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Journal articles on the topic 'Grade R learner'
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Nel, Anca, Ina Joubert, and Cycil Hartell. "Teachers’ perceptions on the design and use of an outdoor learning environment for sensory and motor stimulation." South African Journal of Childhood Education 7, no. 1 (2017): 11. http://dx.doi.org/10.4102/sajce.v7i1.482.
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<p><span>This qualitative study makes recommendations to help teachers understand how an outdoor learning environment could be designed and used to enrich perceptual development through sensory and motor stimulation for the Grade R learner. This was done by establishing design principles that create better teaching and learning environments from the perspective of Grade R educators in the South African context. Three purposively selected case studies (preschools) enabled the collection of data using collection methods such as photos, video clips, interviews and observations. Content analysis was conducted and four themes emerged: contradictory perspectives on outdoor learning environments, outdoor play is valuable, creating the ideal outdoor learning environment and increased deficiency of sensory and motor development among Grade R learners. Findings of the study aid educators and other professionals to create a valuable outdoor learning environment for sensory and motor stimulation of Grade R learners.</span></p>
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Zimmerman, Tekeisha Denise. "Exploring learner to content interaction as a success factor in online courses." International Review of Research in Open and Distributed Learning 13, no. 4 (2012): 152. http://dx.doi.org/10.19173/irrodl.v13i4.1302.
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<p>Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (<em>N </em>= 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (<em>r </em>= .-72). The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.<br /><br /></p>
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Delport, Aletta, and Erna Cloete. "Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry." South African Journal of Childhood Education 5, no. 1 (2015): 21. http://dx.doi.org/10.4102/sajce.v5i1.351.
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The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R) teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR) approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-)equipped, (un)confident, (in)competent and (in)dependent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement, such as PALAR.
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Ndlovu, Blanche Ntombizodwa, and Dumsani Wilfred Mncube. "Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 185–98. http://dx.doi.org/10.26803/ijlter.20.1.10.
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This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.
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Ria Adisti, Aprilian. "Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)." Register Journal 9, no. 2 (2016): 137. http://dx.doi.org/10.18326/rgt.v9i2.137-150.
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This study aims at explaining the interactive materials that were needed in Teaching English to Young Learner, creating an English computer game into an interactive material, and examining the effective of the implementation of an English computer game as an interactive material in Teaching English to Young Learner to the first-grade students of elementary school. The study used Research and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall (1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade students, (2) writing the course grid such as lesson plan and map of interactive material, (3) developing preliminary form of English computer game, (4) preliminary field testing by English teacher, English learning expert, and ICT learning expert, (5) revising the English computer game, (6) trying out, and (7) writing the final draft of the use of English computer game for Teaching English to Young Learners. The result of the study showed that students got better achievement in learning English. It could be seen from the result between pre-test and post-test using t-test formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the interview which concluded that students liked learning English through this interactive material.
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Ria Adisti, Aprilian. "Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)." Register Journal 9, no. 2 (2016): 137. http://dx.doi.org/10.18326/rgt.v9i2.698.
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This study aims at explaining the interactive materials that were needed in Teaching English to Young Learner, creating an English computer game into an interactive material, and examining the effective of the implementation of an English computer game as an interactive material in Teaching English to Young Learner to the first-grade students of elementary school. The study used Research and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall (1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade students, (2) writing the course grid such as lesson plan and map of interactive material, (3) developing preliminary form of English computer game, (4) preliminary field testing by English teacher, English learning expert, and ICT learning expert, (5) revising the English computer game, (6) trying out, and (7) writing the final draft of the use of English computer game for Teaching English to Young Learners. The result of the study showed that students got better achievement in learning English. It could be seen from the result between pre-test and post-test using t-test formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the interview which concluded that students liked learning English through this interactive material.
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Waiswa, Helen C. A., Peter K. Baguma, and Joseph Oonyu. "Interpersonal Relations and Achievement among University Upgrading (Grade V) Teacher Students." International Journal of Education and Literacy Studies 8, no. 4 (2020): 40. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.40.
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Interpersonal relations refer to an intelligence and competence that enable the establishment and maintenance of mutually satisfying relationships with a variety of people across diverse situations. Academic achievement refers to satisfactory learner performance as shown by grades attained in course-work, tests, continuous assessment and end-of-semester examinations. The study interrogated the relationship between interpersonal relations (IR) and academic achievement (AA) among university upgrading (Grade V) teacher students in Ugandan universities. Using a quantitative sample of 473 and a qualitative sample of 75 upgrading Grade V teacher-students from Makerere University and Uganda Christian University (UCU), a cross-sectional survey and interview were carried out. The results showed that IR was positively and significantly related to subjective AA (r = .23, p < .001). However, it was not significantly related to objective AA – CGPA (r = .04, p > .05) thus, supporting the hypothesis: There is a positive relationship between IR and AA among university upgrading teacher-students. Qualitative findings showed that team spirit, group work and collegial relations were important aspects of IR. In conclusion, the study stressed collaborative approaches to IR as useful in the 21st century. As a contribution to policy and practice, the study recommends that: for better AA, teacher-students need to have a holistic curriculum to train on IR. Knowledge of negative and positive perceptions of IR are critical for the furtherance of both individual and collaborative functions in teaching, learning, training, and research.
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Suardiyasa, Komang Gede. "Developing Guessing Game for Teaching Vocabulary to the Fifth Grade Students of SD Negeri 5 Kubutambahan." Journal of Psychology and Instructions 1, no. 2 (2017): 64. http://dx.doi.org/10.23887/jpai.v1i2.10361.
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This present study was a research and development (R&D) which concerned in; identifying the kinds of vocabulary were appropriate to be developed as Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan, analyzing the quality of the developed Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan. This study followed the R&D design proposed by Dick and Carey (2005). This design involves: need analysis, instructional analysis, learner and learning environment, performance objectives, assessment rubric, story board, design and develop, formative evaluation, revision and final product. The subjects of the study were students of fifth grade and the teacher of SD Negeri 5 Kubutambahan. the data were collected through observation, questionnaire, interview, document review and expert judgment. The result of the study shows that: (1) there were four guessing games have been developed with four different themes which were aimed to be used as a media for teaching vocabulary to the first semester of 5th grade students. Those guessing game were designed based on the criteria of English syllabus of school based curriculum for the first semester of 5th grade students and also based on criteria of educational app by Lee & Cherner (2015). The final of the guessing game were presented into CD and a manual guide book for teacher. (2) the overall quality of the developed guessing game from the judgment of experts was categorized as excellent (2.73).
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Amanah, Laras Tazkiatul, Rizki Noviana, Rodatus Sofiah, and Muhamad Chamdani. "THE CORRELATION OF READING INTEREST TO LEARNING OUTCOMES IN INDONESIAN LEARNER IN CLASS 5 of SDN 2 KARANG TANJUNG." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (2019): 248. http://dx.doi.org/10.20961/shes.v1i2.26874.
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<em>Reading interest is main factor to increase quality of student. The study activities in the school, highly reading interest of student is a something hoped for all people. This study aimed to determine the correlation of reading interest to learning outcomes in Indonesian language. This research focused in a something impact of reading interest to learning outcomes. The method used is descriptive method with technic questionnaire, observation, and interview. Research sample were students of class 5 numbering 20 people. Students read well fall into the category with a percentage 78,86 % while the study result in the category fairly with the average value of 58,9. Based on the correlation test with significance level α = 5% concluded there is a correlation between reading interest by learning outcomes in learning Indonesian fifth grade students of State Elementary School 2 Karang Tanjung with r table ≥ r count or 0.444 ≥ 0.029.</em>
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Ula, Iin Rahmatul, and Abi Fadila. "Pengembangan E-Modul Berbasis Learning Content Development System Pokok Bahasan Pola Bilangan SMP." Desimal: Jurnal Matematika 1, no. 2 (2018): 201. http://dx.doi.org/10.24042/djm.v1i2.2563.
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This study aims to produce instructional materials in the form of electronic module based learning content development system on the matter of pattern number. This research method is Research and Development (R & D) based on ADDIE model. Assessment of material experts on the learning media is included in the category of "Valid" with an average value of 3.46. The media expert's assessment of this e-module is included in the "Valid" category with an average grade of 3.66. The linguist's assessment of this medium is included in the "Valid" category with an average grade of 3.6. In a small-scale trial followed by 10 students of class VII obtained an average score of 3.65 based on the results of a response questionnaire that has been filled by the learner, this result puts the e-module on the criteria "Very Interesting". In large-scale field trials followed by 30 students, the average score of attractiveness obtained was 3.55 on the criteria "Very interesting".
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Wibawa, Basuki, and Paidi . "THE DEVELOPMENT OF BLENDED LEARNING BASED ON HANDPHONE FOR COMPUTER SYSTEM SUBJECT ON XI GRADE OF SMKN 1 BENGKULU CITY." Humanities & Social Sciences Reviews 7, no. 3 (2019): 497–502. http://dx.doi.org/10.18510/hssr.2019.7373.
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Purpose of Study: Education has an important role to improve the quality of human resources that made the younger generations could develop their potential optimally. Vocational High School (SMK) is one of the educational institutions that has prepared their graduates to enter the working world. One of the compulsory programs in Vocational High School is the students were carried out on the fieldwork practices (PKL). To provide learning access for students as long as they stayed in the industry area, so it was necessary to give learning on blended learning by using handphone as a learning media. In order to get students’ learning outcomes be maximized, so the development of this learning should be done by applying Research and Development patterns that were adapted from The Steps of System Approach Model of Educational Research and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. Blended learning models that would be developed are Norman Vaughan and Flipped Classroom Models. Learning materials were developed are computer system subject. The measurement of result development was done by the formative evaluation that consisted of one to one evaluation with expert, one to one evaluation with learner, small group and field trial.
 Methodology: The methodology that was conducted is stages of learning model adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended learning model that will be developed is the Norman Vaughan model and Flipped Classroom Model. (Helena Gillespie et.all, 2007)
 Results: Stages of learning model development that was adopted from Model of The Steps of System Approach Model of Educational Reseach and Development (R & D), Fourth Edition and Seventh Edition by Borg and Gall. The blended Vaughan model and Flipped Classroom Model. Stages of development process as follows:1) Data and Information Collecting, 2) Identity Instructional Goal, 3) Conduct instructional Analyze, 4) Analyze Learners and Contexts, 5) Write Performance Objectives, 6) Develop AssessmentInstrument, 7) Develop Instructional Strategy, 8 Develop and Select Instructional Materials, 9) Revise Instruction, 10) Design and Conduct Formative Evaluation of Instruction (Gall et all).
 Implications/Applications: Development of blended learning based on handphone was appropriate to be used in learning at XI grade of SMK. It was caused that students of XI grade have followed the practice of field work for about 3 months, as long as the students followed the practice of fieldwork, it meant that the learning process was still being applied by using handphone media and learning outcomes showed that there was an improvement in learning outcomes.
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Pradana, Sandi, and Ashadi Ashadi. "Weblog as an Appropriate Online Medium in Teaching Writing." Script Journal: Journal of Linguistic and English Teaching 4, no. 2 (2019): 125. http://dx.doi.org/10.24903/sj.v4i2.331.
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This research aims to develop weblog as media in teaching writing of senior high school students.It is a research and development (R&D) study that follows ASSURE model proposed by Heinrich and developed by Smaldino, Heinich, Molenda, & Russell (2005:49). The procedure of developing media consisted of analyzing learner, stating objective, selecting media, utilizing media, requiring learner participation, evaluating and revising.The product was examined by the media expert. After conducting the first test, the second test was conducted by English teacher and students. The subjects of this research were the eleventh grade students of PGN 1 High school. The subject consisted of 19 students of class XI. The researcher used an interview and questionnaires as the data collecting technique. The questionnaires were distributed for needs analysis and expert validation. English teacher and students’ responded toward the developed weblog. The data were analyzed using descriptive statistics for the questionnaires and the qualitative analysis technique for the interview.The findings revealed that the developed weblog as online media in teaching writing is categorized “very good” by experts with the mean scores put on 3.82. The result score of tryout is 3.48 and categorized as very good. The English teacher’s response towards the weblog show the range of average mean score on 3.69 categorized “very good”. Therefore, the developed weblog is very appropriate to use in teaching and learning process of writing.
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Bertram, Carol, Iben Christiansen, and Tabitha Mukeredzi. "Exploring the complexities of describing foundation phase teachers’ professional knowledge base." South African Journal of Childhood Education 5, no. 1 (2015): 22. http://dx.doi.org/10.4102/sajce.v5i1.355.
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The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire included questions on teachers’ content knowledge; their pedagogical content knowledge (in particular, teachers’ knowledge about learner misconceptions, stages of learning, and ways of engaging these in making teaching decisions); and their personal knowledge (such as their beliefs about how children learn and barriers to learning). It spanned the fields of literacy in English and isiZulu, numeracy, and general pedagogy. Eighty-six foundation phase teachers enrolled for the ACT at the University of KwaZulu-Natal completed the questionnaire, and their responses pointed us to further methodological issues. We discuss the assumptions behind the design of the test/questionnaire, the difficulties in formulating relevant questions, and the problems of ‘accessing’ specific elements of teacher knowledge through this type of instrument. Our process shows the difficulties both in constructing questions and in coding the responses, in particular concerning the pedagogical content knowledge component for teachers from Grade R to Grade 3.
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Kandiri, Kandiri. "BEHAVIORAL BASED LEARNING." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 11, no. 1 (2017): 105–26. http://dx.doi.org/10.35316/lisanalhal.v11i1.168.
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Behavior-based learning is inspire by some of behavioral figures led by Ivan Povlov, Thorndike, skinner and John B Watson are two foundations: 1) There are good behaviors (adaptive) and some mal-adaptive ones that can both be learned , 2) if the behavior can be learned, then it will follow principle of learning is change of behavior. In short, if learning behavior is good or pleasant, it tends to be reinforced and repeated, but if learning behavior is bad, it tends to be rejected, it will not be reinforced and repeated._x000D_ Teachers-parents in the past few decades have applied the principles of behavioral learning theory in teaching and educating children's discipline, children who have good grades in a subject area or a good ranking in their class are given more attention by their parents. Many learning theories agree that no matter what As well as the level / grade and achievement that child or learner achieves, students learn from teachers, peers, learning resources in book, and classroom layout. What students learn can be measured as specific knowledge, even they learn something more complex such as attitudes, community behavior, emotions, and reactions of others, and one of the most important teacher jobs is how to formulate complex situations such as learning principles And motivation can be understood._x000D_ Behavioristic theory is perfect for the acquisition of skills that require practice and habituation that contain elements such as: speed, spontaneity, flexibility, reflexes, endurance and so forth, this is evidenced by the opinion of behavioral experts, such as: 1. Ivan Petrovic Pavlov With the theory: Theory of Connectionism or bond psychology, Theory of Classical Conditioning (conditional reflexes). 2. Edward Lee Thorndike with the theory: Law of readiness, Law of exercise, Reaction reaction law (Multiple Response), 3. Skinner with Theory of Operating Conditioning (Burrhus Frederic Skinner, 4) John B. Watson theory with theory: Theory is called SARBON stands for S (stimulus) + R (response) + Bond (d), states that behavior is complex and can be analyzed into unity of stimulus and response called reflex . Learning is process of occurrence of reflex / conditional response through stimulus changed. His opinion, that humans are born with some reflexes and emotional reactions of fear, love, anger and others and all his behavior
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Ibda, Hamidulloh. "Development of Plants and Animals Puppet Media Based on Conservation Values in Learning to Write Creative Drama Scripts in Elementary Schools." Southeast Asian Journal of Islamic Education 1, no. 2 (2019): 127–46. http://dx.doi.org/10.21093/sajie.v1i2.1564.
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This research is motivated dissatisfaction of teachers and students on learning media in school. The purpose of this study is (1) describe the development needs of plants and animals puppet media, (2) determining the value of the puppet characters of plants and animals, (3) describe the use of plants and animals puppet media, (4) test the effectiveness of the use of plants and animals puppet media. The method used is Research and Development (R & D). The eight stages covering explore the potential and problems, analyze the needs, preparation of media design, media validation, revision, testing a limited scale, revision back, and wide-scale trials. The results of this study indicate that (a) the needs of the media by the learner, including packaging, contents, materials, physical, and values contained in the media; (B) the character of the value of plants and animals puppet media is conservation values; (C) the utilization of plants and animals puppet media carried out in groups with one group consists of 2-3 people; (D) the development of plants and animals puppets charged effective conservation for students fifth grade elementary school.
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Widodo, Imam, and Mukminan Mukminan. "Pengembangan e-learning mata pelajaran geografi untuk meningkatkan hasil belajar peserta didik kelas X SMA." Jurnal Inovasi Teknologi Pendidikan 5, no. 1 (2018): 12–25. http://dx.doi.org/10.21831/jitp.v5i1.12534.
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Penelitian ini bertujuan untuk: (1) menghasilkan produk e-learning pada mata pelajaran Geografi bagi peserta didik kelas X SMA, (2) mengetahui kelayakan produk e-learning menurut ahli materi dan ahli media, (3) mengetahui respon peserta didik sebagai pengguna e-learning, (4) mengetahui keefektifan e-learning mata pelajaran Geografi terhadap hasil belajar kognitif peserta didik kelas X SMA, dan (5) mengetahui keefektifan e-learning mata pelajaran Geografi terhadap hasil belajar afektif khususnya kemandirian belajar peserta didik kelas X. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Alessi & Trollip. Prosedur pengembangan meliputi tahap perencanaan, desain, dan pengembangan. Tes beta yang dilakukan terhadap 32 peserta didik kelas X1 sebagai calon pengguna sekaligus sebagai kelas eksperimen, dan sebagai kelas kontrol X2 sebanyak 21 peserta didik. Pengumpulan data dilakukan menggunakan lembar validasi, angket kemandirian belajar, angket respon peserta didik, dan tes hasil belajar. Hasil penelitian menunjukan: Kelayakan produk e-learning masuk dalam kriteria sangat baik. Terdapat perbedaan hasil belajar antara kelas eksperimen dan kelas kontrol setelah pembelajaran. Rerata N-gain kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Terdapat perbedaan kemandirian belajar antara kelas eksperimen dan kelas kontrol setelah pembelajaran. Rerata N-gain kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol.Kata Kunci: e-learning, geografi, hasil belajar, kemandirian belajar DEVELOPING E-LEARNING OF GEOGRAPHY LESSON TO INCREASE LEARNING ACHIEVEMENT OF 10th GRADE STUDENTS OF SENIOR HIGH SCHOOLAbstractThis research aims to: (1) produce e-learning geography lesson for 10th grade students of Senior High School, (2) determine the feasibility of e-learning products according to subject matter experts and media experts, (3) determine the response of the learner as users of e-learning, (4) determine the effectiveness of e-learning in the subject of Geography on the cognitive learning achievement for 10th grade students of Senior High School, and (5) determine the effectiveness of e-learning in the subject of geography to the affective learning in particular the self-regulated learning for 10th grade students of Senior High School. This research is a research and development (R & D) and adapted from the model of Alessi & Trollip. The procedure includes the development of the planning, design, and development. Beta test which was conducted to 32 students class X1 as prospective users, as well as the experimental class and control class X2 as many as 21 students. Collecting data used validation sheet, questionnaire self-regulated learning, the questionnaire of student’s responses, and achievement test. The results of the study are: The feasibility of e-learning products is included in very good criteria. There are differences in learning achievement between the experimental class and control class after learning. The mean N-gain of the experimental class is higher than that of the control class. There are differences in self-regulated learning between the experimental class and control class after learning. The mean N-gain experimental class is higher than that of the control class.Keywords: e-learning, geography, learning achievement, self-regulated learning.
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Janse van Rensburg, Ona. "The school readiness performance of a group of Grade R learners in primary schools in the Gauteng Province of South Africa." South African Journal of Childhood Education 5, no. 1 (2015): 19. http://dx.doi.org/10.4102/sajce.v5i1.352.
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Grade R is the year before learners in South Africa start formal schooling and has been part of the General Education Training Band (GET) since 1998. New efforts are being made to enable all five- to six-year-olds to attend a Grade R class. The nine provinces of South Africa approach this problem in different ways. Some of them, like Gauteng, try to establish Grade R classes at primary schools, but in the process seem to appoint many teachers with only minimum qualifications. This article reports on research requested by the Gauteng Department of Education about the school readiness of Grade R learners. The school readiness performance of 114 Grade R learners was measured by means of a standardized school readiness test. The results confirmed the worst fears of department officials: most of the participants were not school ready after attending a year in a Grade R class. The article concludes with some recommendations, among others that attention should be given to the qualifications of teachers and that parents should become more involved.
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Evans, Rinelle, and Ailie Cleghorn. "Complex language encounters: Observations from linguistically diverse South African classrooms." Language and Literacy 12, no. 2 (2010): 30. http://dx.doi.org/10.20360/g26p4r.
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This article reports on the initial observation phase of a larger, longitudinal project that explores complex language encounters in grades R (Reception) to 3 classrooms in South Africa. Complex language encounters refer to teacher-learner exchanges that take place when neither teachers nor learners are first language speakers of the language of instruction, in this case English. Observations during teaching practice visits to linguistically and culturally diverse South African urban classrooms yielded several vignettes that illustrate the need for teachers to be provided with strategies to lessen the confusion of some language encounters. Although preliminary, our findings underline how critical it is for teachers to possess full proficiency in the language of instruction as well as cross-cultural competence. That is, in order to attend adequately to diverse learners’ sense-making efforts, teachers need to know how to relate to learners by ‘border crossing’ linguistically, culturally and conceptually.
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Esterhuizen, Stef. "Improving some cognitive functions, specifically executive functions in grade R learners." South African Journal of Childhood Education 4, no. 1 (2014): 28. http://dx.doi.org/10.4102/sajce.v4i1.181.
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<p>This study established the effects of a researcher-developed curriculum-based intervention programme. The intervention was grounded on principles of Feuerstein’s ideas about ‘mediated learning’. The aim of the intervention was specifically to address children’s executive functions, which are generally regarded as prerequisites for cognitive development. We studies a selected group of South African grade R learners (n = 20). A quasi-experimental design was employed to collect quantitative data on rotational<br />basis from experimental groups A and B, by means of dynamic assessment with the Children’s Inferential Thinking Modifiability (CITM) test during pretest, post-test and<br />delayed post-test occasions. The test data was intended to elicit the extent to which the intervention that had focused on enhancing executive functions had contributed to the participants’ application of cognitive and metacognitive skills and strategies. Qualitative data captured participants’ application of cognitive processes in the input, elaboration,<br />and output phases of the designed learning process, as well as the characteristics of their inhibitory control functions. A striking finding was the improvement noted in the children’s application of the following executive functions, namely working memory, cognitive flexibility and inhibitory control.</p>
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Sekhukhune, C. D. "THE NARRATIVE OF DUAL MEDIUM IN A MULTILINGUAL CONTEXT OF A BLACK URBAN AREA IN GRADE R." International Journal of Educational Development in Africa 2, no. 1 (2015): 70–83. http://dx.doi.org/10.25159/2312-3540/128.
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This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners.
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KABIGTING, RYAN, and Joy Ann Nanud. "English Language Classroom Anxiety and Performance of Senior High School Learners." International Journal of Linguistics and Translation Studies 1, no. 2 (2020): 58–69. http://dx.doi.org/10.36892/ijlts.v1i2.69.
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The study applied quantitative research method which aimed at describing the effect of English Language Classroom Anxiety to the grades of male and female Grade 12 Humanities and Social Sciences leaners. Adapted questionnaire was used as the main source in the data collection. This was evaluated by a teacher of English to meet the objectives of the study. The gathered data were analyzed and interpreted using mean, standard deviation, Chronbach’s coefficient alpha and Pearson r. The study revealed that the mean grade of the respondents was very satisfactory; the level of anxiety of the respondents was neutral; the male and female levels of anxiety were both interpreted neutral; the degree of relationship of ELCAS and performance of the respondents in their English subjects was negatively low correlated, inverse relationship of the ELCAS and performance was found out; and, there was a significant relationship between ELCAS and English performance of the respondents. This means that ELCAS is considered a factor in learning English subject.
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Yılmaz, Metin, Yunus E. Karakaya, and Yüksel Savucu. "The state of preparedness of prospective physical education and sports teachers." Pedagogy of Physical Culture and Sports 24, no. 6 (2020): 323–30. http://dx.doi.org/10.15561/26649837.2020.0608.
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Background and Study Aim. This study was conducted to determine the state of readiness of prospective physical education and sports teachers, who were studying in sports education institutions in Turkey.
 Material and Methods. The sample of the study consisted of 552 prospective physical education and sports teachers, who were chosen by the random sampling method. To collect the data from the sample group, the “Preparedness for Teach Scale”, which consisted of 20 items and 4 subscales. The collected data were analysed for normality by using SPSS 22.0 package software. Because the data demonstrated a normal distribution, the “Independent Samples t-tests” and “One-way ANOVA tests” were conducted. To determine the level of relationship between dependent variables, “Pearson Correlation Analysis” was conducted.
 Results. In the gender variable of the sample group, statistically significant differences were observed in the subscales of “Designing the instructional process” and “Understanding the learner”. In the grade variable, significant differences were determined in the subscales of “Forming and effective learning atmosphere”, “Designing the instructional process” and “Techno-pedagogical competence”. In the variable of the department of education, significant differences were determined in all the subscales. Because of the correlation analysis, it was observed that there were positive and strong correlations between the subscales of “Forming an effective learning atmosphere” and “Designing the instructional process” (r= 0.807; p<0.05).
 Conclusions. For teachers to become more confident in themselves and develop their competencies more positively, it will be beneficial to enlarge professional standards and teaching framework. Within this scope, considering the results obtained from the study, it will be beneficial to create positive classroom environments and to ensure that prospective teachers benefit from teachers’ experiences to improve their preparedness to professional life. The study indicated that the competencies of prospective teachers towards the profession of teaching were generally positive. It was observed that several factors affected prospective physical education and sports teachers in their preparedness for teaching. Thus, it is important to ensure that prospective physical education and sports teachers gain acquisitions for their general competencies in the profession of teaching before they complete their undergraduate education.
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McIntosh, Angela Stephens, Anne Graves, and Russell Gersten. "The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings." Learning Disability Quarterly 30, no. 3 (2007): 197–212. http://dx.doi.org/10.2307/30035564.
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This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.
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Wilmot, Dianne, and Jean Schäfer. "Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms." South African Journal of Childhood Education 5, no. 1 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.
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This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
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Ramrathan, Labby, and Jabu Mzimela. "Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1." South African Journal of Childhood Education 6, no. 2 (2016): 8. http://dx.doi.org/10.4102/sajce.v6i2.448.
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<p>The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently exacerbated if teachers have to teach in multi-grade classes. This case study was conducted in two primary schools in the Ndwedwe Circuit in KwaZulu-Natal. It is framed within the interpretive epistemology <br />embedded in a qualitative research methodology. Empirical data were generated from two rural schools where multi-grade teaching was undertaken. To produce data, two teachers teaching multi-grade classes (incorporating both grade R and grade 1) were observed during an isiZulu Home Language reading period. Subsequently, semi-structured interviews were used to elicit more data for corroboration of findings. The findings show that teacher agency is crucial <br />in making adaptive decisions. These decisions are based on the intersection of formal knowledge, situational knowledge and experiential knowledge that the teachers have acquired over time.</p>
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Willenberg, Ingrid. "Foundations for Literacy: Emergent Literacy Competencies of Grade R Learners on the Cape Flats." South African Journal of Communication Disorders 54, no. 1 (2007): 20–28. http://dx.doi.org/10.4102/sajcd.v54i1.751.
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International research has demonstrated that a considerable amount of children’s literacy development occurs prior to formal schooling and that emergent literacy skills at school entry are strong predictors of later literacy and general academic achievement. These findings have prompted vigorous early intervention programmes aimed at promoting emergent literacy development to optimise the development of conventional literacy. While there is considerable research conducted in developed countries, there is limited research on the emergent literacy skills of children in South African contexts. In the light of increasing evidence of poor literacy performance of South African children in the foundation phase of schooling it is imperative that appropriate and timely intervention be undertaken. However it is important that intervention be informed by baseline assessments of the children’s literacy competencies in the full spectrum of socio-cultural contexts in this diverse country. This study documents the emergent literacy competencies of 101 grade R (the year prior to grade 1, equivalent to kindergarten in the United States) learners attending schools in historically disadvantaged coloured communities on the Cape Flats in the Western Cape. An Emergent Literacy and Language Assessment protocol was developed for use with this population. The children’s performance on the assessment tool indicated that in general they possessed a reasonable repertoire of emergent literacy skills. Although they displayed adequate skills to support acquisition of print decoding skills necessary for fluent reading, weaknesses in the decontextualised language skills that have been found to support later reading comprehension, were evident.
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Mzimela, Jabu. "Exploring the Role of Teaching Using Folklore in Developing Grade R Learners’ Mother Tongue." Studies of Tribes and Tribals 14, no. 2 (2016): 129–37. http://dx.doi.org/10.1080/0972639x.2016.11886740.
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Chytrý, Vlastimil, Jaroslav Říčan, Petr Eisenmann, and Janka Medová. "Metacognitive Knowledge and Mathematical Intelligence—Two Significant Factors Influencing School Performance." Mathematics 8, no. 6 (2020): 969. http://dx.doi.org/10.3390/math8060969.
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Metacognitive knowledge and mathematical intelligence were tested in a group of 280 pupils of grade 7 age 12–13 years in the Czech Republic. Metacognitive knowledge was tested by the tool MAESTRA5-6+. Mathematical intelligence is understood as an important criterion of a learner’s ability to solve mathematical problems and defined as the specific sensitivity to the six particular phenomena: causality, patterns, existence and uniqueness of solution, geometric imagination, functional thinking, and perception of infinity. The main objective of the research is to explore relationships and links between metacognitive knowledge and mathematical intelligence of the learners and discover the scope of impacts of their metacognitive knowledge on the school success rate. Based on the collected answers and nearly zero correlation (r = 0.016) between the researched domains, a two-dimensional model considering the correlations between metacognitive knowledge and mathematical intelligence was designed. The developed model enables to describe an impact of the domains on the learner’s school performance within the selected school subjects, and concurrently, it emphasizes their importance within the educational practice as such.
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Schellinger, Terri, Joe Beer, and John Beer. "Relationships between Scores on the Dial—R Concepts Scale and SRA Scores." Psychological Reports 70, no. 1 (1992): 271–74. http://dx.doi.org/10.2466/pr0.1992.70.1.271.
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42 children, brought for preschool screening from rural north central Kansas school districts, were administered the concepts area of the Developmental Indicators for the Assessment of Learning—Revised, and after the children had started school, the SRA scores were collected from their files. The 20 boys were absent more often than the 22 girls during Kindergarten. There was no sex difference on the concepts area of the DIAL—R. In Grade 1 girls had higher SRA Composite scores. The scores on the DIAL—R concepts area correlated (.36 to .68) with Kindergarten SRA scores and Grade 1 SRA scores, in part, because the DIAL—R concepts area covers the material presented and learned in Kindergarten and screens for material presented in Grade 1. Screening devices may be a useful first step in developing comprehensive assessment plans for children.
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Subekti, Adaninggar Septi. "Indonesian Learners’ Self-directed Learning and Resilience in Online English Classes: Assessing Interaction with L2 Achievement." IJEE (Indonesian Journal of English Education) 1, no. 1 (2021): 1–9. http://dx.doi.org/10.15408/ijee.v1i1.20681.
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ABSTRACTThe present study was conducted to find the relationship between English for Academic Purposes (EAP) learners’ Self-directed Learning (SDL) and their achievement as measured with their EAP class grades as well as the relationship between these grades and their resilience. This study used a survey as the method of data collection and 157 learners who were enrolled in EAP online classes willingly participated in the study. Results of Pearson’s correlation and Regression analysis showed that learners’ SDL was very weakly associated with their grades (r (155) = .01, p > .05), with their SDL being unable to predict their ultimate achievement (R2 = .000). This study further found a very weak negative relationship between learners’ resilience and their grades (r (155) = -.02, p > .05). Learners’ resilience was not a predictor for their grades either (R2 = .000). As the present study is an exploratory study of the issue in question in the Indonesian context of English as a foreign language (EFL), it is suggested that further studies be conducted to establish more conclusive findings on the predictive power of learners’ SDL and resilience towards their English learning achievement. ABSTRAKStudi ini bertujuan menginvestigasi hubungan antara Self-directed Learning (SDL) pembelajar kelas Bahasa Inggris untuk tujuan akademik (EAP) dan pencapaian belajar di kelas Bahasa Inggris serta hubungan antara pencapaian belajar tersebut dengan ketahanan (resilience) mereka. Studi ini menggunakan metode survei dan sebanyak 157 pembelajar di kelas EAP bermoda daring berpartisipasi dalam studi ini. Studi ini menemukan bahwa SDL pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = .01, p > .05) dan bahwa SDL tidak mampu memprediksi pencapaian belajar (R2 = .000). Studi ini juga menemukan bahwa ketahanan pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = -.02, p > .05) dan tidak mampu memprediksi pencapaian belajar (R2 = .000). Karena studi ini termasuk studi awal dalam kajian SDL dan ketahanan pembelajar dalam kaitannya dengan pencapaian belajar pada konteks pembelajaran Bahasa Inggris sebagai bahasa asing di Indonesia, terkait dengan hasil studi ini, disarankan dilakukan studi-studi lain dalam konteks Indonesia. Studi-studi ini dapat dilakukan untuk mendapatkan kesimpulan yang lebih solid terkait besar kecilnya kemampuan SDL dan ketahanan pembelajar dalam memprediksi pencapaian belajar mereka dalam Bahasa Inggris.
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O'Carroll, Shelley. "An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa." Reading & Writing 2, no. 1 (2011): 7–26. http://dx.doi.org/10.4102/rw.v2i1.10.
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This paper explores one aspect of early literacy development in a low socio-economic context in South Africa. Assessments conducted with a sample of children from two disadvantaged communities in Cape Town indicated that in this context, almost half of the learners entering Grade One were unable to recognise any letters. A Grade R intervention conducted by volunteers showed that children from this context were able to learn letter-sounds in Grade R through a programme that focused on teaching letter-sounds in the context of building language skills, emergent writing and concepts about print. In order to strengthen the effectiveness of the intervention, the volunteer programme was supplemented by support for the Grade R teacher and teaching assistant. Follow-up assessments of one of the intervention groups at the end of Grade One revealed significant correlations between early Grade One letter knowledge and end of Grade One word reading and spelling skills. The findings of this exploratory study are in line with research that shows the importance of letter-sound knowledge in the earliest stages of learning to read. This raises concerns about the historical lack of emphasis in the Grade R curriculum on this aspect of early literacy development. Although the study has a narrow focus and conclusions cannot be drawn about other aspects of early literacy learning in this context, the results suggest an urgent need for quality Grade R teacher training programmes with a specific focus on emergent literacy.
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Zahroh, Hainuatus. "Pengembangan Model Bahan Ajar Video Kreatif Terpimpin Edukatif (KTE) Untuk Pembelajaran Menulis Karya Ilmiah Sederhana Peserta Didik Kelas IX SMP Mamba’unnur Bululawang." JINoP (Jurnal Inovasi Pembelajaran) 3, no. 1 (2017): 469. http://dx.doi.org/10.22219/jinop.v3i1.4281.
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Menulis karya ilmiah sederhana untuk peserta didik kelas IX merupakan pembelajaran menulis ilmiah pemula pada tingkat SMP. Ditemukan kendala-kendala dalam pembelajaran menulis karya ilmiah sederhana baik dari sisi peserta didik maupun pendidik. Dengan adanya kondisi tersebut, dibutuhkan bahan ajar yang dapat mewujudkan pembelajaran yang efektif dan efisien. Oleh sebab itu, penelitian pengembangan ini bertujuan menghasilkan model bahan ajar video KTE untuk pembelajaran menulis karya ilmiah sederhana. Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan Research and Development (R&D). Adapun langkah-langkah penelitian dan pengembangan penelitian ini menggunakan model pengembangan yang terdiri dari tujuh langkah, yaitu 1) penggalian informasi tentang potensi dan masalah, 2) pengumpulan data, 3) desain produk, 4) validasi desain, 5) revisi desain, 6) uji coba produk, dan 7) revisi produk. Desain uji coba menggunakan desain eksperimen sejati (true experiment design) yang hanya menggunakan postes, subjek diacak dengan dua kelompok (kelompok eksperimen dan kelompok pengendali), dan hasil eksperimen menggunakan uji t satu sampel. Produk yang dihasilkan berupa model bahan ajar video kreatif, terpimpin, dan edukatif (KTE) yang dikemas dalam flash player yang disertai petunjuk penggunaan. Kelayakan model bahan ajar video KTE telah ditelaah oleh ahli dan hasilnya yaitu, validasi ahli materi dinyatakan valid. Hasil validasi ahli media dinyatakan cukup valid. Hasil uji coba kelompok eksperimen menunjukkan adanya signifikasi pada taraf 10 persen (˂0.01), taraf (˂0.05), dan satu persen serta layak dijadikan bahan ajar dalam menulis karya ilmiah sederhana peserta didik kelas IX. Adapun hasil observasi pada proses menulis karya ilmiah sederhana menunjukkan sikap positif, berupa sikap kerja sama yang baik dan sikap kooperatif dengan menggunakan startegi pembelajaran yang berpusat pada peserta didik. Kata Kunci: pengembangan, model bahan ajar video KTE, karya ilmiah sederhanaABSTRACTWriting simple scientific paper for 9th grade student is the beginning process of learning scientific paper writing at the beginner level of Junior High School. The obstacles in simple scientific writing learning have been found both from students and teachers sides. With those condision, it is needed teaching material wich can visualize effective and efficient learning. Therefore, this development research aims to produce video teching learning model KTE for simple scientific writing learning. This study uses Research and Development approach. The research steps are; 1) information extraction of potention and problem, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) product try out, 7) product revision. Design try out uses true experiment design with post test only. The random subject consist of two group; experiment group and control group, and the experiment result uses one sample t-test. The product of this study is creative, guided and educative video (KTE) in the form of flash player followed by usage instruction. The KTE video has been analyzed by some experts, and the result is; the first material expert claimed valid. The result of experiment group try out shows the significancy in the level of 10% (<0,01), level (<0,05), 1% and diverse to be a learning material in writing simple scientific paper of 9th grade students. The observation result in writing simple scientific paper process shows the positive attitude, by cooperative response in using learning strategy which is focussed on the learner. Key words: development, learning material model in KTE video, simple scientific paper
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Eloff, Irma, Elaney Nieuwenhuys, and Melanie Moen. "Rethinking early school transitions as social transactions." South African Journal of Childhood Education 4, no. 2 (2014): 16. http://dx.doi.org/10.4102/sajce.v4i2.124.
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<p><em><span style="font-size: medium;">The purpose of the study was to explore, describe and explain the transitions of individuals within a twinship from Grade R through to Grade 2, and to offer an in-depth description of their transition experiences and perspectives. The overall transitions were investigated and variables such as stress, stressors, emotions, coping and life skills were included. A case study research design was used and the research was conducted from an interpretivist and social constructivist point of view. The primary participants were two monozygotic boys within a twinship, their mother, their Grade R, Grade 1 and Grade 2 teachers.</span></em><em><span style="font-size: medium;"> The findings suggest, that the transition was predominantly uncomplicated from Grade R through to Grade 2, and secondly, that the transition to Grade 2, was more stressful than their transition to Grade 1. The findings also indicated that although the life skills that were taught by the researchers helped them to cope with negative stressors, their overall support structures were probably the most important factors in easing their transitions from Grade R through to Grade 2. The life skills learned, mostly helped the two children to deal effectively with bullies, to contract and maintain satisfying friendships, and to control their personal emotions.</span></em></p>
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Garofoli, R., M. Resche-Rigon, M. Dougados, D. Van der Heijde, C. Roux, and A. Moltó. "SAT0587 MACHINE-LEARNING DERIVED ALGORITHMS FOR OUTCOMES PREDICTION IN RHEUMATIC DISEASES: APPLICATION TO RADIOGRAPHIC PROGRESSION IN EARLY AXIAL SPONDYLOARTHRITIS." Annals of the Rheumatic Diseases 79, Suppl 1 (2020): 1252.2–1253. http://dx.doi.org/10.1136/annrheumdis-2020-eular.431.
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Background:Axial spondyloarthritis (axSpA) is a chronic rheumatic disease that encompasses various clinical presentations: inflammatory chronic back pain, peripheral manifestations and extra-articular manifestations. The current nomenclature divides axSpA in radiographic (in the presence of radiographic sacroiliitis) and non-radiographic (in the absence of radiographic sacroiliitis, with or without MRI sacroiliitis. Given that the functional burden of the disease appears to be greater in patients with radiographic forms, it seems crucial to be able to predict which patients will be more likely to develop structural damage over time. Predictive factors for radiographic progression in axSpA have been identified through use of traditional statistical models like logistic regression. However, these models present some limitations. In order to overcome these limitations and to improve the predictive performance, machine learning (ML) methods have been developed.Objectives:To compare ML models to traditional models to predict radiographic progression in patients with early axSpA.Methods:Study design: prospective French multicentric cohort study (DESIR cohort) with 5years of follow-up. Patients: all patients included in the cohort, i.e. 708 patients with inflammatory back pain for >3 months but <3 years, highly suggestive of axSpA. Data on the first 5 years of follow-up was used. Statistical analyses: radiographic progression was defined as progression either at the spine (increase of at least 1 point per 2 years of mSASSS scores) or at the sacroiliac joint (worsening of at least one grade of the mNY score between 2 visits). Traditional modelling: we first performed a bivariate analysis between our outcome (radiographic progression) and explanatory variables at baseline to select the variables to be included in our models and then built a logistic regression model (M1). Variable selection for traditional models was performed with 2 different methods: stepwise selection based on Akaike Information Criterion (stepAIC) method (M2), and the Least Absolute Shrinkage and Selection Operator (LASSO) method (M3). We also performed sensitivity analysis on all patients with manual backward method (M4) after multiple imputation of missing data. Machine learning modelling: using the “SuperLearner” package on R, we modelled radiographic progression with stepAIC, LASSO, random forest, Discrete Bayesian Additive Regression Trees Samplers (DBARTS), Generalized Additive Models (GAM), multivariate adaptive polynomial spline regression (polymars), Recursive Partitioning And Regression Trees (RPART) and Super Learner. Finally, the accuracy of traditional and ML models was compared based on their 10-foldcross-validated AUC (cv-AUC).Results:10-fold cv-AUC for traditional models were 0.79 and 0.78 for M2 and M3, respectively. The 3 best models in the ML algorithm were the GAM, the DBARTS and the Super Learner models, with 10-fold cv-AUC of: 0.77, 0.76 and 0.74, respectively (Table 1).Table 1.Comparison of 10-fold cross-validated AUC between best traditional and machine learning models.Best modelsCross-validated AUCTraditional models M2 (step AIC method)0.79 M3 (LASSO method)0.78Machine learning approach SL Discrete Bayesian Additive Regression Trees Samplers (DBARTS)0.76 SL Generalized Additive Models (GAM)0.77 Super Learner0.74AUC: Area Under the Curve; AIC: Akaike Information Criterion; LASSO: Least Absolute Shrinkage and Selection Operator; SL: SuperLearner. N = 295.Conclusion:Traditional models predicted better radiographic progression than ML models in this early axSpA population. Further ML algorithms image-based or with other artificial intelligence methods (e.g. deep learning) might perform better than traditional models in this setting.Acknowledgments:Thanks to the French National Society of Rheumatology and the DESIR cohort.Disclosure of Interests:Romain Garofoli: None declared, Matthieu resche-rigon: None declared, Maxime Dougados Grant/research support from: AbbVie, Eli Lilly, Merck, Novartis, Pfizer and UCB Pharma, Consultant of: AbbVie, Eli Lilly, Merck, Novartis, Pfizer and UCB Pharma, Speakers bureau: AbbVie, Eli Lilly, Merck, Novartis, Pfizer and UCB Pharma, Désirée van der Heijde Consultant of: AbbVie, Amgen, Astellas, AstraZeneca, BMS, Boehringer Ingelheim, Celgene, Cyxone, Daiichi, Eisai, Eli-Lilly, Galapagos, Gilead Sciences, Inc., Glaxo-Smith-Kline, Janssen, Merck, Novartis, Pfizer, Regeneron, Roche, Sanofi, Takeda, UCB Pharma; Director of Imaging Rheumatology BV, Christian Roux: None declared, Anna Moltó Grant/research support from: Pfizer, UCB, Consultant of: Abbvie, BMS, MSD, Novartis, Pfizer, UCB
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Akramida, Hidari, I. Wayan Distrik, and Irawan Suntoro. "THE DEVELOPMENT OF MULTIPLE EPRESENTATIONS BASED STUDENT WORKSHEET TO IMPROVE LEARNING RESULTS OF GRADE V ELEMENTARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 8, no. 8 (2020): 42–48. http://dx.doi.org/10.29121/granthaalayah.v8.i8.2020.873.
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The objective of this research was to develop Multiple Representations based student worksheet to improve elementary school learners’ learning results in Way Kanan district, Lampung province, Indonesia. This research used Research and Development (R & D) method by following steps made by Borg & Gall, which were simplified into three stages; preliminary study, planning and development, and field test. It used static group pretest-posttest design. Population was grade V elementary school learners in Way Kanan district, Lampung, Indonesia. Samples were two classrooms of grade V elementary school learners and taken by using purposive random sampling. Data were collected with papers, test pencils, observation sheets and questionnaires. Data were analyzed by using descriptive and inferential analyses by using paired t-test. The research results showed that: 1) multiple representation based student worksheet theoretically valid shown by content validity by average of 92.37 out of 100 maximum score and construct validity by average of 91.02 and they belonged to very valid category; 2) multiple representation based student worksheet was practical and effective to use by grade V elementary school learners and this was shown by average of learners’ learning result averages by 75.00 in experiment classroom and 60.00 in control classroom.
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Van Vreden, Mignon. "Maestro for a moment: A conceptual framework for music integration in Grade R." South African Journal of Childhood Education 6, no. 1 (2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.373.
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<p>In South Africa, possibilities to utilise music to contribute to the holistic development of preschool learners are under continuous investigation. However, music education in the Grade R classroom is limited due to insufficient time in the daily programme and a lack of sufficient musical training amongst generalist educators. The urgent need to equip these educators with the necessary competencies is critical. Therefore, in this article the practicability of integrating music into the daily programme in Grade R is explored by means of a conceptual framework. This conceptual framework was generated from the literature review and data analysis, describing six aspects of integrating music into Grade R teaching and learning: <em>about</em> music, <em>from</em> music, on music, with music,<em> in</em> music and <em>through</em> music. Within this framework, every aspect of integration is connected with music activities in accordance with the Grade R learning principles of play, exploration and practical experiences. In this article, the author argues that music can be successfully integrated into the Grade R daily programme by music specialists as well as generalist teachers with no or minimal musical training.</p>
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Baloyi-Mothibeli, Seipati L., Christian Sunday Ugwuanyi, and Chinedu I. O. Okeke. "Exploring Grade R teachers’ mathematics curriculum practices and strategies for improvement: Implications for physics teaching." Cypriot Journal of Educational Sciences 16, no. 1 (2021): 238–50. http://dx.doi.org/10.18844/cjes.v16i1.5523.
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This study sought strategies to improve teachers’ professional curriculum practices in a Grade R mathematics class. A phenomenological research design was employed to generate data for the study using a sample of fifteen participants. A semi-structured interview guide was used to collect the data for the study. In this regard, the interview guide was properly validated, and trial tested. Data collected for this study were analysed using a thematic analysis. The findings of the study showed that the strategies for improving teachers’ professional curriculum practice in a Grade R mathematics class include employing adequately qualified Grade R teachers; aking available teaching and learning resources;ncouraging sufficient parental involvement; encouraging support by authorities; and, using adequate language for teaching and learning. It was therefore concluded that for Grade R teachers to engage learners in Professional Curriculum Practices (PCP), they need to have access to teacher development programmes. This finding implicates physics teaching in the sense that proficiency in mathematics teaching is imperative for physics teaching. Thus, a practical approach to mathematics teaching can as well be deployed in the teaching of physics concepts due to the abstract nature of the subjects (Mathematics and Physics). In order words these identified strategies for mathematics teaching can be used for physics teaching at a higher education level. Thus, it was recommended that the integrated teacher development programme should be implemented to enable teachers to be fully engaged in Grade R mathematics classes.
 
 Keywords: Improvement, Strategies, Teachers’ Professional Curriculum Practice, Grade R Mathematics.
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Samalaty, Mega Sri Yunita, and Herwindy Maria Tedjaatmadja. "COGNITIVE STRATEGIES OF S²R MODEL USED BY HIGH PROFICIENCY LEARNERS OF THE ENGLISH DEPARTMENT, PETRA CHRISTIAN UNIVERSITY." K@ta Kita 5, no. 1 (2017): 107–15. http://dx.doi.org/10.9744/katakita.5.1.107-115.
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This is a qualitative and quantitative study on cognitive strategies of S²R model and specific techniques employed by high proficient learners of the English Department, Petra Christian University. The high proficient learners represented by nine final-year students who have an average of very good grade (≥B+) in all language skill courses offered by the department. The data was taken by conducting interviews to each of learners based on Oxford (2011) theory. The findings showed all types of cognitive strategies are used by the high proficient learners. The highest percentage of cognitive strategies used was going beyond the immediate data (100%), the second highest was using senses to understand and remember (81%), the third highest was conceptualizing broadly (78%), then it followed by conceptualizing with details (76%), reasoning (67%), and activating knowledge (56%). Moreover, there were a lot of varieties of the specific techniques employed by the participants. The most common specific techniques used were guessing, watching English speaking films, skimming, comparing English to mother tongue, reading novels and magazine, and brainstorming. In conclusion, all proficiency learners use all cognitive strategies but they might employ different techniques in their learning process.
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Bružaitė-Liseckienė, Justina. "Influence of Sociolinguistic Factors on Grammatical Competence of Lithuanian Used by Students Enrolled in Russian Gymnasiums." Pedagogika 137, no. 1 (2020): 156–75. http://dx.doi.org/10.15823/p.2020.137.9.
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This article investigates the influence of sociolinguistic factors on the Lithuanian language grammatical competence of 11th grade (3rd gymnasium grade) students enrolled in Russian gymnasiums. The data of the study were collected in four high schools in Vilnius, where the language of instruction is Russian. 179 students participated in the study. To measure the grammatical competence of object marking in the Lithuanian language the Elicited Oral Imitation Test (Erlam 2006) and the task of narrative writing were used. A sociolinguistic questionnaire focused on the age of onset of Lithuanian and the linguistic behavior of students. The data were analyzed with R (R Core Team, 2013). Linear mixed effects models (LMM) were used to explore the relationship between sociolinguistic factors and students’ grammatical competence of the Lithuanian language. The results of LMM revealed that the students’ age of onset of Lithuanian affected their correctness in marking grammatical objects in Lithuanian. Students, who learned Lithuanian before the age of 4 performed better in the tasks than students who learned the language at the age of 6 or later. A strong positive correlation between the semestral grade of the Lithuanian language and literature at schools and students’ grammatical competence was also noticed. However, almost no factors of students’ linguistic behavior were significant in the analysis.
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van der Walt, Janke, Nicola A. Plastow, and Marianne Unger. "Prevalence of motor skill impairment among Grade R learners in the West Coast District of South Africa." South African Journal of Education 40, no. 1 (2020): 1–8. http://dx.doi.org/10.15700/saje.v40n1a1667.
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Lessing, A. C., and M. W. de Witt. "An investigation into the early literacy skills of Grade R Second-language (L2) learners in South Africa." Africa Education Review 2, no. 2 (2005): 242–57. http://dx.doi.org/10.1080/18146620508566303.
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Hasan, Hasan, Muhammad Hanafi, and Andi Sadapotto. "Correlation Between EFL Learners Self-Confidence and Speaking Skill." MAJESTY JOURNAL 2, no. 2 (2020): 48–56. http://dx.doi.org/10.33487/majesty.v2i2.589.
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This article aims to describe whether there is a relationship between students 'self-confidence and students' speaking abilities. This study uses cluster sampling methods and oral tests. The population in this study were VII grade students of SMPN 9 Pinrang. The total population is 104 students. The sample used was class VIIL.1 totaling 28 students. The method used in speech evaluation is an oral test. The results of research using Pearson Product Moment obtained r count value of 0.700 and with the product value of r products when products with N = 28 found 0.478 at 1% significance level and found 0.374 at a significant level of 5%. To find out the level of product moment correlation the coefficient of 0.61-0.80 = substantial. This can be seen in the results of the analysis, namely: 0.700> 0.478 (5%) and 0.700 0.374 (1%) with db: 28. This means that Ho is rejected and Ha is accepted. The conclusion of this research is that there is a significant relationship between students 'self-confidence and the eight-year students' speaking ability in SMPN 9 Pinrang.
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Ramirez, Beatriz U. "The sensory modality used for learning affects grades." Advances in Physiology Education 35, no. 3 (2011): 270–74. http://dx.doi.org/10.1152/advan.00010.2011.
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Second-year undergraduated students from 2008, 2009, and 2010 cohorts were asked to respond a questionnaire to determine their learning style preferences, the VARK questionnaire (where V is visual, A is aural, R is reading-writing, and K is kinesthetic), which was translated into Spanish by the author. The translated questionnaire was tested for wording comprehension before its application in the actual study. Using the results of the VARK questionnaire, students were classified as unimodal or multimodal and according to the first preferred sensory modality used for learning as V, A, R, or K learners. Multiple-choice questions (MCQs) and problems that required simple arithmetic calculations (arithmetic-type questions) were applied to the students. The relation between the main sensory modality used for learning and the grades obtained in each question type was analyzed both in unimodal and multimodal students. It was found that R unimodal students performed significantly better in arithmetic questions than A and K unimodal students ( P < 0.001 by a Bonferroni multiple-comparison test after ANOVA). R unimodal students also performed better than R multimodal students in arithmetic questions ( P = 0.02 by a Mann-Whitney U-test). However, no differences were observed after MCQs in either unimodal or multimodal students with different first sensory modalities used for learning. When MCQ scores between unimodal and multimodal students were compared, no differences were detected. It was concluded that the sensory learning style used for learning affects student outcome when students receive arithmetic questions but not when MCQs are applied.
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Rahmadany, Savitri, Rahmad Husein, and Masitowarni Siregar. "DEVELOPING ENGLISH TEACHING MATERIALS FOR YOUNG LEARNERS BASED ON ISLAMIC VALUES OF INTEGRATED LANGUAGE SKILLS FOR ISLAMIC ELEMENTARY SCHOOL." LINGUISTIK TERAPAN 18, no. 2 (2021): 149. http://dx.doi.org/10.24114/lt.v18i2.27893.
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ABSTRACT This Research and Development (R&D) is conducted to develop English teaching materials for young learners of grade four based on Islamic values of integrated language skills at SD IT AL Hijrah 2 Deli Serdang. The objectives of this study are 1) to analyze English teaching materials are needed by the students, 2) to develop the English teaching materials, and 3) to give reasons for the English teaching materials developed. The respondent of this study is 23 respondents which consisted of twenty (20) fourth-grade students, one (1) English teacher, and two (2) lecturers. The data is collected by questionnaire, interview, and documentary. The results of this study showed that 1) English teaching materials needed by the students are English teaching materials based on Islamic values of integrated language skills, 2) the development of English teaching materials were developed through four steps, namely evaluation and need analysis, material development, material validation, and revision and final product, and 3) the reason English teaching materials are developed based on Islamic values of integrated language skills is because of the Islamic elementary schools and the terms or level of young learners. Based on the expert’s judgment result, the score was 3.68, and the percentage is 90% categorized as very good. It means that the developed materials were relevant or appropriate for the fourth-grade students of Islamic elementary school. It implies that the teacher can use the developed English teaching materials based on Islamic values of integrated language skills and Islamic elementary needs to lead the students to learn English in the Islamic context. Keywords: Research and Development (R&D), Teaching Materials for Young Learners, Islamic Values of Integrated Language Skills, Islamic Elementary School
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Jr, Danilo V. Rogayan, Carlisle B. Gallardo, Jerrica T. Lacaste, and Darley Joyce A. Roque. "21st-Century Skills of Social Studies Students: Basis for a Proposed Training Program." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 2 (2021): 131–41. http://dx.doi.org/10.11594/ijmaber.02.02.08.
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Enhancing the 21st-century skills of learners will significantly help them become future-ready and globally-competent workforce in the global economy in the context of the fourth industrial revolution. This descriptive cross-sectional survey determined the 21st-century skills of junior high school learners as an input for a suggested train-ing program. A total of 120 seventh grade learners of a public sec-ondary school in Central Luzon, Philippines responded to the 21st-Century Skills Questionnaire (α=0.960). Results showed that the respondents have a moderate level of attainment of the 21st-century skills (M=3.46, SD=0.66). They moderately exhibit learning and innovation skills (LIS) (M= 3.32, SD=0.66), and highly exhibit information, media, and technology skills (IMTS) (M=3.53, SD=0.82), and life and career skills (LCS) (M=3.53, SD=0.74). Female students have higher overall 21st-century skills, and LIS than their male counterparts based on the independent sample t-test result. Furthermore, there is a significant correlation between LIS and IMTS (r=0.619, p=0.000), between LIS and LCS (r=0.560; p=0.000); and between IMTS and LCS (r=0.820; p=0.000). Learning institutions must adapt to the emerging Education 4.0 brought about by the new industrial era and the 21st-century society so that learners can thrive to the current and evolving challenges. A proposed training program is recommended for implementation to enhance the students’ 21st-century skills.
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Park, Yujeong, Melissa Martin, R. Steve McCallum, and Sherry M. Bell. "Monitoring Instructional Responsiveness−Reading (MIR-R): Preliminary Validity and Reliability With Economically Diverse Learners." Journal of Psychoeducational Assessment 37, no. 5 (2018): 617–34. http://dx.doi.org/10.1177/0734282918782338.
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To preliminarily validate the Monitoring Instructional Responsiveness−Reading (MIR-R) for use in low-income settings, data were collected from 147 students from first through fifth grades who were primarily from low-income families. Data from three MIR-R components (Total Words Read, Ideas Attempted, Ideas Correct) and three related dependent measures (i.e., Test of Silent Contextual Reading Fluency [TOSCRF], Test of Silent Word Reading Fluency [TOSWRF], and Gray Silent Reading Test [GSRT]) were obtained across two time points (i.e., Time 1 and Time 2) in the same setting to address test–retest reliability and concurrent validity. Results showed (a) stability of the three MIR-R components scores over time, (b) strong correlations ( p < .05) between the MIR-R Total Words Read and Ideas Attempted and TOSWRF and TOSCRF, and (c) strong associations between MIR-R Ideas Correct and TOSCRF, TOSWRF, and GSRT in Time 1 and Time 2. Because these results showed strong associations between MIR-R and established measures of reading and because MIR-R can be administered in only 3 min, it may provide an efficient operationalization of student progress. Additional implications were discussed.
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Sari, Anita. "PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN MODEL EXPERIENTAL LEARNING PADA MATERI KUBUS DAN BALOK UNTUK SISWA KELAS VIII SMP." Jurnal Prinsip Pendidikan Matematika 1, no. 2 (2019): 71–77. http://dx.doi.org/10.33578/prinsip.v1i2.31.
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The background of this research is the limited of learning device as a means of supporting learning referring to 2013 curriculum. This research aims to develop syllabus, Learning Implementation Plan (LIP) and Student Learning Worksheet (SLW) with experiential learning model on the subject of cubes and beams for 8th grade students of junior high school. The research used Research and Develomant (R&D) with the ADDIE procedure; analyze, design, development, implementation, and evaluation. Due to time constraints, this research is only done until the development stage. This research instrument used are sheet of learning device validation, questionnaire response of learnears, and evaluation of learning outcomes. Syllabus, LIP and SLW validated two times by three validators and revised according to the suggestion from the validator. The valid LIP was then limited tested with the subject of nine students of 8th grade in SMP Muhammadiyah 1 Pekanbaru. Based on the analysis result of the validation data, it can be concluded that syllabus and LIP are considered very valid and SLW is valid with average rating for syllabus is 3.44, LIP is 3.34 and SLW is 3.13. In the second validation, it can be concluded that the syllabus, LIP and SLW are considered very valid with the average rating for the syllabus is 3.75, for the LIP is 3.65 and for SLW is 3.47. Based on the analysis results of the questionnaire response of learners to SLW in the limited trial is 95.5% with very practical category and the average of the result of student’s evaluation is 84.8. Based on the results of data analysis and discussion concluded that the syllabus, LIP, and SLW with experiential learning model on the subject of cubes and beams for 8th grade students of Junior High School have fulfilled the validity and practical requirements to used by 8th grade students of Junior High School.
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Adera, Ogutu Tobias, Kochung Edwards Joash, Adoyo Peter Oracha, and Matu Peter Maina. "Assessment of Expressive Written English Functioning Level of Class Three Pre-Lingually Deaf Learners in Kenya." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 4, no. 3 (2016): 409. http://dx.doi.org/10.21013/jems.v4.n3.p8.
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<div><p><em>Learners in different countries are currently being taught language at their functioning levels irrespective of their grades. District English Evaluation Tests in Kenya have indicated that Class Three prelingually deaf learners are being taught English above their functioning level. However, the results did not show the learners’ functioning level in expressive English. The purpose of the current study was to assess the learner’s functioning level in expressive written English. Theory of Syntax by Noam Chomsky which holds that learners acquire language by mastering the vocabulary and the structure of the target language was adapted and used. The study employed evaluative and qualitative research designs. The population consisted of 337 Class Three prelingually deaf learners and 65 Class Three English teachers. Multi-Stage sampling technique was used to select 178 Class III prelingually deaf learners while purposive sampling technique was used to select 16 Class III English teachers of the deaf. Data was collected using a questionnaire and expressive written English test consisting of three sub-tests. The instruments were verified for face and content validity by Class I-III English teachers of the deaf. The reliability of the instruments was established through test-retest using 34 (10%) learners and was determined using Pearson Product-moment correlation (r) at 0.70 or above, p&lt;0.05. Data was analyzed using descriptive statistics and qualitative analysis. None (0.0%) of the 178 learners obtained the criterion pass mark of 50%. The learners’ functioning level in expressive written English was found to be at Class I level at the beginning of the school year and were lagging behind the curriculum by three academic years. It was found that the learners’ low functioning level in reading comprehension was due to lack of mastery of vocabulary, sentence structue, cohesive ties and prior knowledge of the world around us. It was recommended that the teaching of English to Class III prelingually deaf learners in Kenya should begin at Class I level at the beginning of the school year. The findings may be used by schools to start teaching Class Three prelingually deaf learners English at their functioning level and by the Ministry of Education to inform policy.</em></p></div>
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Romero, Margarida, and Elena Barberà. "Quality of e-learners’ time and learning performance beyond quantitative time-on-task." International Review of Research in Open and Distributed Learning 12, no. 5 (2011): 125. http://dx.doi.org/10.19173/irrodl.v12i5.999.
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Along with the amount of time spent learning (or time-on-task), the quality of learning time has a real influence on learning performance. Quality of time in online learning depends on students’ time availability and their willingness to devote quality cognitive time to learning activities. However, the quantity and quality of the time spent by adult e-learners on learning activities can be reduced by professional, family, and social commitments. Considering that the main time pattern followed by most adult e-learners is a professional one, it may be beneficial for online education programs to offer a certain degree of flexibility in instructional time that might allow adult learners to adjust their learning times to their professional constraints. However, using the time left over once professional and family requirements have been fulfilled could lead to a reduction in quality time for learning. This paper starts by introducing the concept of quality of learning time from an online student-centred perspective. The impact of students’ time-related variables (working hours, time-on-task engagement, time flexibility, time of day, day of week) is then analyzed according to individual and collaborative grades achieved during an online master’s degree program. The data show that both students’ time flexibility (<em>r</em> = .98) and especially their availability to learn in the morning are related to better grades in individual (<em>r</em> = .93) and collaborative activities (<em>r</em> = .46).
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de Waal, Elna, Anita E. Pienaar, and Dané Coetzee. "Influence of Different Visual Perceptual Constructs on Academic Achievement Among Learners in the NW-CHILD Study." Perceptual and Motor Skills 125, no. 5 (2018): 966–88. http://dx.doi.org/10.1177/0031512518786806.
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Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010–2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally ( r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement ( r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average ( r = .40 and r = .41) and first additional language ( r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.