learning outcomes bouncy style on the criteria enough 27.02%, approximately 35.14%, and 37.84% less once the number of learners who pass are 10 learners. In the first cycle of learning outcomes long jump bouncy style in the good category of 13.51%, just 43.24%, 27.03% less, and less once 16.22%, the number of learners who completed 21 learners with a percentage of 56.76%. While on the second cycle of learning outcomes long jump bouncy style in the very good category for 5.41%, good 32.43%, 45.95% enough, lacking 13.51%, and less so 2.70%, The number of learners who complete and pass are 31 learners, of a total of 37 pesra students with a percentage of 83.78%. The increase occurred in the first cycle and the second cycle. Learning outcomes long jump bouncy style has reached the target to be achieved in the second cycle even exceeding the target. From the analysis of the above data it can be concluded thatusing a modification of inclusion style of teaching learning media can improve learning outcomes long jump on the bouncy style of learners in class XI IPA 3 SMA Negeri 1 Kartasura year 2017/2018 Teachings.

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Pyle, Daniel, Nicole Pyle, Benjamin Lignugaris/Kraft, Lillian Duran, and Jessica Akers. "Academic Effects of Peer-Mediated Interventions With English Language Learners." Review of Educational Research 87, no. 1 (July 9, 2016): 103–33. http://dx.doi.org/10.3102/0034654316653663.

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The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

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Journal articles on the topic 'Grade 10 learners'

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