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1
Woxell, Alesia. "Outdoor mathematics in grade 4–6." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35461.
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Studiens syfte är att ta reda på vilka metoder lärarna använder sig av, vilka tankar och upplevelser de får i arbetet med utomhusmatematik. Teoriernas resonemang om autentiskt förhållningssätt och lärandemiljöer skapar nya kreativa miljöer som används båda som läromedel och plats för lärandet. Sociala relationer hjälper till att upptäcka bearbeta och befästa kunskap och ger den hållbar användning. Arbetet grundas på metoden kvalitativ forskningsintervju och utfördes på två skolor med sex lärare som arbetar med elever i årskurs 4–6. Resultaten gav svar på att lärarna använder varierade laborativa arbetssätt genom att ha matematikundervisning båda inomhus och utomhus, samt arbetar de ålders- och ämnesintegrerat. Autentiska uppgifter hjälper till med att göra undervisningen varierad och motiverar eleverna till att utforska matematiska begrepp och förklara symbolspråket genom språkutveckling.
2
Dahdouli, Mona, and Heba El-Janoudi. "English reading instruction and comprehension in grade 6." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35611.
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The aim of this degree project is to examine how three 6th grade teachers implement reading instruction in their lessons. Furthermore, the aim is to investigate how they describe their work with reading comprehension. Our investigation is based on qualitative semi- structured interviews and observations. The results indicate that teachers do not explicitly teach reading strategies. Furthermore, teachers showed an awareness of students’ interests and took them into consideration during the lessons. For instance, the teachers argued that in order to motivate students to read, they must be provided with interesting texts. The findings also showed that all teachers emphasizes vocabulary and they argue that the bigger the vocabulary is, the more effortless reading becomes.
3
Davids, Rochelle. "Practices which contribute towards grade 6 learners’ reading motivation." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1861.
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Thesis submitted in fulfilment for the degree
MASTERS IN EDUCATION
in the
FACULTY OF EDUCATION AND SOCIAL SCIENCES, 2010Motivation is an important element in reading success. There is a concern that many learners are not choosing to read on their own and that independent reading opportunities during the school day appear to be diminishing. Research suggests that if children do not read on their own, they may lose some reading ability. The Department of Education conducts systemic evaluation tests to determine the literacy and numeracy levels of Grade 3 and Grade 6 learners in South Africa. These tests reveal that a high proportion of learners are scoring below the required level for the grade. There are a number of reasons why the learners are not performing at the required level for the grade but educators are determined to improve learners’ reading and comprehension skills. Many educators therefore ask, “How do I get my learners to read?” Not all learners are reluctant to read. Some learners do show an eagerness to read and write and they enjoy reading. These engaged readers are intrinsically motivated and value reading. In contrast, disengaged readers are inert and inactive and avoid reading. Often extrinsic measures such as punishment or rewards would coerce these learners to read. The aim of this study is to determine which teaching practices would motivate learners in a grade 6 class to read. Key theories which underpin this study are social constructivism, social learning theory and socio-cultural learning theory. Qualitative data and quantitative data were collected from interviews and questionnaires. The research tool which was used to measure the learners’ self concepts as readers and the value of reading is referred to as the Motivation to Read Profile (MRP). The MRP was devised by Gambrell, Palmer, Codling and Mazzoni (1996:520). Because the study followed an action research model, an intervention strategy was implemented which allowed the researcher to measure effects and to reflect on teaching practices and reading methodology.
4
Schafer, Karen. "The Impact of Grade Configuration on Sixth Grade Academic Achievement in Florida Public Schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3758.
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This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from Florida's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
5
Anderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.
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The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals.10000-01-01
6
Halfyard, Gregory Allan. "Reading experiences and strategies of reluctant grade 6 and 7 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34487.pdf.
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Wang, Liang, Arsham Alamian, Jodi Southerland, Kesheng Wang, James Anderson, and Marc Stevens. "Cesarean Section and the Risk of Overweight in Grade 6 Children." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1369.
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We examined the relationship between cesarean section (C-section) and the risk of overweight and obesity in children in grade 6 (mean age, 11.92 years; standard deviation = 0.34). Data from phase I through phase III of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development were used. Children with complete data from 1991 through 2004 were included in this study (n = 917). Multiple logistic regression analyses were used to adjust for potential confounding and to evaluate the association of C-section and childhood overweight and obesity. Compared to children delivered vaginally, children delivered by C-section had approximately twice the likelihood of being overweight (odds ratio (OR) = 1.86, 95 % confidence interval (CI) = 1.27–2.73) or obese (OR = 1.87, 95 % CI = 1.19–2.95). However, when examined according to sex, males delivered by C-section had an increased risk for being overweight (OR = 1.78, 95 % CI = 1.01–3.12) and obese (OR = 2.58, 95 % CI = 1.36–4.88), while females had an increased risk only for being overweight (OR = 1.99, 95 % CI = 1.17–3.39). Conclusion: C-section was associated with an increased risk of overweight and obesity in children in grade 6, but the relationship differed according to gender. Further longitudinal studies are warranted to examine the long-term effect of delivery mode on the risk of childhood overweight.
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Cronje, Lindi-Anné. "Using information and communication technology to support Grade 6 learners with dyscalculia." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/79222.
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Dyscalculia implies difficulty in acquiring mathematical skills and requires intervention that
focuses on the acquisition of the necessary basic mathematical skills. Against this background the
purpose of this study was to investigate how Grade 6 learners with dyscalculia may be supported
by implementing an Information Communication Technology (ICT) intervention, with a
specific focus on number sense and basic mathematical skills. I followed a nomothetic
quantitative approach and employed a quasi-experimental design, using a pre-test, followed by an
ICT intervention and then a post-test with a small sample of Grade 6 learners that displayed
learning difficulties in Mathematics. I combined convenience and purposive sampling to identify two
full- service primary schools and utilised non-probable and purposive sampling to select 24
participants, randomly assigning them to either an experimental or control group.
Following implementation of the six-week ICT intervention, the scores of all pre- and post-test
were documented as data. For the ICT intervention, I used the Number Race application, the Sheppard
Software mathematical applications, more specifically Math Lines (addition, multiplication), Math
Man (rounding, addition, multiplication), Pop the Balloon (add and order), and The Rockseries. I
then completed non-parametric data analysis by utilising the Statistical Package for the Social
Sciences (SPSS 25) to test the formulated hypotheses and draw conclusions about the possible value
of the ICT
intervention.
The findings of the study indicate that an ICT intervention can have (i) a positive effect on
some aspects of number sense with learners experiencing difficulties in
Mathematics, however, (ii) although an improvement in mathematical skills was evident, it
was not statistically significant. Better results may be possible when additional
software are included or more time is spent on such an ICT intervention to teach basic
mathematical skills like adding, subtracting and multiplying after the
improvement of number sense.Dissertation (MEd)--University of Pretoria, 2020.
Educational Psychology
MEd
Unrestricted
9
Lauchande, Carlos Alexandre da Silva. "Systemic factors associated with changes in Grade 6 learners' achievement in Mozambique." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65438.
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This research aims to identify and evaluate the systemic factors which may be related to decrease in Grade 6 learner’s achievement in Mozambique between 2000 and 2007, looking for possible changes in Educational Effectiveness over that period. SACMEQ III learner results from Grade 6 Reading and Mathematics showed an overall mean decrease from 2000 to 2007. The main research question addressed in this study is: What are the systemic contextual factors associated with decrease in achievement in Reading and Mathematics between 2000 and 2007 in Mozambique? The conceptual framework underpinning this research presents the education system in terms of inputs, processes and outputs (Howie, 2002). Hierarchical Linear Models, based on trend design approach (Nilsen, & Gustafsson, 2014) was used to assess the variation in learner achievement decrease associated with changes in schools inputs and processes. The findings suggest that school-level factors linked to inputs and antecedents have a strong effect on the decrease in learner’s achievement, compared to the processes and practices. Moreover, learners’ background factors, specifically parent’s education and use of language of instruction at home, seem to be the crucial factors associated with learner achievement decrease. When school level variables related to parent’s education, use of language of instruction at home, are included in the model, the amount of variation accounted for, showed an increase (from 23.5 % to 37.7 %,). One can argue that the variation accounted for variables such as parents’ education, whilst use of language of instruction could be indicative of changes in learner’s intake composition between 2000 and 2007. Implications of these findings on the assumptions for large scale assessment studies in developing countries, such as Mozambique, are key issues. For instance, a question could be raised about the “trend” assumption of large scale assessment: To what extent can the trend level of achievement be measured where the learner’s intake composition is changing over the time? In the SACMEQ studies a stronger longitudinal design is needed to investigate how both school and intake factors influence achievement.Thesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
PhD
Unrestricted
10
Ngoako, Rosina Nkadi. "The beliefs of educators about effective mathematics classroom practice in Grade 6." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65454.
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In this study, the researcher investigates educators’ beliefs in Grade 6, along with their effect on educators’ classroom practice and the possibility of changing such beliefs towards effective classroom practice. Four Grade 6 mathematics educators were sampled from the four selected rural primary schools in Moretele area (Bojanala district in the North West Province). Data was collected, at the four schools through educators’ interviews, lesson observations, and mark sheets (indicating learner performance). A qualitative approach was used according to which interviews held were transcribed and coded; lessons observed using observation schedule were coded and analysed; the mark sheets collected were also analysed. Based on the data collected from interviews, it appeared that the beliefs that educators have, emanated from different factors and experiences. The most contributing factor is the educators’ subject content knowledge (SCK). It was clear that there are differing beliefs that mathematics educators have about mathematics, mathematics teaching and also about the learners who do mathematics. Beliefs that educators have can be strongly held, which makes them difficult to change or less strongly held which makes them easy to change. Educators in this study displayed a contradiction in their beliefs. Some beliefs that are held by educators are not manifested in their classrooms. Strongly held beliefs are difficult but not impossible to be changed, and less strongly held beliefs can be changed through a process that can be undertaken in steps. This study also revealed that educators’ beliefs affect their classroom practice and if the effect is negative, and the beliefs that cause that negative effect are not changed, they will continue to have a negative impact on learners’ performance in mathematics. Educators can decide which beliefs they want to change, depending on the reasons why such beliefs are held and how the educators benefit from holding such beliefs. The analysis of mark sheets reveals that learners’ performance in mathematics is poor, especially in the half-yearly examination paper which is prepared by the provincial assessment section also called the North West Provincial Assessment. In overall, it was revealed that educators do not necessarily practice what they believe in hence there is a contradiction in educators’ beliefs. It was also revealed that changing educators’ beliefs can be a life-long process.Dissertation (MEd)--University of Pretoria, 2018.
Science, Mathematics and Technology Education
MEd
Unrestricted
11
Van, Coller Angelique. "The developmental influence of collaborative games in the Grade 6 mathematics classroom." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65472.
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This study investigated the developmental influence of collaborative games in the Grade 6 mathematics classroom. Development in areas such as awareness of mathematics, confidence, competence, curiosity, love for mathematics, appreciation of mathematics, creativity, recognition of mathematics, understanding, and knowledge and skills was investigated. The following three data collection methods were used: intervention, observations, and interviews. For the intervention, a quasi-experimental design was used to assign two out of four classes to an experimental group, and the other two to a comparison group. Fifty-one Grade 6 learners participated in the intervention, which covered the following four mathematics topics: multiplication, nets of 3D-objects, symmetry, and division. Each topic included a pre-test and post-test, with learners being observed during the completion of the post-tests. For the posttests, the comparison group completed the textbook activities individually as they usually would. The experimental group completed the same activities, but in a gamebased worksheet format while collaborating in heterogeneous pairs. The results revealed that the experimental group increased 4.28% more from the pretests to the post-tests than the comparison group. This implies that there was a developmental difference, which can be ascribed to the implementation of collaborative game-based worksheets. The Game Object Model, which was the framework used in this study, provided essential information regarding designing educational games that are conducive to learners’ mathematical development. The experimental group increased the most in multiplication and division, which required skills in routine procedures. Low-achieving learners benefited the most from collaborating in heterogeneous pairs in their achievement in mathematics. The experimental group showed a high level of collaboration as they helped each other frequently. A need for support was noted in the comparison group when they asked for assistance from the teacher or a group leader according to the classroom seating arrangements, even though they were instructed to complete the activity individually. Although collaborative games have positively influenced learners’ development in mathematics, observations also show that the teacher plays an important role in learners’ development in mathematics with regard to focus, motivation, and stirring up a love for mathematics in the learners.Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
12
Modzuka, Charlotte Madumelani. "An investigation of the 2012 Annual National Assessment Grade 6 mathematics instrument." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60961.
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The aim of this study was to investigate the quality of the Annual National Assessment (ANA) Grade 6 mathematics instrument including its design, with reference to a single education district. The main question that was investigated was: To what extent does the 2012 Annual National Assessment Grade 6 mathematics assessment instrument provide meaningful information for making appropriate interpretations on district level? The conceptual framework underpinning this study was drawn from the Queensland Studies Authorities Assessment Policy document. The research comprised a secondary analysis design applying mixed methods using the scripts of 546 learners in one district from 5 schools selected to represent a range of achievement. A content analysis of the instrument was undertaken, followed by a statistical item analysis applying the Rasch measurement model. These analytical methods were utilised to determine the quality of the ANA Grade 6 mathematics instrument. Content validity, construct validity and reliability was investigated in order to evaluate inferences that were made and actions that were taken based upon the mathematics performance of learners in Grade 6 in the Gauteng North District (GND) in the year 2012.
The investigation revealed that construct validity and content validity were largely achieved, as items were appropriately aligned to the 2012 ANA Grade 6 mathematics curriculum. However errors in mathematics and language formulation detracted from the validity of the instrument. In the case of some items, lack of clarity may have confused learners. As far as reliability is concerned the investigation revealed that the instrument had a reasonable person separation index, a measure of both item and person reliability. However, these conclusions are based on a relatively small sample from only one district and therefore has somewhat limited applicability but is nevertheless of educational consequence.Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
13
Hendricks, George. "The impact of the McKinney-Vento Program on the end-of-grade test scores of homeless grade 6 students." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/734.
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Congressional concern about homeless students resulted in the McKinney-Vento Act (MCKV) in 2001, which provides funds to local educational agencies (LEAs). MCKV is almost a decade old, yet no evaluations of its academic effectiveness have been reported. Using a systems theory framework, this study answered research questions (RQs) involving whether normally housed students in Grade 6 scored higher than homeless students in Grade 6 in reading (RQ 1) and math (RQ 2) on end-of-grade (EOG) test scores and whether homeless students in Grade 6 from LEAs that received MCKV funding scored better in reading (RQ 3) and math (RQ 4) on EOG test scores than those from LEAs that did not. Data from 2006 and 2007 were provided by the North Carolina (NC) Department of Public Instruction. About 20% of the state's LEAs received MCKV grants, which created a treatment group (funded LEAs) and a control group (nonfunded LEAs). Based on t tests, the normally housed students scored significantly higher on EOG reading and math tests. Using untreated control group designs with matched pretests (Grade 5 EOG test scores) and posttests (Grade 6 EOG test scores), 2 x 2 ANOVAs with repeated measures failed to reject the null hypotheses for RQs 3 and 4. This study did not support the hypotheses that MCKV grants improved the academic achievement of homeless students. MCKV provides valuable services, but in NC, it does not support training programs for teachers, counselors, and social workers on improving academic achievement. The positive social change implication of this study is that concerned educators can use these results to lobby legislators to fund training to improve academic performance of homeless students in order to help break the cycle of homelessness.
14
Staniute, Laura. "An investigation of listening and reading proficiency in English of grade 5 and grade 6 students in Chinese-speaking cities." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953463.
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Dobrynina, Galina. "Reasoning processes of grade 4-6 students solving two- and three-variable problems." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33457.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The goal of this study was to gain insight into the reasoning processes employed by grades 4 through 6 students as they solved two- and three-variable tasks and documented their solution methods. The tasks were presented in three problem settings: weight scales, advertisements, and frame equations. Solution methods were identified as arithmetic (guess, check, and revise) or algebraic (identify relationships, compare equations, and replace variables with numbers.) To determine whether grade level, number of variables, or problem setting were related to solution success and solution methods, the six tasks were administered to 131 grade 4 subjects, 107 grade 5 subjects, and 143 grade 6 subjects from three public elementary schools and one middle school. Subjects' solution success scores on the tasks were compared by grade level, number of variables, problem setting, and solution method. Statistical analyses showed that: 1) there was a significant difference in solution success between fourth and sixth grade subjects; 2) number of variables in a task significantly influenced difference in success scores between fourth and sixth grade subjects; 3) problem setting was a significant factor in solution success for fifth and sixth grade subjects; and 4) subjects who employed algebraic solution methods were significantly more successful than were those who used arithmetic methods. Despite the fact that subjects had not had any formal training in the use of algebraic solution strategies, 20% of solution methods used on all tasks by all subjects were algebraic. At every grade level, algebraic solution methods produced 90% success rates. To elaborate on their reasoning processes, rank tasks by difficulty, and group tasks by "likeness," 25 subjects were interviewed. Solution methods employed by interviewed subjects exhibited common algebraic approaches: subjects identified relationships among unknowns, compared equations to identify differences, and replaced like variables with same numbers. Interviews also revealed that subjects identified the tasks with similar structures despite their different settings.
2031-01-01
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Nocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.
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A mini-dissertation submitted in partial fulfilment of the requirements for the
Magister Educationis (M Ed)
at the
Cape Peninsula University of Technology, 2012This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.
17
Nocanda, ME. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1967.
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Mampane, Marungwane Batseba. "Exploring concept maps for meaningful teaching and learning of mathematics in grade 6." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1123.
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Thesis ( M.ED. (Mathematics)) --University of Limpopo, 2013This study used case study design to explore concept maps for meaningful teaching and learning of mathematics in Grade 6 class. The purpose of the study was to reflect on the usage of concept maps to promote meaningful teaching and learning of mathematics in Grade 6. Eighty seven (87) learners participated in the study. Data were collected through transcripts of learners’ work and interviews. Interviews were conducted to get more information on learners’ concept maps. Learners drew concept maps on three different sessions on different topics namely: fractions, measurement and angles. A list of concepts was supplied for each topic. 10 learners’ concept maps and 2 interview transcripts were analysed. Mark schedules were also used to check learners’ performance. Results showed that learners used varied number of links to connect concepts and that there was an increase in the number and quality of propositions made. Concept maps proved to be useful in enhancing meaningful teaching and learning of mathematics in Grade 6 class.
19
Barnard, Marelize. "The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/22032.
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In this study Vygotsky's theory of concept formation is used to gain insight into the representation of geometric concepts in grade six mathematics textbooks. According to Vygotsky, higher order mental functioning is developed when scientific and everyday concepts are dialecfoally linked. The textbook as a mediating artefact has an important role to play in the process of concept formation. To determine if the geometry of space and shape is presented as scientific concepts in the text, content analysis of three randomly sampled grade six mathematics textbooks were conducted. The analysis included an investigation of what misconceptions exist in the text and what level of cognitive demand is required by the textbook tasks and activities. The initial structure for the research was derived from Valverde et al. (2002)'s methodology after which frameworks for the content analysis were developed for the distinction between everyday and scientific concepts, the identification of misconceptions and the classification of levels of cognitive demand. The results not only showed a low prevalence of scientific concepts, but also high incidences of misconceptions put forward in the textbooks. There were few textbook tasks and activities that required problem-solving, thereby limiting the learner to lower order thinking.
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Kodisang, Sophy Mamanyena. "Teaching strategies used by mathematics teachers to teach Grade 6 probability in Nkangala District." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52933.
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The importance of teaching and learning probability has been outlined in many articles and research studies. This study presents a model used by teachers in teaching probability to Grade 6 mathematics learners. Drawing on various sources, including the literature, theoretical framework, interviews, and lesson observations, the study explored strategies used by mathematics teachers to teach probability to these learners. The assumption made in this study is that the teachers do not have adequate content knowledge (CK) as well as pedagogical content knowledge (PCK) to successfully teach probability to Grade 6 learners.
The study employed a qualitative approach to understand the teachers' insight into teaching of probability to Grade 6 learners. The population of this study constituted of teachers from primary schools in different circuits in the Nkangala district in the Mpumalanga province, South Africa. Two instruments, interviews and observations, were used to collect data in this study. The theoretical framework for teacher knowledge and understanding of probability (Adapted from Kvantinsky & Even, 2002:1) served as a reference point for this study. Data were analysed using thematic analysis. The study communicates key findings, which were exemplified with explanations and specimens of typical teacher responses together with suggestions and recommendations.
The results indicate that the participating teachers used teaching and learning approaches such as cooperation, discussion, and problem based approaches to enforce essential aspects that enable learners? understanding of probability. Although the essential aspects were enforced, these teachers? knowledge on how to implement various teaching and learning approaches was limited. They relied heavily on conducting experiments and recording results.Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd
21
Yangki, Tshering. "The intended and the taught curricula in grade 6 geography in Bhutan, a curriculum audit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ35545.pdf.
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Gagné, Nathalie. "Cooperative Learning and Oral Interaction Activities in an Intensive Grade 6 ESL Program in Québec." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26890/26890.pdf.
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Van, Wyk Milton Lester. "Die leerderportefeulje as 'n assesseringsinstrument in die leerarea sosiale wetenskappe, intermediêre fase (Grade 4-6)." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19885.
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Thesis (MEd)--University of Stellenbosch, 2007.ENGLISH ABSTRACT:The focus of this study is on the utilisation of the learner portfolio for the Social Sciences learning area as an alternative, authentic assessment instrument to record the achievements, progress and growth of the learner as required by the expected learning outcomes. As such the learner portfolio is a more qualitative and valid alternative to traditional “pen-and-paper” testing, because the learner portfolio should present a more comprehensive picture of learners’ achievement, progress and growth. It has been endeavoured to explore and describe not only the learner portfolio as an authentic assessment instrument, but to establish the current perceptions, comprehension and experience of teachers in the Social Sciences learning area (Intermediate Phase) regarding its application. To answer the research question, and to make a logical link to the purpose of this study, the researcher executed a qualitative research study from an interpretative research paradigm. The researcher implemented multiple sources (interviews, document analysis and questionnaires) to generate data. In the course of the study a number of steps were taken to ensure the validity and reliability of the data, and to pay attention to the ethical aspects that surfaced during the research. In the literature study, extending over two chapters, the theoretical foundation of the study, consisting of assessment as a broad concept in outcomes-based education (OBE) and the learner portfolio as an authentic assessment instrument, is described. The study concludes that at present teachers are not equipped with an extensive knowledge of assessment, and have only a superficial knowledge of the structure, purpose and management of the learner portfolio and the benefits offered. It appear that teachers have relatively limited experience of utilising the learner portfolio as an assessment instrument, and the results of the study indicate that learner portfolios are not optimally utilised. Learner portfolios merely contain the best and final results of learners’ activities. They do not indicate development and growth over a given period, so that the expected learning outcomes are not realised. It is clear that the utilisation of the learner portfolio as an alternative assessment instrument is imperative in the South African education system, but that it do not achieve its purpose in the context of this specific study.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op die benutting van die leerderportefeulje in die leerarea Sosiale Wetenskappe as ‘n alternatiewe, outentieke assesseringsinstrument om die prestasies, vordering en groei van leerders in verhouding tot die verwagte leeruitkomste te demonstreer. Die leerderportefeulje is ‘n meer kwalitatiewe en geldige alternatief tot tradisionele ‘pen-enpapier’- toetsing, omdat die portefeulje ‘n meer omvattende beeld van leerders se prestasies, vordering en groei verskaf. Die leerderportefeulje as ‘n outentieke assesseringsinstrument word verken en beskryf, en die persepsies, begrip en ervaring rondom die benutting daarvan deur onderwysers wat by die onderrig van die leerarea Sosiale Wetenskappe in die Intermediêre Fase betrokke is, word ondersoek. Om die navorsingsvraag te beantwoord en logies by die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretatiewe navorsingsparadigma onderneem. Daar is gebruik gemaak van veelvuldige bronne (onderhoude, dokument-analise en vraelyste) om data te genereer. Verskillende stappe is gedoen om die geldigheid en betroubaarheid van die data te verseker en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. In die literatuurstudie, wat oor twee hoofstukke strek, word assessering as breë konsep binne uitkomsgebaseerde onderwys (UGO) beskryf, en die leerderportefeulje as ‘n outentieke assesseringsinstrument ondersoek. Daar is bevind dat onderwysers tans nie oor voldoende kennis van assessering beskik nie, en ‘n oppervlakkige kennis van die struktuur, doel en bestuur, asook van die voordele verbonde aan die leerderportefeulje openbaar. Dit blyk ook dat onderwysers relatief min ervaring het in die aanwending van die leerderportefeulje as ‘n assesseringsinstrument. Uit die beskrywing van die resultate is dit duidelik dat die leerderportefeulje as ‘n assesseringsinstrument nie tot sy reg kom nie. Leerderportefeuljes vertoon bloot die beste, finale werkprodukte van die leerders se leer. Dit demonstreer nie die leerders se ontwikkeling en groei oor ‘n gegewe tydperk nie, en die verwagte leeruitkomste word dus nie gerealiseer nie. Uit die studie is dit duidelik dat die benutting van leerderportefeuljes as ‘n alternatiewe assesseringsinstrument in die Suid-Afrikaanse onderwysstelsel noodsaaklik is om leerdergroei en -ontwikkeling te monitor, maar dat dit binne die konteks van hierdie spesifieke studie, nie sy doel bereik nie.
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Couture, Matte Robin. "Digital games and negotiated interaction : integrating Club Penguin Island into two ESL grade 6 classes." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/35458.
Full textAbstract:
Cette étude avait pour objectif d’explorer l’interaction entre de jeunes apprenants (11-12 ans) lors de tâches communicatives accomplies face à face et supportées par Club Penguin Island, un jeu de rôle en ligne massivement multijoueur (MMORPG). Les questions de recherche étaient triples: évaluer la présence d’épisodes de centration sur la forme (FFEs) lors des tâches communicatives accomplies avec Club Penguin Island et identifier leurs caractéristiques; évaluer l’impact de différents types de tâches sur la présence de FFEs; et examiner les attitudes des participants. Ce projet de recherche a été réalisé auprès de 20 élèves de 6ième année en anglais intensif dans la province de Québec. Les participants ont exécuté une tâche de type «information gap», et deux tâches de type «reasoninggap» dont une incluant une composante écrite. Les tâches ont été réalisées en dyades et les enregistrements des interactions ont été transcrits et analysés pour identifier la présence de FFEs et leurs caractéristiques. Une analyse statistique fut utilisée pour évaluer l’impact du type de tâche sur la présence de FFEs, et un questionnaire a été administré pour examiner les attitudes des participants à la suite des tâches. Les résultats révèlent que des FFEs ont été produits lors des tâches accomplies avec le MMORPG, que les participants ont pu négocier les interactions sans l’aide de l’instructeur et que la majorité des FFEs visaient des mots trouvés dans les tâches et le jeu. L’analyse statistique démontre l’influence du type de tâche, puisque davantage de FFEs ont été produits lors de la tâche de type «information gap» que l’une des tâches de type «reasoning gap». Le questionnaire sur les attitudes révèle qu’elles ont été positives. Les implications pédagogiques soulignent l’impact des MMORPGs pour l’acquisition des langues secondes et les conclusions ajoutent à la littérature limitée sur les interactions entre de jeunes apprenants.The objective of the present study was to explore negotiated interaction involving young children (age 11-12) who carried out communicative tasks supported by Club Penguin Island, a massively multiplayer online role-playing game (MMORPG). Unlike previous studies involving MMORPGs, the present study assessed the use of Club Penguin Island in the context of face-to-face interaction. More specifically, the research questions were three-fold: assess the presence focus-on-form episodes (FFEs) during tasks carried out with Club Penguin Island and identify their characteristics; evaluate the impact of task type on the presence of FFEs; and survey the attitudes of participants. The research project was carried out with 20 Grade 6 intensive English as a second language (ESL) students in the province of Quebec. The participants carried out one information-gap task and two reasoning-gap tasks including one with a writing component. The tasks were carriedout in dyads, and recordings were transcribed and analyzed to identify the presence of FFEs and their characteristics. A statistical analysis was used to assess the impact of task type on the presence of FFEs, and a questionnaire was administered to assess the attitudes of participants following the completion of all tasks. Findings revealed that carrying out tasks with the MMORPG triggered FFEs, that participants were able to successfully negotiate interaction without the help of the instructor, and that most FFEs were focused on the meaning of vocabulary found in the tasks and game. The statistical analysis showed the influence of task type since more FFEs were produced during the information-gap task than one of the reasoning-gap tasks. The attitude questionnaire revealed positive attitudes, which was in line with previous researchon digital games for language learning. Pedagogical implications point to the impact of MMORPGs for language learning and add to the scarce literature on negotiated interaction with young learners.
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Khor, Su Yin. "A Corpus Based Study in Morpheme Acquisition Order of Young Learners of English : A comparison of Swedish students in grade 6 and grade 7." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-195862.
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This study investigated the morpheme acquisition order of Swedish students in grades 6 and 7, utilizing corpus texts drawn from the Uppsala Learner English Corpus (ULEC). It is an extension of Khor (2012) that focused on students in grades 9 and 12. Previous studies on morpheme acquisition order suggested that there was a natural sequence in acquiring morphemes, regardless of first language (L1). First language influence was said to be minimal or non-existing. Recently, studies have found evidence that L1 transfer is greater than first thought. This study examined three morphemes; articles, the preposition in, and plural form. The results showed that the errors that both groups made were consistent with the errors that were found in Khor (2012). The errors were of the same nature in all age groups, mainly in differences in (1) generic and specific usage of articles in Swedish and English, (2) the generic sense of regular plural nouns, (3) plural form of irregular nouns and nouns of Latin or Greek origin, (4) plural forms of countable and misuse of uncountable nouns, and (5) the usage of prepositions in Swedish and English. Current studies have also generated these results, which points towards strong L1 influence. The different usage and the errors suggest that the first language influence is stronger than first described, and consequently, that it influences the acquisition of morphemes. Therefore, the L1 seems to shape the order in which grammatical morphemes are acquired. Learners in one language group seem to learn the morphemes in a specific order, rather than a fixed universal order.
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Brey, Amina. "The effect of '6 bricks' guided play on grade two learners' visual perception and reasoning abilities." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/12112.
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This study investigates the possible effects that construction play (in the forms of guided play and guided play with exploratory talk) using the ‘6 Bricks’ approach has on the development of learners’ visual perception and reasoning abilities. The intervention, which aimed at developing visual perception, required the participating teachers to use the ‘6 Bricks’ approach three times a week over a period of six months. The sub-set of teachers in the intervention group who were also expected to facilitate discussion to promote reasoning abilities were tasked with additional ‘6 Bricks with exploratory talk’ activities once a week spread over ten weeks during the intervention period. The study followed an explanatory sequential mixed-method design with pre-post-testing using comparison and experimental groups to generate both quantitative and qualitative data. The sample included Grade 2 teachers and their learners in five purposively selected schools in Port Elizabeth, South Africa. Quantitative data were generated via pre-post-analysis of two tests, namely, the Visual Perceptual Aspects Test (VPAT) and Raven’s Coloured Progressive Matrices (RCPM) test. Statistically significant improvements were found in the experimental group’s pooled VPAT subtest scores as opposed to only three for the comparison group’s VPAT subtest scores. Statistically significant improvements in mean scores were achieved by some schools in the exploratory talk experimental group for the RCPM test. Qualitative data, obtained from teacher record sheets, researcher’s observations and semi-structured, open-ended teacher interviews were triangulated against the quantitative data. The findings, when considered in light of the literature, suggest that the ‘6 Bricks’ approach can contribute to the development of learners’ visual perception. In the instances when using the ‘6 Bricks’ approach with exploratory talk was implemented successfully, improvements in learners’ reasoning abilities were observed.
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Mayaba, Nokhanyo Nomakhwezi. "The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1012.
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In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.
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Baloyi, Dingani Graham. "Post intervention strategies of the Annual National Assessment of Grade 6 learners in the Limpopo Province." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/56923.
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The purpose of this qualitative descriptive study was to explore the Post intervention strategies of Annual National Assessment of Grade 6 learners in Manómbe Circuit, Limpopo . Given the heightened expectations of South African citizens on better service delivery, the emphasis is now on improved learner performance in Mathematics during the early years. The focus has moved from measuring only learner performance to measuring performance against pre-agreed outputs or outcomes and the provision of support to achieve the Department s strategic goals.
While there is consensus about poor learner performance in Mathematics in the ANA assessments in the Limpopo Province, the post ANA intervention strategies for improving learner performance in Mathematics, remains under-researched. This study used a qualitative case study design to gather comprehensive, systematic and in-depth information, using semi-structured interviews. Twelve participants, 4 principals, 4 Mathematics HoDs and 4 Mathematics teachers from four primary schools in the Manombe Circuit of the Limpopo Province were purposively sampled.
The research questions were concerned with understanding the post ANA intervention strategies developed for improving learner performance; how they are used; how they influence learner performance, and the challenges teachers experience using them. The collected data was transcribed, categorized and presented as themes with direct quotations from the participants to support the themes. Findings revealed most teachers had no Mathematics qualifications and are therefore neither involved nor trained in the development and implementation of post ANA intervention strategies for learner improvement.Dissertation (MEd)--University of Pretoria, 2015.
tm2016
Education Management and Policy Studies
MEd
Unrestricted
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Unver, Emel. "Analysis Of Analogy Use On Function Concept In The Ninth Grade Mathematics Textbook And Classrooms." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611356/index.pdf.
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ABSTRACT
ANALYSIS OF ANALOGY USE ON FUNCTION CONCEPT IN THE NINTH GRADE MATHEMATICS TEXTBOOK AND CLASSROOMS
Ünver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo
functions&rdquo
in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo
9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo
s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.
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Sigonyela, Simphiwe Michael. "Investigating grade 6 teachers’ experiences of english first additional language systemic literacy evaluations in the Western Cape." University of the Western Cape, 2021. http://hdl.handle.net/11394/7980.
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Magister Educationis - MEdSouth Africa’s poor performance in local, regional and international benchmark literacy assessments is well documented and has implications for teachers. Both the Progress in International Reading and Literacy Studies (PIRLS) and the National Education Evaluation and Development Unit (NEEDU) reports and research argue that South African teachers lack both the content knowledge and pedagogical content knowledge of their subjects. Although the studies refer to teachers, their voices are not heard in the studies and their opinions are not known. Investigation was required to examine teachers’ experiences of the literacy assessment and thus bring teachers’ voices into this hotly debated topic.
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Leggate, Melanie. "The IL-6 system and its interaction with chronic low-grade inflammation and high intensity intermittent exercise." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10184.
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The IL-6 system is key in the development of chronic low-grade inflammation. It is known to be upregulated in response to acute exercise and lowered at rest after exercise training. IL-6 has both anti- and pro-inflammatory properties and moderation of this cytokine could alleviate chronic low-grade inflammation which is associated with obesity and Type 2 diabetes mellitus (T2DM). This thesis investigated the interplay between inflammation, glycaemic control and high intensity intermittent training (HIIT) - an exercise regimen that has been shown to yield many health benefits. There was a greater increase in IL-6 after an acute bout of HIIT than continuous moderate intensity exercise, where external work was matched (Chapter 4). Although sIL-6R and the IL-6/sIL-6R complex were both significantly increased after acute exercise there were no differences between HIIT and moderate intensity exercise. In response to 2 weeks HIIT there was a significant reduction in IL-6 and increase in IL-6R in adipose tissue in overweight and obese males (Chapter 5). It was also determined that IL-6R present in adipose tissue is at least partly composed of the membrane-bound IL-6R isoform (Chapter 6). Reductions in circulating sIL-6R, the IL-6/sIL-6R complex, MCP-1 and adiponectin, as well as a decrease in waist circumference and increase in peak oxygen uptake during exercise were also induced after 2 weeks HIIT (Chapter 5). Young adults with T2DM (< 40 y) displayed elevated levels of inflammatory proteins in comparison to lean controls, however there were no significant differences in comparison to obese controls (Chapter 7). In conclusion, the findings of this thesis demonstrate that acute and repeated bouts of HIIT have positive effects on the inflammatory profile in the circulation and adipose tissue, particularly in relation to the IL-6 system. It should be determined if HIIT is an achievable mode of exercise for patient populations, including T2DM patients, in order to downregulate the inflammatory profile.
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Beyer, Wanda. "Belonging in a Grade 6 Inclusive Classroom: Three Multiple Perspective Case Studies of Students with Mild Disabilities." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1590.
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Tingsén, Fanny. ""När man väl kommit in i boken, då är det dags att sluta" : En kvalitativ studie om hur elever i årskurs 6 besrkiver att lärares förhållningssätt till skönlitteratur i undervisningen påverkar deras motivation och läsintresse." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53500.
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Resultaten från PISA undersökningen 2018, i relation till undersökningen som utfördes 2015, visar att elevernas attityd till läsning blivit allt mer negativ och att läsandet har minskat, särskilt bland elever i Sverige. Trots fortbildningar vad gäller att utveckla lärares didaktiska förhållningssätt för att skapa goda förutsättningar för elever att utvecklas till goda läsare, är det någonting som går fel i barnens möte med litteraturen i skolan. Syftet med studien är att undersöka hur elever i årskurs 6 beskriver sin upplevelse och uppfattning av litteraturundervisningen i ämnet svenska och vilka arbetssätt som eleverna anser har en positiv respektive negativ påverkan på deras motivation samt läsintresse. Studien utgår från självbestämmandeteorin och datainsamlingen genomfördes genom semistrukturerade intervjuer utifrån en kvalitativ ansats. Resultatet visar en variation av arbetssätt som elever uppskattar mer och mindre i litteraturundervisningen. Gemensamt för hur eleverna beskrev litteraturundervisningen var att valet av bok, läsmiljön, förtydligande av syftet med läsningen samt att meningsfulla uppgifter är avgörande för inställningen till aktiviteten. Det framkom att om betydelsen av skönlitteratur inte reflekteras i klassrummet, reflekteras värdet av läsningen inte heller hos eleverna, vilket i sin tur får konsekvenser för deras motivation.Results from the PISA survey 2018, in relation to the survey conducted in 2015, show that students’ attitudes to reading have become increasingly negative and that reading has decreased, especially among students in Sweden. Despite continuous education in terms of developing teachers’ didactic approaches to create good conditions for everyone to develop into good readers, something goes wrong in the children’s encounter with the literature in school. The purpose of the study is to investigate how students in year 6 describe their experiences and perceptions of literature teaching in the Swedish subject and which working methods the students consider has a positive and negative impact on their motivation and interest in reading. The study is based on the self-determination theory and data collection was achieved through semi-structured interviews based on a qualitative approach. The results show a variation of which working methods students appreciate in literature teaching. Common to how the students describe the literature teaching was that the choice of book, the reading environment, clarification of the purpose with the reading and that meaningful assignments are crucial for the attitude to the activity. The results indicate that if the importance of fiction is not reflected in the classroom, the value of reading is not reflected in the students either, which in turn affects their motivation.
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Stables, Roderick Gwyn. "The effects of text organization and headings on grade 5 through 10 students’ written recall of expository prose with emphasis on grades 5 and 6." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25535.
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This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 5 and 6. This study was a component of a three part study. The other two parallel studies emphasized grades 7 and 8 (King, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; King, 1985).
There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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YILDIRIM, Nazlı Irmak. "How fractions are introduced in compulsory school : A comparative study of Grade 6 textbooks in Turkey and Sweden." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16672.
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Abstract The purpose of this study is to provide a detailed description of the way fractions are processed in Turkish and Swedish mathematics textbooks. For our investigation of textbooks, we used several theoretical notions such us different ways of understanding fractions (part-whole, ratio, measure, quotient, decimal and operator), representations (treatment, conversion), making distinctions between routine tasks and problems, classifying contexts of examples and problems in terms of real-life situations, semi-realities, and pure mathematics, and about texts narrative and paradigmatic styles. Through our analyses of these three textbooks, we have come to a result that shows similarities and differences among the textbooks, regarding the topics included and their sequencing, how the concept of fractions is represented in exercises and examples. The findings are emphasized with figures, tables and diagrams that illustrate the similarities and differences between mathematics textbooks inTurkeyinSwedenas well as the textbooks’ development in Turkey.Abstrakt Syftet med denna studie är att ge en detaljerad beskrivning av hur bråk behandlas i turkiska och svenska läroböcker för matematik. I vår undersökning, använde vi flera teoretiska begrepp såsom olika sätt att förstå bråk (del-helhet, förhållande, mått, kvot, decimaltal och operator), representationer (behandling, omvandling), att skilja på rutinuppgifter och problem, att klassificera exempel och uppgifters kontexter i termer av verkliga situationer, semi-verkligheter, och ren matematik, och om texters berättande och paradigmatiska stilar. Genom våra analyser av dessa tre läroböcker, har vi kommit fram till ett resultat som visar både likheter och skillnader mellan dem, både vad gäller de ingående ämnena och deras sekvensering och hur begreppet bråk har representerats i övningar och exempel. Resultaten beskrivs med bilder, tabeller och diagram som illustrerar likheter och skillnader mellan matematikläroböcker i Turkiet och Sverige och dessutom visar läroböckernas utveckling i Turkiet.
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Picha, Katharine Agnes. "Leisure reading habits and preferences of anglophone grade 6 early French immersion students related to book promotional activities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28265.
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This study investigated the leisure reading of British Columbia grade 6 anglophone French immersion students, attempting to find out their genre preferences, their language preferences, the amounts they read, and whether there were significant differences between the reading of the boys and the girls. It further sought to determine whether there were any relationships between the children's reading and teacher, teacher-librarian and public librarian activities, or the French language materials to which the children had access. Data were collected by means of four questionnaires—to grade 6 immersion students, to grade 6 language arts teachers (English and French), to teacher-librarians in immersion schools, and to public librarians in communities with immersion schools. Statistical analyses were made of: circumstances reported by the teachers, teacher-librarians, and public librarians by isolating the replies of the children in the corresponding classes. This researcher found that: children preferred to read in English; genre preferences varied widely from child to child, and were different between boys and girls; very few activities of teachers, teacher-librarians or public librarians could be related to the volume of children's reading; and very few circumstances of the school library collections could be related to the volume of children's reading.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Rosenquist, Carl. "Target language use : An empirical study of the target language use in the Swedish 4-6 grade classroom." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21668.
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A consistent use of the target language during English lessons is beneficial for pupils’ linguistic development, but also challenging for both teachers and pupils. The main purpose for pupils to learn English is to be able to use it in communication, which requires that they develop the ability to comprehend input, produce output and use language strategies. Several researchers claim that a consistent use of the target language is necessary in order to develop these abilities. Therefore, the aim of this study is to examine the target language use during English lessons in Swedish grades 4-6, and what pupils’ opinions regarding target language use are. The methods used to collect data consisted of a pupil questionnaire with 42 respondents and an observation of two teachers’ English lessons during a week’s time. The results from the observations show that the teachers use plenty of target language during lessons, but the first language as well to explain things that pupils might experience difficult to understand otherwise. The results from the questionnaire mainly show that the pupils seem to enjoy English and like to both speak and hear the target language during lessons. The main input comes from listening to a CD with dialogues and exercises in the textbook and the workbook, and from the teacher speaking. The results also show that a majority of the pupils use the target language in their spare time. A conclusion that can be drawn from this study is that the TL should be used to a large extent in order to support pupils’ linguistic development. However, teachers may sometimes need to use L1 in order to facilitate understanding of the things that many pupils find difficult, for example grammar. Suggestions for further research in this area include similar studies conducted on a larger scale.Engelska
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Jackson, Mary-Jane. "Exploring linguistic thresholds and reading comprehension and skills-transfer in a grade 6, isiXhosa-English additive bilingual context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006353.
Full textAbstract:
Reading is the key to knowledge and learning and by implication, life success. Most South African children „learn to read‟ in their home languages (HL), such as isiXhosa in the Eastern Cape, and then at the beginning of Grade 4 are expected to make two significant transitions: they must begin to „read to learn‟ and they must do so in an additional language (usually English). The research evidence is damning: Intermediate Phase children are failing to read and failing to learn. This study is concerned with two of the possible, and often conflicting, reasons for the reading problem: 1) that too little time is spent developing learners‟ English language proficiency and 2) that the development of learners‟ reading comprehension skills in the HL is neglected, preventing the transfer of skills to reading in English additional language (EAL). This thesis explores the relations between English Language Proficiency (ELP) and isiXhosa Reading Comprehension (XRC), and between ELP and English Reading Comprehension (ERC), in a unique, additive bilingual context in the rural Eastern Cape, where isiXhosa is maintained as part-LoLT (language of learning and teaching) to the end of Grade 6. The Linguistic Threshold and Linguistic Interdependence Hypotheses constitute the theoretical framework of the study. The design of the research is exploratory and descriptive. The Woodcock-Muñoz Language Survey was used to measure the language proficiency (English relative to isiXhosa) of the sixteen Grade 6 learners in the study, while two sample, expository passages from the Progress in International Reading Literacy Study (2006) were used to measure the reading comprehension abilities of learners, in both isiXhosa and English. A questionnaire provided additional information – about the learners‟ perceptions of reading– which assisted in the interpretation of the statistical data. „Mean scores‟ and „standard deviations‟ were used to describe the ELP (relative to the isiXhosa language proficiency) of the participants, while „frequency‟ was used to describe the reading comprehension scores. Correlational statistics were then employed to test the strength of the relationships between the variables, while regression analyses were used to predict the relative contribution of each of ELP and XRC to ERC. The study reveals that while the learners‟ isiXhosa language proficiency far exceeded their English language abilities, their reading comprehension scores in both languages were equally poor. ELP correlated significantly with ERC; and XRC and ERC were also covaried, thus corroborating the findings of international research: that in this particular context, second language (L2) reading is a consequence of both ELP and first language(L1) reading ability. The regression analyses showed that while the potential for reading comprehension transfer in the direction L1 to L2 existed, this possibility was short circuited, both by learners‟ poor ELP and their poor L1 reading skills.
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Ndungu, Makengo. "A description of assessment practices in the teaching of English: grade 6 teachers in four Cape Town schools." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6866.
Full textAbstract:
The dissertation examined teachers' formal assessment practices in the teaching of English in Grade Six, in order to describe and document them, and to establish the match between assessment and the requirements of official policy documents. Three case studies involving six Grade Six teachers and four schools were investigated. The schools included a wellresourced and poorly-resourced school which both taught English as Home Language, and two poorly-resourced schools that taught English as First Additional Language. The question that guided the study was;; What are the intentions of and the methods used by Grade Six teachers in assessing English in the case study schools? Assessment scripts were the primary data collected, supplemented by teachers' interviews and schools assessment policy documents. The results showed that lack of adequate guidance and support and lack of assessment skills compromised the standard of the teachers' assessment. All the schools assessed comprehension and grammar by means of short answer response and objective items. Most of these items adhered to their construction principles. The assessment of comprehension, however, focused mainly on lower order cognitive competency and items failed to distinguish between the different reading purposes. In assessing grammar, emphasis was placed on analysed knowledge. Assessment of vocabulary was not done in both First Additional Language and the well-resourced schools, and was inadequately done in the poorly-resourced home language school. Extended writing and oral were found to be the most difficult aspects to assess. Extended writing was done in three of the four schools and oral work in only two schools. Teachers struggled to set adequate activities and to provide suitable rubrics and developmental feedback. Numerous, generic and unclear assessment standards and many ambiguous requirements impacted negatively on the implementation of assessment. No school conducted assessment that adhered well to official requirements, demonstrating both the difficulty of putting the curriculum into practice and the shortcomings of the teachers and schools.
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Tabib, Claudia. "Samtalets betydelse i högläsningen : En kvalitativ studie om hur lärare i årskurs 4–6 hjälper elever att bygga föreställningsvärldar med hjälp av samtal om skönlitteratur i samband med högläsning i svenskundervisningen." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44508.
Full textAbstract:
This study aimed to investigate how some teachers talk to students in grade 4-6 about fiction, more specifically, how the teachers in their reading aloud teaching enable students to develop imaginary worlds through conversation. The material was analyzed based on Langer’s (2005) theory about imaginary worlds. Two questions were formulated to answer the study’s aim: How do some teachers plan their conversations about fiction in reading aloud teaching? Moreover, how do teachers’ conversations about fiction vary in reading aloud teaching? The results showed that all teachers plan their conversations about fiction in the reading aloud teaching in different ways. Three of the teachers plan their conversations by reading the fictionin advance to get acquainted with the story and the characters. One teacher plans her conversations about fiction after reading aloud. The result also showed that all teachers vary their conversations about fiction in reading aloudin different ways, such as text extracts from chapters, work with illustrations, book conversations, and keeping the book secret from the students so that they can imagine what the characters and the environment can look like. Finally, the result showed that through the teachers’ conversations, the students were given opportunities to build imaginary worlds and an increased understanding of the text.
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Nkosi, Nkosikhona Sean. "Reconceptualising space in a grade 6 classroom." Thesis, 2016. http://hdl.handle.net/10539/22615.
Full textAbstract:
A Research Report submitted to the Wits School of Education, Faculty of
Humanities, University of Witwatersrand in partial fulfilment of the requirements for
the degree of Masters of Education by combination of coursework and research.
Johannesburg, March 2016Despite all events unfolding in space, mainstream research often overlooks the influence of space in teaching and learning. There is some research, however, showing how space makes various educational experiences available. This research adds to a growing body of spatial research in education. The research reconceptualised space in a grade 6 English classroom in order to explore ways of working with space. The research sought to understand (1) spatial relations in the classroom, (2) the redesign of space and (3) the experiences of living in a reconceptualised space. In this case study thirty one grade 6 learners and a teacher collaboratively redesigned their classroom space. Observations were recorded over a six week period. Four Community of Enquiries and interviews were conducted with participants. Using Lefebvre’s (1991) spatial theory and Foucault’s (1977) work on knowledge, power and discourse the data was analysed systematically paying special attention to learners perceptions and behaviours prior to and following the reconstitution. The findings show how relations between participants are governed by time and manifest in the spatial layout of the classroom. Prior to the reconstitution the normalisation of theft and strong gendered boundaries created antagonistic relations amongst participants. Learners also expressed a strong desire to belong in the classroom and the broader schooling community. Having reconstituted the space, space also reconstituted the participants. In the redesigned space learners’ agency and voice was amplified and the space became more conducive to learning. The benefits of the reconceptualisation were learners entering into stronger communal relations with peers and increased participation from learners and broader take up on the school of the grade 6 class’ ideas. The challenges of the reconceptualisation were the alienation of other grade 6 learners and teachers finding learners’ voice and increased agency more challenging to manage. Systematic work with space presents a range of insights into the social relations in classrooms that are often otherwise invisible.
MT2017
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Bhaumik, Kasinath. "Technical grade filament from nylon 6 and blends of nylon 6 and nylon 66." Thesis, 1990. http://localhost:8080/xmlui/handle/12345678/3836.
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Yuan, Shu-Ting, and 袁琡婷. "A Study of Curriculum Articulation for Grade 1-9 Mathematics Curriculum- Take Grade 6-7 for example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3ypqt5.
Full textAbstract:
碩士國立東華大學
教育與潛能開發學系
106
Mathematics has always been an important subject in primary and secondary schools in Taiwan, its learning results are regarded as an indicator of international competitiveness. The Grade 1-9 Curriculum has now been implemented for 16 years and has had a significant impact on primary and secondary school mathematics, even triggering numerous discussions on the bimodal distribution of learning results in mathematics. However, even though the gap between primary and secondary school mathematics may seem apparent, the continuity issue of mathematics between primary and secondary schools has rarely been studied and investigated. This study focuses on sixth and seventh grades as examples to explore the issue of mathematics curriculum articulation and applies content analysis on textbook contents as well as using the interview method. The relationship between sequence, continuity and articulation of different learning concepts in textbook contents are explored, while the textbook compilation committee and primary and secondary school teachers are interviewed to analyze the mathematics continuity issue. The following results may be concluded: (1) As shown in the content analysis results, primary schools adopt concept-based learning while secondary schools adopt calculation-based learning, the difference between the course contents is the main cause of the continuity gap between sixth and seventh grade courses. (2) The different approaches taken in primary and secondary schools’ course designs is due to different curriculum regulations, therefore resulting in a gap between primary and secondary schools’ course contents. (3) Primary and secondary school teachers have a different understanding in improving students’ calculation skills, therefore resulting in the inability to bridge the gap between primary and secondary school courses. Based on the aforesaid results, this study proposes the following suggestions: (1) The reasons causing the continuity gap between courses should be promoted towards primary and secondary school teachers in order to adjust their teaching methods and thereby gradually bridging the continuity gap of between the courses. (2) Teaching remedies and teaching objectives for primary and secondary school mathematics should be adjusted so that calculation-based teaching may be replaced with concept-based teaching for primary schools, and the proportion of learning contents in primary school mathematics that are not continued into secondary school may also be adjusted. (3) Empirical studies should be conducted for primary and secondary school mathematics curriculums and secondary school mathematics courses, in order to make up for the current lack of research in curriculum articulation within the country. (4) The Center of Teacher Education for primary and secondary school teachers should adjust the mathematics curriculum, mathematics teaching materials and teaching methods, in order to ensure that new teachers are able to understand and respond to the continuity issue of the courses. Keywords: Primary and secondary school mathematics, curriculum articulation, learning concept, articulation
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Sitsula, Tshisikhawe. "Challenges of Grade 6 learners' experience when solving mathematical word problems." Diss., 2012. http://hdl.handle.net/11602/56.
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Kuo, Hsuan-sui, and 郭穗萱. "Action Research on Grade 6 Music Instruction by Cooperative Learning Strategy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/23805999813551522976.
Full textAbstract:
碩士國立臺南大學
音樂學系碩士班
101
By Action Research, this study aimed to probe into the implementation process of Grade 6 music instruction using cooperative learning strategy. Based on the theories related to cooperative learning, this study constructed music instruction content of Grade 6 Art and Humanities, and developed instructional plans of 14 classes. The implementation steps and interaction of 8 kinds of cooperative strategy, including Pairs Check, Think-Pair Share, Numbered Heads Together, Inside-Outside Circle, Round Robin, Three-Step Interview, LT and STAD, were adopted in music learning activities, such as singing, creating and listening. The purpose was to probe into the effects of cooperative strategy on music learning effectiveness, motive, class atmosphere and cooperative skills, as well as to explore the action implementation process and share learning reaction and instructional process. The findings can serve as references for other teachers to execute music cooperative learning. In this study, the tools to collect data included instructors’ “observation and reflection record” during instructional process, students’ “self-report of music cooperative learning” and students’ “music learning investigation”, “self-report of cooperative learning” and “opinions of cooperative learning” after class. The conclusions are as follows: 1. Cooperative strategy enhances music learning effectiveness: multiple interactions can enhance learning concentration, active pairs test helps inferior learners and group task can strengthen the performance of sinning, creating and listening. Students mostly identify with the knowledge and capability instruction by cooperative learning and outcome of progress. 2. Active cooperation and sharing can enhance the overall motive, exchange of views increases students’ music learning interest, proper cooperative task makes students to participate in class learning activities and increases cooperative satisfaction. However, students’ practices after learning should be improved. 3. Positive class atmosphere relies on teachers’ and students’ efforts. Appreciation & praises, respect & tolerance and cooperation with care and assistance can enhance the cohesion of class. Although it is not easy to maintain harmonious atmosphere, cooperative atmosphere with teachers’ support is constructed. 4. Interpersonal communication and cooperative capability should be cultivated by interactive learning and process reflection of cooperative skills. Effective interaction is the key of cooperation. Self-control and care atmosphere with appreciation and tolerance should be improved. 5. In implementation process of music cooperative learning, before the instruction, proper group division should be concerned and activities are planned according to cooperative characteristics. In the instruction, cooperative and interactive strategy should be properly included and cooperative skills are actively cultivated. After the instruction, there should be rewards or group reflection to examine the accomplishment of instructional goals. 6. The first challenge of music cooperative learning is the planning capability of the instructor to combine cooperative strategy and music materials. By overcoming cooperative obstacles, all students can be the subjects in the classroom, and it can gradually improve passive attitude of the learners with low learning motivation. 7. Regarding interaction and learning problems in music cooperative learning, teachers should concern about instructional goals, properly arrange instructional time and have active communication, praises & appreciation, respect & tolerance and comprehension and acceptance in interaction and sharing to accomplish group assistance and growth by gradual cooperation. 8. Proper use of cooperative strategy in music instruction activities can lead to positive interaction and develop positive cooperative behavior. Appropriate arrangement of cooperative evaluation strategy can enhance learners’ sense of achievement and confidence. 9. Students prefer cooperative learning and mutual assistance and sharing can enhance learning effectiveness. Observation and reflection can increase mutual understanding. Students favor the competitions differently, recognize the psychological feelings caused by different goal structures in interaction and communication and realize individual effects on group. 10. Cooperative strategy fits music learning: music instruction aims to beautify life by sharing and exchange. The evaluation should properly eliminate difficult standard of knowledge and skills and focus on affection. Thus, cooperation between teachers and students will accomplish the reform of instruction and learning. Finally, according to findings, this study proposes suggestions for music instruction practice, music cooperative learning development and future research directions.
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鄭智元. "Research on the Uses of Letters in Algebra in Grade 6 Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/87831059462339551918.
Full textAbstract:
碩士臺北市立教育大學
數學資訊教育學系碩士班
95
This study aims to investigate the uses of letters in algebra in grade 6 students and the applications on the performance and difficulty in solving word problems. 127 students from two elementary schools in Taipei participated in the study, including 6 pupils interviewed. Based on the results of the testing and interview, we indicate that: 1. students’ testing performance with three different representations has no significant difference. 2. when letters used as unknowns, students have difficulties in using fractions as the divisional result of two integers, unclarity of the equation or problem, and vagueness of operational symbols. 3. students in testing can solve the unknows by means of scale, which can’t be linked properly with the algebraic representation. 4. when letters used as variables, students have difficulties in undoing, changing signs, and reversing the operational sequence. 5. it helps students to observe the increasing rules of quantities by special series of problems, but they still have difficilities in representating the generalized relationships of quantities. 6. under the comulsory educational curriculum, students tend to use algebraic ways to solve word problems , and the rate of correctness in using algebraic ways is higer than that in using arithmetic ways. 7. when using algebraic ways to solve word problems , students have to pay attention to analyze the relationships of quantities to avoid mistakes; when using arithmetic ways to solve word problems , it is the key point to suppose the letters. Finally, we offer some suggestions concerning the algebraic teaching methods and materials, and also address several questions for future researches.
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Ntuli, Khethinkosi Armstrong. "Teachers' analyses of learner errors in Grade 6 English first additional language." Thesis, 2015. http://hdl.handle.net/10539/17708.
Full textAbstract:
The study investigated 6 Soweto primary school teachers’ ability to analyse and give
feedback on the errors of English First Additional Language learners. Drawing on literature
on assessment for learning and feedback, as well as on error analysis of English second
language learning, I developed a conceptual framework that enabled me to classify learner
errors and teachers feedback strategies. I used a qualitative approach to investigate
assessment abilities. Firstly, the teachers marked a written assessment task, identified errors,
evaluated learner performance and gave feedback based on identified errors. Secondly, the
teachers were interviewed on why learners made those errors and what feedback strategies
they suggested for remediating the errors. The findings indicated that the teachers: i) were
generally capable of identifying the errors, ii) struggled to correct the identified errors,
iii) were still working in a summative mind-set, and iv) were insecure about their abilities to
deal with English First Additional Language errors. Therefore, assessment for learning has a
long way to go for the township primary school teachers.
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CHANG, HUI-CHUN, and 張慧均. "Research on the Financial Management Equipment of Hsinchu City Grade 6 Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65934760128513702329.
Full textAbstract:
碩士中華大學
行政管理學系碩士班
103
ABSTRACT Nowadays, teenagers must face a progressively complex financial environment and related issues. The Taiwanese societal structure is confronted with sub-replacement fertility, population ageing, and worsening economic inequality, increasingly shifting the financial crisis from the national and corporate level to the individual level. A collective rise in citizens’ financial management equipment can gradually improve today’s dire unbalance in societal organization, allowing individual financial planning to become more optimal. This research aims to understand the connection between the current situation regarding financial management and background variables of sixth grade students in Hsinchu City. The investigation was conducted using the self-created “Little Financial Management Expert Survey Questionnaire” through the reviewing of documents to draft up a research framework and propose a research hypothesis. With sixth grade students of Hsinchu City public schools as research subjects, this research adopted the method of two-stage stratified equivalent sampling and distributed a total of 920 surveys, retrieved 900 copies, with 870 being valid samples. Using SPSS for Windows 20 to carry out statistical analysis, the following research conclusions were obtained: 1. The level of financial management equipment of Hsinchu City sixth grade students can be classified as above average with a higher performance in “Investment and Financial Environment” and “Consumption and Saving.” Performance in other facets, in order, is: “Monetary Concept,” “Loans and Credit,” and “Risk and Risk Management.” 2. Due to different background variables, students’ performance in the five facets of financial management equipment displays evident discrepancy in some areas. Even though the influence of some variables is not obvious, the direction of statistical data and theoretical speculation is the same; despite the inability to attain statistical significance, the research hypothesis and results of the theoretical prediction are concurring. 1) Individual factors: Gender-wise, girls performed better than boys, but with only a slight difference. In terms of personality characteristics, students with an internal locus of control and those with an external locus of control only displayed a significant difference in the facet of “Consumption and Saving.” 2) Familial factors: Students with a two-parent household, high social standing, allowance, saving habits, and parents with financial magazine-reading habits performed better in all five facets and overall in comparison with students with different backgrounds. 3) Societal factors: Students attending schools located in the East District displayed higher financial management equipment than those attending schools in the North and Xiangshan Districts. 3. The familial, societal, and financial statuses of Hsinchu City sixth grade students and the location of their respective schools with respect to the administrative districts are two factors that greatly provide insight into each facet of financial management equipment and overall performance. The strongest connection can be made between students’ performance in financial management equipment and the location of their respective schools with respect to the administrative districts as well as their familial, societal, and financial statuses. Lastly, this paper provides for related organizations, parents, and schools suggestions based on the conclusions of the research and a reference that can be used for raising financial management skills and related research.
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Ramaoka, Tumelo. "Solving multiplication and division word problems: strategies used by Grade 6 learners." Thesis, 2019. https://hdl.handle.net/10539/29534.
Full textAbstract:
A research report submitted to the Wits School of Education, Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements of the degree of Master of Science (Science Education), Johannesburg, 2019This study was aimed at exploring the models and strategies a class of Grade 6 learners used to solve multiplicative word problems prior to, and following, a series of four one-hour intervention lessons based on the literature on multiplicative reasoning using a Realistic Mathematics Education (RME) – based theoretical – framework. The sample of the study were a group of 36 learners from a fee-paying government school in Johannesburg East district that has been classified as a low performing school based on the Annual National Assessment (ANA) for Mathematics. Outcomes based on pre- and post-tests indicated substantial gains related to the content of the intervention lessons as learners were able to make better sense of multiplicative situations and use more efficient strategies to solve multiplicative situations. Pre-test data pointed out that learners struggled to make sense of multiplicative situations especially division items and used a limited range of models and strategies. Post-test data indicated that there were substantial shifts to using a broader range of multiplicative models and strategies including the emergent use of ratio models. This use of a broader range of models and strategies increased success in learners’ multiplicative problem-solving performance.
TL (2020)
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楊惠鈞. "An Action Research of Integrating Pop Music into Grade 6 Rhythm Teaching." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/78332615384961218600.
Full textAbstract:
碩士國立新竹教育大學
人資處音樂教學碩士班
101
The purpose of this action research is to investigate the student’s learning efficiency & effectiveness by integrating popular music into rhythm teaching. There are 29 6th grade elementary students as object in this research. By designing 33 courses with Kodly Method, Dalcroze Method and Orff Approach, the thesis proposes the following findings accordingly. First, the curriculum design, which implements the idea of Kodly’s gradual rhythm system integrating with Dalcroze Method and Orff Approach facilitates the students’ learning on rhythm. Second, it is observed that students are more interested in rhythm and they show better performance if the teacher integrates popular music into rhythm teaching. Third, the study proves that learning and composing rhythm do improve the student’s performance of rhythmic body movement as well as their ability to cooperate with each other in group discussion. Forth, the curriculum designed based on integrating popular music into rhythm teaching is beneficial for student’s learning and conception of classical music and Taiwanese popular music history. Fifth, the course objectives of the Arts and Humanities Area Curriculum, such as cognitive, psychomotor and affective domain, is completed & achieved by integrating popular music into rhythm teaching. Finally, this thesis concludes the above findings and suggestion to educational authorities, music teachers, textbook editors and teaching researchers.