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Newbill, S. L., and Andrea D. Clements. "Developing an Identity of Third-Graders." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/7214.
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Davidsen, Deborah. "Effect of Differentiated Instruction on Reading Comprehension of Third Graders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5848.
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The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.
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Clements, Andrea D., and S. L. Newbill. "A Qualitative Analysis of Third Graders’ Responses to Open Ended Questions." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/7324.
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Kington, Marit L. "Results of a physical activity survey given to Charlottesville third graders." Full text, Acrobat Reader required, 2002. http://viva.lib.virginia.edu/etd/masters/ArtsSci/HealthEvaluationSciences/2002/Kington/mlkthesis.pdf.
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Martin, Judy K. "Factors associated with BMI-for-age of third and fourth graders." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003martinj.pdf.
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Jordan, Beth E. "Developing Differentiated Reading Instruction Online for Gifted Third Graders: A Design Experiment." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5966.
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The high stakes on standardized testing in the United States of America’s education system pressures teachers to ensure every child meets minimum standards. Teachers report this pressure motivates them to focus the majority of their time on struggling students. Combined with lack of training and resources, intellectually gifted students may remain under-challenged in a regular elementary classroom. To address the problem, the researcher continued the development of an online instructional environment, which teachers may use to extend and enrich the regular language arts curriculum for intellectually gifted students. The researcher conducted a formative design experiment “to create a viable theory-driven intervention for achieving a pedagogical goal” (Reinking & Bradley, 2008, p. 12). The pedagogical goal is to develop an appropriately differentiated instructional tool for intellectually gifted third graders, which classroom teachers can easily incorporate into their literacy instruction. The purposes of this iterative design experiment are (1) to develop an instructional intervention aligned with current theory and practice; (2) to test, modify, and retest the intervention in a regular classroom while simultaneously measuring its effectiveness in achieving the literacy objectives and pedagogical goals to determine whether the intervention works; and (3) to describe the reactions of teachers and their third grade gifted students to answer why and in what context the intervention works. In iteration one, experts reviewed the intervention. Three areas of moderate concern guiding modifications at this stage were level of difficulty, engagement/enjoyability, and support in achieving objectives. Evaluations of the pre-/post-test indicated the questions were a good fit to the objectives. Matched halves were well-matched, readable, and only one minor concern of bias. There was not a statistically significant (p=0.1438) difference between the pre-test (m=19.5, s=5.44) and post-test scores (m=21.1, s=6.082) in iteration 2 with only 10 completers. These results, along with student and teacher questionnaires, guided modifications. In iteration 3 with 16 completers, there was a statistically significant difference (p=0.0026) between the pre- and post-test. The qualitative and quantitative data analyses revealed a positive affective response by both students and teachers. Particular features need further development to improve the effectiveness on achieving mastery of the skills. In conducting the study, the researcher faced a number of obstacles. This document also reports those challenges in an effort to advise researchers who wish to conduct formative design experiments within public school classrooms.
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Morgan, M. Sue. "Criterion validity of the Indiana Basic Competency Skills Test for third graders." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546153.
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The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathematics. An alpha level of .01 was used in each statistical analysis. Gender differences were investigated by comparisons of the relative IBCST pass/fail (p/f) frequencies of males and females and boys' and girls' correct answers on the IBCST Reading and Math tests. Neither the chi square analysis of p/f frequencies nor the multivariate analysis of variance of the IBCST scores disclosed significant gender differences. Therefore, subsequent correlational analyses were done with pooled data.The relationship of teacher-assigned letter grades to IBCST p/f levels was studied with nonparametric and parametric statistical techniques. The 2x3 chi squares computed between IBCST performance and letter grades in reading and math were significant. The analyses of variance of the data yielded similar results. Teacher grades were related to IBCST performance.Multiple regression analyses were used to study the relationships between the IBCST and OLSAT performances. Significant multiple R-squares of approximately .30 were obtained in each analysis. Scholastic aptitude was related to IBCST performance.Canonical correlation analyses were used to explore the relationships between the reading and mathematics sections of the IBCST and SAT. Both analyses yielded a single significant, meaningful canonical correlation coefficient. The canonical variable loadings suggested that the IBCST Reading and Math composites, as well as the SAT composites, were expressions of general achievement. Thus, levels of achievement on the criterion referenced IBCST and the norm referenced SAT were related. The results of the study support the criterion validity of the IBCST with traditional methods of assessment as criteria.Department of Educational Psychology
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Listerman, Kelsey E. "Examining the Impact of Play on the Multiplication Fluency of Third Graders." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552668939543415.
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May, Wanda Tignor. "What art means to third and fourth graders : a two-year case study /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249066419.
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Veltri, Mildred Middlemiss. "An exploration of developmental reciprocal communication in the dialogue journals of third graders." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39961.
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Schrader, Morgan L. "Curriculum Based Measurement-Written Expression: Effects of Choice and Interest on Third Graders’ Writing." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1490.
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Curriculum-Based Measurement (CBM) has many effective uses in the school system and its use is increasing. Most CBM research focuses on the area of reading and little on writing. Only one study was found that examined the effects of choice in story starters on students’ writing performance, and a few studies examined the effects of interest level of writing topics, although none using CBM as a measure. Past research has indicated girls score significantly higher on CBM measures of writing than boys. This study investigated if choice and interest level in a story starter topic have an effect on students’ writing performance. This study investigated the differences between third grade boys and girls on two different CBM-Written Expression probes using production-dependent, productionindependent, and accuracy scores. The results indicate that when no choice is given, girls do score higher than boys. However, when given a choice of story starter topics, boys’ performance on the CBM measures is comparable to girls’ performance. Furthermore, higher interest in story starter topics lead to higher scores as well.
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Alterman, Toni. "SELF-CONCEPT AND LOCUS OF CONTROL IN HISPANIC AND ANGLO THIRD AND FOURTH GRADERS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187905.
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Effects of a substance abuse prevention program on the locus of control and self-concept of 148 Hispanic and Anglo third and fourth grade children were evaluated. A 2 x 2 (race x group) multivariate analysis of variance with repeated measures was carried out using the Health Resources Inventory, Coopersmith Self-Esteem Inventory, Nowicki-Strickland Locus of Control Scale, and two roster and rating sociometric questionnaires. The results of the analysis revealed a significant effect of time and interactions between time and race and time and group. Mean scores on the Health Resources Inventory and both sociometric questionnaires increased from pre-test to post-test for all children. In addition, children's scores indicated a change toward an internal direction on the Locus of Control Scale. Only the sociometric questionnaire measuring the children's perception of their popularity showed a significant group effect. The experimental group, those whose teachers had used the prevention curriculum, increased their perception of how well they were liked by their classmates. However, their actual popularity as measured by the average of their classmates' rating did not change. Possible explanations and methodological shortcomings are discussed.
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Erfani, Torbaghani Ramtin, and Felix Luthman. "Evaluating the Swedish National Agency for Education’s Programming Curriculum for Elementary School Third-Graders." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-260241.
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In 2018 the government of Sweden decided to include programming in elementary school. Therefore, the purpose of this report was to investigate whether or not the current Swedish third-grade programming curriculum was appropriate or not, and also to evaluate the viability of including a few additional programming concepts in the teaching material for grade three. To achieve this goal, a game incorporating Gamification was developed in order to assist in the teaching of these concepts, as well as the current curriculum, to a group of third-graders from a swedish school. There were 87 participants introduced to the different programming concepts by playing the game during theoretical lectures. The results suggests that the current curriculum can be expanded upon, and also that the additional concepts all seemed to be viable extensions. However, we believe that more research needs to be conducted in order to draw any definite conclusions.År 2018 beslutade Sveriges regering att inkludera programmering i grundskolan. Syftet med denna rapport var därför att undersöka huruvida den nuvarande svenska programmeringskriterierna för årskurs tre är lämplig eller inte, samt att utvärdera möjligheten att inkludera några ytterligare programmeringskoncept i undervisningen för årskurs tre. För att uppnå detta mål utvecklades ett spel som innefattade Spelifiering (engelska: Gamification) för att underlätta undervisningen av dessa begrepp, såväl som den aktuella läroplanen, till en grupp av tredjeklassare från en svensk skola. Det var 87 deltagare som introducerades till de olika programmeringskoncepten genom att spela spelet under teoretiska föreläsningar. Resultaten tyder på att den nuvarande läroplanen kan utökas med koncepten som undersöks i denna studie. Vi tror emellertid att mer forskning måste genomföras för att dra några konkreta slutsatser.
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Vadala, Carin Elizabeth. "The impact of an environmental education program on third graders' knowledge, attitudes and behavioral intentions." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/247.
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The purpose of this study was to measure whether an after-school environmental education program based on modified Project Wild materials, positively impacted third graders environmental knowledge, attitudes and behavioral intentions. Eight lesson plans were developed, piloted and re-designed over a one year period and then delivered to third graders for a total of eight weeks in a fall semester. The lessons included units on water, air, land, recycling, insects, fish, amphibians, reptiles, birds and mammals. A pre-post test retrospective questionnaire was developed to determine changes in the participant's knowledge, attitudes and behavioral intentions as a result of participating in the program. Results indicate positive shifts in knowledge and changes in environmental attitudes and behavioral intentions. Recommendations were also made for future studies.
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Sullivan, Mia. "Reading Mastery Versus Word Study Instruction as it Pertains to Third Graders' Reading Achievement Scores." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/639.
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This study was conducted in order to compare two phonics-based approaches to teaching reading. The two approaches were Reading Mastery (SRA Macmillan/McGraw-Hill, 1995) and Word Study (Bear et al. 1996). While Reading Mastery has been compared to other reading methods to examine the effectiveness of instruction with reading achievement measures, there are no studies that compare Word Study to other methods of reading instruction. The purpose of the present study was to compare Reading Mastery and Word Study instruction groups in terms of reading achievement scores. This study included 36 third grade students, 18 in each group. All students were measured with the Comprehensive Test of Basic Skills- Terra Nova (CTB/McGraw-Hill, 1991). The results from this study suggest that there was not a significant difference between the Reading Mastery and Word Study groups as measured by the reading scores of the Comprehensive Test of Basic Skills (CTBS). However, the Word Study instruction group was significantly higher in the areas of Spelling and Word Analysis on the CTBS.
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Roark, Beth A. "The relationship of Saturday morning television commercials viewed and the food consumption of third graders." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/722788.
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The relationship of Saturday morning television food commercials viewed and the food consumption of third graders in the Franklin County Community School Corporation in Franklin County, Indiana, was investigated. Such information should help parents, dietitians, and teachers educate children, ultimately producing a healthier population. The results of this study could possibly assist the federal agencies revise guidelines to help protect the children.The independent variable measured was food commercials viewed on Saturday morning; the dependent variable was food consumed. The instrument was designed, pilot-tested, and administered by the researcher with subjects’ identities remaining anonymous.Following data collection, the relationship between the variables was tested using phi coefficient. The phi value of .470 was considered to be significant beyond the .05 level to .00000 level. It was concluded that foods viewed on television are significantly correlated with foods consumed.Department of Home Economics
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Shieh, Chen-hsiu, and 謝貞秀. "A study on the third and fourth graders'''''''' concepts." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/64901923772081998170.
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碩士國立台北師範學院
數理教育研究所
90
The purpose of this research is to explore the third and fourth grade children''''''''s plane geometric concepts in elementary schools. Therefore, written tests and individual interviews were taken as research methods. First, two classes of the third and the fourth grade students were selected from each of the elementary schools chosen in Taipei city and Taipei county to give them ''''''''''''''''written tests''''''''''''''''. The third grades totaled 129 students and the fourth grades totaled 137 students. Four students (2 boys and 2 girls each) were selected from the high-score and low-score groups of each grade in the written tests, and a total of 16 students were given individual interviews. The research findings are as follows: I.Most of the third and fourth grade children in the elementary schools selected used "adjectives" to describe figures. Squares, rectangles, rhombuses, equilateral triangles, isosceles triangles were used for describing "the characteristics of sides", whereas it was more difficult for these children to describe parallelograms, trapezoids and kite shapes, therefore they gave examples in their daily life to describe. II.These elementary middle-grade students'''''''' identification of shapes could be affected by shapes'''''''' size, positions, side numbers, angle numbers, whether the edge is curved or straight, whether the side is long or short, angles'''''''' characteristics and closure property, etc., so that they generated some misconceptions. For example, someone didn’t think it was a triangle if the difference of the length proportion for each side of the figure was big; they thought that squares must be upright, whereas rhombuses must be oblique because of the impact of orientation; they thought a rectangle is in a "long" shape, and neglected the characteristics of right angles. III.These elementary middle-grade children''''''''s understanding of the characteristics of shapes'''''''' "sides" was more than their understanding of the characteristics of shapes'''''''' "angles", hence they pointed out "adjacent sides and equal sides" when saying "opposite sides and parallel lines". The rate for their correct answers for the figure prompt questions was higher than it for the figure naming questions. IV.The third-grade students'''''''' identification pass rate for quadrangles and angles was higher than the fourth-grade students, from which some children thought special quadrangles weren''''''''t quadrangles, and "pointy angles" or "right angles" were angles, whereas straight angles weren''''''''t angles. V.It was more difficult for these elementary middle-grade children to draw parallelograms, rhombuses and kite shapes, in which they couldn''''''''t draw these shapes accurately, and the shapes they drew were mostly with horizontal or vertical sides and only a few changes in positions. VI.There was no distinct difference in the written test performance between the third-grade and fourth-grade children. As for children with different sex in the written test performance, there was no distinct difference in the third-grade students but the fourth grades, in which the girls'''''''' average scores were higher than the boys.（t = -3.151, P =.002 ） There was not much variation in the geometric- shape drawing ability for school children with different sex and grades.
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Chen, Yu Ting, and 陳裕葶. "A study of the third graders’ viewpoints on Campus." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15053338327256637912.
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碩士國立嘉義大學
視覺藝術研究所
95
A study of the third graders’ viewpoints on Campus Decorations at the D elementary school in Taichung Yu-Ting Chen Graduate Institute of Visual Arts National Chiayi University Master Thesis Abstract This thesis is to investigate third graders’ needs and preferences for campus decorations. Via the photographs of the present decorations on campus, questionnaires and interviews are done. In the light of all the exploitation, suggestions for campus decorations in the future are given. Both qualitative and quantitative analyses are carried out. Two hundreds and eleven students at a primary school of Taichung City are the subject. All of them are given questionnaires and 21 out of them randomly selected are given other questionnaires and interviewed. In the study, third graders liked their school and the present campus decorations. They were especially interested in the decorations which they were familiar with or which they had made before. Although they did not have a clear idea of the purposes of those campus decorations, they had strong opinions toward campus decorations. Besides, they were confident and willing to take part in decorating the campus. Additionally, they liked a decorated school and had positive attitudes toward all issues about it. They liked the present decorations as well as gardens, miniature architectures, ecological gardens, landmarks, signs and structures. In aesthetic views, they preferred decorations which were bright in colors, designed in structures, creative and natural in styles, and are made out of different materials . As for the use of campus decorations, they liked them to be neat, creative and beautiful. Several reasons contribute to their choices: they thought those decorations were beautiful, learnable, playable, entertaining, and comfortable. At the same III time, they were safe and hygienic, and healthy. They have some anticipations and suggestions for campus decorations. They expect that they can participate in decorating including adopting their suggetions. In addition, they prefer that the decorations can facilitate their learning and that they have distinguishing features. Furthermore, they would like the decorations to be economical. They recommend the decorations to be hygienic, safe, and colorful. Also, there should be more campus decorations, and they should be renewed all the time. Additionally, students should be involved in decorating. With an understanding of students’ thoughts to such degree, teachers and the school administration might make improvements on the present campus decorations. Besides, this understanding in exploring third graders’ aesthetic might facilitate teachers in preparing lessons. Thus, the campus decorations might benefit both learning and teaching to the largest extent.
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陳祐禎. "Effects of Game Context on Third-graders’ Fraction Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/51570010246846928897.
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碩士國立臺灣師範大學
資訊教育研究所
101
The purpose of this research was to develop a fraction game for third-graders, to examine the effects of game context on fraction learning performance, and to investigate students’ satisfaction and attitude toward the learning game. Quasi-experimental design was implemented. 50 students and 1 teacher participated in this study. A class with 24 students was assigned as the group using fraction game, and the other class with 26 students was assigned as the group using fraction e-picture book. Either group uses the fraction game or e-picture book for 4 weeks, and data were collected through learning sheets, fraction tests, questionnaires and teacher’s feedbacks. Descriptive statistics, independent t-test, repeated t-test and Wilcoxon-Mann-Whitney test were applied to analyze the data. The results indicated a significant improvement in students’ satisfaction, i.e. students could engage in the fraction game and glad to try the concepts of fraction they haven’t learned yet. Both groups have the significant improvement on the fraction test, but no significant between groups. To sum up, the fraction game is a usable system, and the fraction game demonstrated that learning fraction concepts through a game-context has the potential in mathematics education.
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Gin, Lin Da, and 林大錦. "A Study on the Fraction Concept of the Pupils from Third-Graders to Sixth-Graders." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/40471773170148922141.
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碩士臺中師範學院
數學教育學系
91
A Study on the Fraction Concept of the Pupils from Third-Graders to Sixth-Graders ABSTRACT The purpose of this study was to investigate the fraction concepts of pupils, which were from third-graders and sixth-graders. The main purpose was to analyze the knowledge of unit fractional number condition. The researcher divided students into many groups. The pupils of first group could not sense the single number. The pupils of second group could sense the single number. The others could sense the plural number, fraction number and unknown number. The researcher also used many types, including juxtaposed pattern, additional fraction, nested fraction and the rational number, to represent the features of the activities and the special activity experience in each group. In order to collect the data, the researcher designed two activities. The first activity was to collect the learning record of each graders at the end of the semester. The second activity was to collect the leaning record of each graders at the beginning of next semester. The researcher obtained some results by means of analyzing the data collected at the two activities. The conclusions were as follows. 1.From the beginning to the end of the semester, the results in the whole academic year were as follows. （1）It indicated that the third-graders learned the fractional number by experiencing the juxtaposed pattern and additional fraction. Furthermore, they sensed the juxtaposed pattern and experienced additional fraction. （2）It indicated that the fourth-graders learned the fractional number by experiencing additional fraction and nested fraction. Besides, they sensed the juxtaposed pattern and additional fraction. Finally they experienced nested fraction （3）It indicated that fifth-graders learned the fractional number and additional fraction by experiencing nested fraction. Furthermore, they sensed additional fraction and nested fraction. Finally, they could experience the activity of the measurement unit fractional number in rational number. （4）It indicated that sixth-graders learned the fractional number by sensing nested fraction and experiencing the activity of the measurement unit fractional number in rational number. Moreover, they sensed nested fraction and the activity of the measurement unit fractional number in rational number. But they not provided with the activity of the equivalent relationship in rational number. 2.The learning record of the children after summer vacation. The learning record of the children exhibited that the learning effect still almost existed after summer vacation. In many cases, the children increaseed their abilities in fraction number after summer vacation. But there were a few cases indicating the diminishing of ability in fraction number after summer vacation.
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Chang, Chia-Yen, and 張家燕. "The Diagnostic Teaching on The Third Graders’ Concepts of Angle." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/38040888109306291737.
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碩士國立台北師範學院
數理教育研究所
92
The Diagnostic Teaching on The Third Graders’ Concepts of Angle Abstract The study focuses on the effects of diagnostic teaching in angle for the third graders. The study was adopted nonequivalent pretest-posttest design as a quasi-experimental study. Two classes of third grade in an elementary school of northern Taipei City were considered as the objects of this study with total 68 students. One class was acted as the experimental group with diagnostic teaching, and the other was acted as the control group with traditional teaching. The data of this study was collected from the results of students’ tests, including the pretest, posttest, and retentive test, video tapings of teaching, working sheets, interviews and the reflection of the researcher. The effect of the teaching was evaluated by quantitative analysis and qualitative analysis. The model of this study is to diagnose students’ misconceptions at first. After that, making the cognitive conflicts in order to clarify students’ misconceptions. The study diagnosed 22 misconceptions of angle. The result of this research revealed that the diagnostic teaching method can create the cognitive conflicts of the students, and to reach the results of concepts clearance and correction, and then further to reinforce students’ misconception of angle effectively. There were significant differences in the performance of pretest and posttest as well as pretest and retentive test for both groups. The students of experimental group made a greater progress in the conception of angle than the students of the control group. Diagnostic teaching of this study could result in the effect immediately and good reserved effects on clarifying the misconceptions of angle for the third graders with different three ability levels (high, middle, low). According to the results, the researcher proposed some suggestions about diagnostic teaching activities design, teaching of angle conception, text books, and future research for volume. Key Words:Angle Conception, Diagnostic Teaching, Teaching Experiment
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Lin, Wei-Chen, and 林維真. "The Study of Applying LOHAS Teaching on the Third Graders." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/76764766050180893661.
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碩士朝陽科技大學
應用化學系碩士班
101
Paul Ray, American sociologist, promoted the concept of Lifestyles of Health and Sustainability (LOHAS) in 1998. LOHAS focuses on the health and continuity benefits to our own individual and environment. The elementary school students are on the mental age of building-up daily life standards. The LOHAS learning activity process may directly affects the group of population in their daily life. It is one of the trustworthy, practical solutions to our environment and individuals, under threat of deadly diseases and the effects of global warming. The limited study of this concept covered the aspect of education of elementary school students to understand their learning response of LOHAS. This study investigates whether LOHAS teaching activities can transform the elementary students (Grade 3) in their daily life. There are two main phases: the knowledge phase and learning result testing phase. The knowledge phase is divided into three elements (perception, attitude, behavior). The learning test result phase is evaluated by six elements (environmental continuality, green life, self-education, lifestyle, social responsibility). Based on the education criteria of Ministry of Education develops the teaching material applied on this study sample, Grade 3 students of elementary school. The questionnaire, adopted Likert scale, compares the learning results before and after the LOHAS sessions. Samples’ learning reviews and interviews also adopted in data gathering process to conclude this study. In result the two (knowledge and attitude) of three elements on the knowledge phase, show the positive relationship with progression, unlike the behavior element. On the learning test result phase, the three elements (environmental continuality, green life, social responsibility) show the significant relationship with the progression the environmental education in daily life. During the consecutive 12 sessions of LOHAS education, the samples demonstrate the significant level of awareness and perception on this topic. The participants are energetic and show strong level of preference on the educational material. After the complete sessions, the participants initiate applying the LOHAS knowledge and have closely looked and follow LOHAS topics on current events. This study concludes the entire LOHAS sessions show the strong relationship the knowledge phase and the learning result test phase. The further studies may enlarge the sample sizes to compare the various responses of LOHAS, such as the other grades of elementary schools, junior and high school students. These future studies help construct the solid knowledge base of the LOHAS citizen in our sociality
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Chiou, Sheng-Huei, and 邱盛煇. "A Case Study of Fraction Remedial Instruction on Third Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/10790907126851408585.
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碩士明道大學
教學藝術研究所
96
A Case Study of Fraction Remedial Instruction on Third Graders Abstract In elementary mathematics, building a correct fraction concept was a significant decisive impact on the success in the learning of latter units. This was a case study conducted on thirty-four third graders at Elementary School A in Taichung County. A fraction concept pre-test was administered and two students who qualified low social economic family status and learning difficulty on fraction were drawn from the subject group. Starting from February to April in 2008, a three-month remedial instruction based on mastery learning was executed. The fraction unit was partitioned into eight activity sub-units. At the end of the instruction of each sub-unit, an achievement test was given. The mastery standard was set at 90%. Underachievers were required to redo the remedial instruction of a certain sub-unit while the achievers proceeded to that of the subsequent sub-unit. After learning activities of the eight sub-units, a summative test on the entire fraction unit was administered. In addition, after the pre-test and post-test, we interviewed students who participated in the remedial instructions to examine their learning condition on fraction. Finally, correlative instructional suggestions and perspectives were proffered in anticipation of enhancing students’ learning of fraction. The results of this study were stated below: 1. Prior to the remedial instruction, student S1 had vague conception on equality, unit fractions, and considered numerators and denominators incorrectly. Student S2 had weak conception on equality, regarded a/b as two separate individuals under the impact of overall schemata, and considered the numerators and denominators improperly. Moreover, the pre-test revealed that both students were apt to leave some questions unanswered and fill up the test without careful reasoning. Thus the test results failed in its diagnostic function. 2. The post-test scores of both S1 and S2 excelled their pre-test results after they participated in the remedial instruction through mastery learning. This indicated that remedial instruction through mastery learning was a successful strategy in improving students’ fraction learning. The implementation framework of this strategy was based on the advantages of mastery learning: (1) distinct learning objectives and assessment method, (2) provided students with adequate time frame for learning and obviated possible psychological learning disabilities caused by competition or tension, (3) students promptly acquired positive feedback from evaluation results and gained immediate remedial instruction if necessary, (4) per the assessment, students could proceed to the next sub-unit only when they have fully achieved the current learning objectives, (5) allowed second chances and sufficient time, students advanced in learning. 3. S1 and S2 shared a low social economic family background. Their parents were incapable of offering them additional academic instruction or acquiring reference and exercise books. Moreover, the parents were unable to assist students with their learning difficulty due to work or health factors. Thus resources at school were everything the students could turn to. This type of student was a great responsibility for school teachers. This study showed that remedial instruction through mastery learning had unparalleled impacts on students’ current learning and confidence building for prospective challenges. Over the course of the three-month remedial instruction, the researcher firmed his faith through students’ advancement and their feedback in interviews. Both the instructor and students’ diligence and will contributed to the achievement. Since the mastery instruction produced a satisfactory consequence, the researcher would be devoted to the instruction of elementary subjects with this method, especially for intelligent students who were on the margins. If they could accept the remedial instruction during lunch break or individual study and involve in serious study, they could catch up with others very soon. In this way, the progress of the class would not be delayed and students partaking in remedial instruction could obtain more attention and work on their weaker areas. The researcher also looked forward to expanding remedial instruction to other subjects. On a concrete basis of elementary subjects, students would be enabled to receive tougher knowledge training henceforth.
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Wei, Li-Chih, and 魏麗枝. "A study of third-graders’ meaning of the fraction words." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/90536133962110743549.
Full textAbstract:
碩士國立臺中教育大學
教育學系
95
ABSTRACT The purpose of this study was to investigate the third-graders’ understanding about the meaning of fraction words. Four third-graders who could correctly solve the fraction problems in a paper-pencil test were selected as research samples and then interviewed individually. Based on the data from student interviews, the main findings of this study were as follows： (1) Third-graders who had learning experiences on fraction words and could solve simple fraction problems, might conceive fraction words incorrectly. (2) For the fraction problems with shared parts of each subject unknown, some of the third-graders incorrectly referred the numerators to the number of subjects in the sharing activity. (3) For the fraction problems providing the information of the shared parts of each subject only, some of the third-graders incorrectly referred the denominator to the number of subjects in the sharing activity. (4) For the fraction problems with “n” parts to be shared from a whole with “m” parts in the whole partitioned, some of the third-graders incorrectly referred the denominator to the number of subjects in the sharing activity or the “n” parts. (5) For the fraction problems with un-exhausted sharing activity, i.e. problems with remainders after each subject getting some equal parts, some students altered the unit whole to the total number of parts shared, not the total number of parts partitioned. Based on the findings, the researcher provide some recommendations for further research, the design of fraction activities in the math textbook, and the instruction of fraction.
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Lee, Hui-tsz, and 李蕙慈. "An Action Research on Situational Writing on the Third Graders." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/18206949053511621196.
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碩士國立屏東教育大學
教育學系
99
The aim of the study is to discuss the practicability of Situational Writing in elementary school’s writing classes, identify and solve problems during the teaching process. This study employs action research. Participants are recruited from third graders in the elementary school. Researcher, also the teacher, regard studying in situational type as the foundation to fix up relevant learning environments, design the content of courses with diverse activities. The Data were collected through self-evaluation, classroom observation, interviews and student’s writing for further analyses on the effects of remedial instructions, for understanding the student’s writing ability and obtaining the feedback from the participants. The conclusions of the research are as follows: 1. The combination of real life and Situational learning environments would be easier for the participants to learn. 2. Combined with real life experiences, structured writing skills and designed activities, the situational writing pedagogy could gradually guided the participants to a better writing. 3. Situational Writing instructions could enhance the participants’ writing interests and improve their writing performance. 4. Through the process of reflection and self-evaluation in the action research, the teaching materials would be enriched and the teacher’s improvements would be obtained. Finally, according to the results of the study, specific suggestions are provided as references for teachers, future research, and education administration.
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LIN, SHU-FEN, and 林淑芬. "An Analysis of Error Patterns of Division for Third Graders." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fxzfka.
Full textAbstract:
碩士國立臺南大學
應用數學系碩士在職專班
107
The purpose of this study was to investigate the solving performance of division for third graders. By generalizing their error patterns and analyzing the possible reasons for making mistakes in order to know students’ difficult part in learning. The result could be reference for teachers. The researcher designed a specific test of “Division” including 19 questions in 12 types. The participants selected to complete the test were 46 third graders from a public elementary school in Rende District, Tainan City. After testing, some of them were interviewed according to their performances and willingness. The statistic tools of SPSS 21.0 were used to analyze the quantitative data linking the details of interview to figure out the error patterns and the possible reasons for their mistakes. The results were summarized as follows: 1. The error performance of division operation for third graders : a. There were approximately 30%-40% of the students making mistakes in two-step solving questions. b. It was remarkable that students were easily confused by the types of “ the quotient should be complemented zero ” questions because of different places of complementing zero. 2. The main error patterns of division for third graders: a. Errors in estimating quotient. b. Errors in 9×9 Multiplication Table. c. Validity in estimating quotient, but defectiveness in calculating process. d. Errors in calculation of decomposition by tens place and hundreds place. e. Lack of complementing zero in quotient. f. Complementing zero in quotient with wrong places. g. Complementing zero in quotient with correct places, but without calculation of decomposition. h. Forget to make out remainder. i. Misunderstanding the word problem and taking an irrelevant number as the divisor. j. Without any concept of two-step solving skills such as addition or subtraction first , then followed by division. k. Students were confused by other types of questions, and made quotient plus 1. l. Other errors including transcribing the wrong number of dividend, using multiplication to solve division questions and calculating incompletely. 3. The main error reasons of division operation for third graders: a. Misunderstanding the relation between dividend and divisor, and lacking of the necessity of sharing completely in division. b. In the column form of division, students easily had errors in calculation of multiplication and subtraction. c. Students’error in estimating quotient resulted from their unfamiliar concepts of place value and decomposition. d. Students were confused by different types of questions of complementing zero in quotient. e. Students were incapable of understanding the questions. f. Students’ incomplete arithmetic skills caused errors. g. Students misused irrelevant concepts for solution. h. Students’irrelevant omission caused errors.
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Lu, Sue-Chen, and 盧淑津. "A Study of Third Graders’ Tenths Decimal Conception among the representation." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/70701356106112783448.
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碩士國立屏東師範學院
數理教育研究所
93
The purpose of this study is to research the tenth decimal conception of the third grade students in the elementary school by observing their behavior of translation between referent representation and symbolic representation, and between picture representation and symbolic representation. We consider three situations in this work, including of continuous quantity, the content of discrete unit as the single object, and the content of discrete unit as the multiple objects. The research method of this work is to analyze the result of writing test of students and to interview students. The subjects of writing test are 244 third-grade pupils in four elementary schools of southern Taiwan, and then each two students of the high-level and medium-level groups from one of the four schools are selected by the subjects of interview to understand how to apply their knowledge. Following is a summary of our work: 1. Students’ behavior of translation from symbolic representation to referent representation is similar to that of symbolic representation to picture representation; ones’ behavior of translation from symbolic representation to referent representation is similar to that of symbolic representation to picture representation. Furthermore, students’ behavior of translation from picture representation to symbolic representation is better than that of symbolic representation to picture representation at the writing test. 2. Students are often confused with the content of discrete unit as the multiple objects in the writing test, even though those from the high-level group still make mistake. 3. The correct idea of the proper decimal point is to divide a unit into ten equal divisions and then take out some among them; the incorrect idea is that there are ten units and then take out some among them. 4. The correct idea of the complex decimal point is separated between the integer part and pure decimal point part; the incorrect idea is that don’t understand the relationship between the integer and pure decimal point parts.
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Wu, Yen-Ling, and 吳燕玲. "Comparative Analysis of the Rhetoric in the Third-Graders’ Chinese Textbooks." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/4gu5u9.
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碩士玄奘大學
應用外語學系碩士班
102
This study examines the rhetoric in Chinese textbooks of the Kang-shiuan, Nani and Han Lin versions that are commonly used for third-graders in elementary schools and comparison、perform、analysis them. The research methodologies are 「Content analysis」to analysis on the textbooks of three versions.This study aims to provide a valuable aspect of references for teachers to select textbooks and design curriculum activities, editors to compile textbooks, and researchers to study textbooks. Based on the above analysis, the results of this study are as follows: I. The results show the figures of speech in Chinese textbooks of the Nani, Kang-shiuan and Han Lin versions for third-graders in Nine-year Integrated Curriculum in elementary schools mainly include 18 types, such as simile, metonymy, hyperbole, pun, repetition, antithesis, contrast, parallelism, climax, anadiplosis, imitation, inlay, synesthesia, call report, rhetoric question, epistrophe,sigh, antonomasia,and quotation.. II. The distribution of figures of speech in Chinese textbooks – based on the research results: 1、 The Nani version has the highest number of total occurrences of figures of speech, Han Lin the second highest, and Kang-shiuan the lowest. 2、 Among all the figures of speech in Chinese textbooks, “repetition” has the most occurrences (43.90%), “sigh” the second most (11.53%), and “rhetoric question” the third most (9.18%). III. The results suggest that contrast are inappropriately classified. The figures of speech of repetition,sigh and rhetoric question are occurrences in the textbooks, but often missing in the teacher’s guide book.
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魏韶葳. "Incorporate Dixit into Mandarin Remedial Instruction: Take Third Graders for Example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25276899897779607714.
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碩士國立新竹教育大學
教育與學習科技學系
103
The purpose of this study is to explore a curriculum design that incorporates Dixit into Mandarin class for 3rd-grade students who were under remedial instruction in an elementary school. The goal is to know whether this design can enhance students’ learning motivation and achievement. This study adopted action research to collect data in a remedial instruction class taught by the researcher. It contains two phases. The first phase is an exploratory study. It aims to examine whether the Dixit will influence children’s learning motivation and achievement, and also to examine the propriety of the curriculum designed by the researcher. Data were collected from the observation records, reflective journals, and students’ feedbacks during the study. And the results are as following: (1)Incorporating Dixit into Mandarin Remedial Instruction increases the motivation of students’ learning. (2)After the action research, the students improved their abilities in vocabularies, sentences, and writing composition. Reflections of the action research are as following: (1)Dixit can be integrated into different grades. (2)Teaching strategies should be applied while using Dixit in Mandarin class. (3)Multiple assessment approaches could be applied into Mandarin class while using Dixit.
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Kuo, Ei-I., and 郭靄儀. "The Effectiveness of Interactive Writing on Word Recognition for Third Graders." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/46753524328230857529.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
104
Abstract The goal of the study was to explore the effectiveness of interactive writing on word recognition among third graders of different proficiency levels. This was a quasi-experimental approach with a pre- and post-test design. Ninety-two third graders from a rural district in New Taipei City served as participants and were divided into the experimental group (EG) and the control group (CG). EG received interactive writing instruction and CG conventional word teaching. The experiment lasted for eight weeks, one forty-minute session every week, with a total of 320 minutes. The data was collected through pre- and post- tests of overall word recognition, including two components, word reading and word meaning identification. Independent-samples t-tests and paired-samples t-tests were used to analyze the data. The results indicated that after the treatment, both groups had significant improvement in overall and component word recognition. Both methods effectively facilitated the participants’ overall and component word recognition. As for the comparison between EG and CG, the higher proficiency leveled participants (HP) between groups and the lower proficiency leveled participants (LP) between groups, the results showed no significant difference for their overall word recognition and word reading post-tests. In word meaning identification scores, however, HP in the interactive writing group, but not LP, performed significantly better than the HP counterparts in the conventional word teaching group. Based on the results, recommendations were made for future researchers and on-site English teachers, who are interested in interactive writing. Keywords: interactive writing, word recognition, emergent writing
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郭靜美. "An Action Research of Developing Third Graders’ Mathematical Class Discussion Culture." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/60958355577404384108.
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碩士國立新竹教育大學
數理研究所(數學組)
103
The action research discussed about how a teacher builtthrough social norms and sociomathematical norms to develop the third graders’ mathematical class discussion culture. The study collected data collected including video recording from mathematics classeslessons, the students’ questionproblem-solving records, mathematical diary, the teacher’s teaching reflection and the comments from other teachers who were involved in the observation and discussions. Social norms have shaper that were built in the study are as follows: (1) Raising hands before speaking. (2) Concentrating on listening. (3) Solving questions independently and quietly. (4)Presenting the question-solving process clearly. (5) Expressing their thoughts to classmates clearly and loudly. (6) Discussing within groups peacefully. Socimathematical norms have shaper that were built in the study are as follows: (1) Listing the formulas according to the question. (2) Explaining the connection between the solution and the question. (3) Raising mathematical concepted questions based on the solution. (4) Using multiple strategies to solve questions. (5) Classifying and comparing different records of question-solving processes. The result shows that the discussion of teaching events between the teacher and the students formed and developed the social norms and the sociomathematical norms which complement each other. The development of norms has positive effects on students’ mathematical learning which also encourages students to become intellectual and autonomous learners. Keywords: mathematical class discussion culture, social noums, socimathematical norms
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丁昱文. "A Study of Reading Comprehension on Fraction Concept of Third Graders." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/61959842436715814770.
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碩士臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位班
101
The study is twenty-five students of one class as research objects from a public elementary school's third graders in New Taipei City. The study is to realize reading comprehension situations and problem solving ideas on fraction concept through worksheets . To realize reading comprehension situations of high achievement and low achievement students on fraction concepts and low achievement students encounter difficulties in reading processes by individual interviews. To explore the third-grade students in reading comprehension performance of fraction concept by worksheets as a research tool. The researcher refer reading processes of PISA assessment to amend as own analysis tool. The study analyze fraction concept as three reading processes: retrieving information、integrate and interpret、reflect and evaluate.
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王國川. "Learning programming with scratch:a study of the third and fourth graders." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24753897883597803932.
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Chen, Jui-chung, and 陳瑞中. "The Teaching Effects of Emphasizing Mathematical Connections for the Third Graders." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/41954562778115041699.
Full textAbstract:
碩士國立臺南大學
教育經營與管理研究所碩士班
93
The main purpose of this study is through a mathematical instruction of designs based on how to enhance student'' s connection capability, and discuss the influence with math-belief and math-capability of elementary student, and the feasibility to assessing teaching and implementing the effect and popularizing and applying tentatively. And it is to be evaluating the teaching practice effects and the feasibility to popularizing and applying of implementation in this phase. This research adopts the pretest-posttest nonequivalent groups’ design of quasi-experimental design. During 7 weeks experiment, amounts to 25 students of grade three classes from two different primary schools of Pong-Hu County as the research object received 16 classes session with 5 implementation mathematics subjects. The experimental group (16 students) which to mark off three units of low, mid and high capabilities with connection-capability mathematical teaching method; the control group (9 students) received mathematic instruction as written in the Teacher’s Guidebook. Two groups accept pre-tests of ‘Student Math-Belief Quantification Form’ and ‘Math-capability Exam’ before, and have same tests after the experiment teaching is finished. Base on the materials according to those student’s tests, with the parameter analyses of one-way ANCOVA, compare to see two groups of students isn’t reach the difference of showing on math-belief and math-capability, and probe into experiment teaching isn’t reach the difference on 3 different units of experiment group. Secondly, the experiment group students accept the ‘Teaching Suggestion Questionnaire’ and have a specific interview separately, in order to understand what students have learned and to be affected by the mathematical connection-capability teaching, and do for the inference evidence of the quantity materials. These main conclusions of research are as follows: 1.The implementation of mathematical connection-capability teaching link student''s math-belief onto ‘self-efficacy’, but also with implementations of ''mathematics knowledge '', '' mathematical studying in teaching'' and ‘social context’. 2.The beneficial results are different from difference units of experimental group by the implementation of mathematical connection-capability teaching; the highest learning effect was significant of low ability group, whereas the lowest learning effect was more significant of high ability group. 3.After experiment group students received experiment teaching, their math-capability was superior to controlling group students apparently, show that the mathematical connection-capability teaching can promote student''s math-capability. 4.There will have different beneficial results with difference units of experimental group by the implementation of mathematical connection-capability teaching; it is relatively obvious to study benefit of growing in low, mid math-capability, and is weakest to learn to grow benefit to high math-capability. 5.Most students gave the active and positive attitude in mathematical connection-capability teaching.
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顏福南. "An Action Research on Implementing Guided Writing on the Third Graders." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/40842317472721908275.
Full textAbstract:
碩士國立新竹教育大學
語文學系碩士班
94
Abstract Writing has been drawing attention as a crucial aspect of language learning. According to current curriculum regulations, third grade pupils are at the starting point of the official learning process of writing, and their efficiency at this stage, considered as the key phase of learning writing, can affect their future learning and overall development. In addition, writing pedagogy is currently being enthusiastically considered, especially since the Ministry of Education decided to include writing as a BC Test subject in 2006. Based on the two factors considered above, the researcher focuses on the strategy as well as effectiveness and problem-solving skills of implementing guided writing on the third graders. In this two-year action research, three categories of skills, including advanced writing, picture composition and structured patterning upon examples are utilized in actual teaching procedure to evaluate the efficiency of guided writing. Besides involving homeroom teachers as practitioners of collaborative teaching, educational academics are included to improve the effectiveness of this research. Conclusions are finally made after over ten instances of teaching experiments, through the interpretation of knowledge, actions and reflections. Firstly, start with given writing patterns and then gradually begin to ignore the influence of them; thus, providing a writing model for pupils to imitate, and then allowing them to start creating their own, step by step. Secondly, pupil achievement cannot be reached within a short period of time; a teacher must keep in mind that different levels of progress can be expected at different stages. At the very beginning, students’ writing can lack emotion, owing to a teachers’ formal instruction, and then lack beauty when attempting to express their creative ideas. Ultimately, a personal, unique and lively work can be produced. That is to say, pupils would make a spiraled progress throughout their learning process. Thirdly, rhetoric, which provides not only the basis of making sentences, but graceful example sentences, can be beneficial to composition teaching. However, it is strongly advised that the teaching of rhetoric cannot be practical without life experience. Fourthly, from passage to essay writing: after a class of introducing rhetoric, the researcher adds on the factors of time and venue for pupils to produce a longer sentence. From the third class onward, a complete essay would be required. It is evident that a systematic approach to teaching helps. Guided writing can possibly limit the criterion of writing, but in a way, provides the guidance pupils need. The researcher finds some advantages in practicing guided writing. For one, it would be freer in selecting writing materials since materials are provided in guided writing. Unlike being given a set topic to write about, as has been conventional way for a long time, the pupils find it easer to express themselves in given tasks. Secondly, the teaching design in the guided writing method allows pupils to develop a complete concept and ability in writing, progressing from passages to articles, from singular to multiple comprehensive utilizations. Finally, thanks to multiple materials provided in the guided writing pedagogy, it is easier to collaborate with other subjects, making integrated teaching possible in terms of implementing process. Guided writing, as a newly developing field with regard to written tests, definitely needs more research to support and advance the writing pedagogy in the primary school domain. The researcher is looking forward to more research to be contributed within the particular field. At the very end of the dissertation, the researcher proposes a number of suggestions for concerned readers’ reference.
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Li, Guo-Zhen, and 李國禎. "Perimeter and Area Conceptions of Third Graders in Bunun Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/63838994333075939063.
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碩士臺北市立教育大學
數學資訊教育學系碩士班
98
The purpose of this research are to investigate the strategy and idea of perimeter and area for third graders in Bunun elementary school. The research objects are 5 third graders Bunun students in one elementary school in Kaohsiung.First designed the perimeter and the area concept examination paper and proceeded with individual interview. The results of this study were as follows： 1.There are misconceptions about the meaning of the perimeter,many students thought the perimeter must be a line. 2.It’s easy to have misconceptions for conservation of area if the figure is translated,cut,rotated. 3.Compare two area of figure, students usually judge the area by vision. 4.Students have misconceptions consisting of intuitive rules among perimeter annd area. 5.The units will influence students to judge the area 6.Many students mixed area with perimeter and measured in linear units. Finally, put forward a proposal for the related curricula, teaching and the future research in this report.
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Yang, Min-Chi, and 楊敏琦. "A Study of Icon-assisted Instruction on Third-graders' Music Reading." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/29675558934043650051.
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碩士國立臺北教育大學
音樂學系碩士班
100
The purpose of this study was to explore the effects of the icon-assisted instruction on third-grade students’ music reading. The third-grade elementary school students in Taichung City were selected as the participants of this study by using cluster sampling. The experimental group received icon-assisted instruction. while the control group had traditional instruction. Before the experiment, students took a researcher-developed pre-test Two groups received two class periods a week, 15 minutes in each period, 10 weeks is totil. After the experiment, a post-test was administered to both groups. The collected data were analyzed quantitatively by using the independent samples t-test and paired-samples t-test. The results of this study were as follows. 1. The icon-assisted instruction design should base on the development of students’ music concepts and learning abilities. The content should include perceiving pitch, beat, rhythm, intensity, tempo, and expression. 2. The icon-assisted instruction promoted students’ learning effects in music reading. A. Although there was no significant difference between the two groups after the instruction, the icon-assisted instruction had positive effects on students’ music reading. B. The experimental group students’ music reading abilities in pitch, beat, rhythm, intensity, tempo, and expression were enhanced. C. The experimental group got significantly higher grades than the control group in pitch, beat, rhythm, intensity, tempo, especially in abstract expression. D. The icon-assisted instruction could promote students’ ability in recognizing the position of notes, but not necessarily in pitch. According to the findings of this study, recommendations for the future research were proposed at last.
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黃長雄. "Understanding the Concept of Fraction of Third Graders through Mathematical Writing." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/99308378566768701683.
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Hsu, Yu-Chih, and 許譽豑. "Action Research on Integrating Body Exploration into Music Instruction for Third Graders." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/92495058859553808463.
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碩士臺北市立教育大學
音樂藝術研究所
94
The purpose of this action research is to analyze the elements of music and dance and to investigate how integrating body exploration into music instruction affects students’ perception on music and teachers’ professional skills on music instruction, and explore students’ learning in the music perception activity and the process of teachers’ instruction and introspection. The researcher analyzed elements of both music and dance to design the curriculum, and mainly took action research methods with the help of rating scales to illustrate and explain the process of the research. The teacher worked also as the researcher in order to design curriculum and instruct music class. All the procedures of the instruction were videoed to provide teachers with observations in the classroom. The researcher put three cycles of action research procedure in practice. In each cycle, the researcher revised the curriculum and instruction by observation records of co-workers, meeting records of students, feedback sheets, the diary and self-reflection of the researcher, and the suggestions of advisors. After carrying out three cycles, the researcher made use of ‘triangulation’ and ‘content analysis’ for data analysis to raise the reliability of this research. In this action research, the conclusions are as follows: 1. Both the elements of music and dance can be integrated into music instruction. 2. Integrating body exploration into music instruction can arouse students’ interest in music and improve their learning. 3. Integration of body exploration into music instruction is a feasible approach in music instruction. 4. Integration of body exploration into music instruction elevates third-grade students’ ability in rhythm perception. 5. Integration of body exploration into music instruction improves third-grade students’ ability in melody perception. 6. Integration of body exploration into music instruction cultivates third-grade students’ ability in form perception. 7. Integration of body exploration into music instruction helps teachers develop the ability to design and integrate the curriculum and teaching materials. 8. Integrating body exploration into music instruction enhances teachers’ professional skills in teaching. Finally, according to the conclusions and analysis of the research, it is expected to provide helpful and constructive suggestions to curriculum designers, teachers’ instruction, the education administration, the organization of teaching development and direction for future studying. Key word: action research, music instruction, body exploration, creative dance
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DU, SIANG-LIAN, and 杜湘蓮. "Readers’ circle as an approach to promote third-graders comprehensive reading ability." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/qu5hje.
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碩士國立東華大學
中國語文學系
102
How to explore the possibilities of comprehensive reading ability promotion? This is the main concern of our research. As a result, it shows that reading teaching through book club is an effective way to promote third-graders comprehensive reading ability. It can not only develop students’ interest in reading, but also advance their comprehensive ability. Teacher’s encouraging remarks inspired confidence in students. Lively discussions bridge the communication between pupils and instructors and form a promising reader’s circle. Our approach ~ Action Research Method program can increase students’ involvement in problem solving. Target students of our research program are third-graders in HualienCounty. Grouping according to pupils reading ability was scheduled after pretested.Teaching courses were thoughtfully planed and recorded. Questionnaires were carefully designed. Students’ enthusiasm with working sheets reflects the success of related surveyand analysis.Individual progress is noticeable through reasoning, learning and action. Cooperative learning is started up in their mind. Our program kindles students’ interest in comprehensive reading. Our research could be an encouragement for those who would like to devote themselves to reading teaching.
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Wu, Huichu, and 吳惠祝. "A Study of Integrating Picture Books into Division Concept for Third Graders." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35188185385198348460.
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博士國立臺北教育大學
教育事業創新經營碩士學位在職進修專班
99
The main purpose of this study is to explore the influences of integrating picture books into division concept for third graders. “Quasi-experimental Design” was adopted in this study, the sample consists of 59 third graders of two classes. The teaching method of integrating picture books into division concept was assigned into the experimental group, whereas the teaching method of using textbooks referred to the control group. The content of teaching division is devided into two parts, divisionⅠand division Ⅱ. Discussion of the remainder was not included in divisionⅠ, and division Ⅱ focused on the discussion of the remainder. Both groups did six activities designed by the author. Activities were implemented by the author within ten sessions. Data were collected by multiple ways, including video tapes, paper works, tests, colleague’s observation records, and interviews. The study results revealed that integrating picture books into mathematics teaching may cause the curiosity of children and increase the rate of teacher-student’s conversation. DivisionⅠusing the book of The Doordell Rang, it helps the students build up their mathematical concept by teacher’s guiding. DivisionⅡusing the book of Two Tickets to Ride.When a picture book of multiple circumstances is selected while the teacher posing problems, it helps the students develop informal thoughts into formal mathematical knowledge. When teachers integrate picture books into division concept teaching for third graders, using the circumstance of picture books directly, adapting of picture books and textbooks are three ways to pose questions. By teacher's guidance, children could reach learning objectives and learning retention, especially for students with low mathematics achievement. The posttest and the pretest in the learning attitudes of the experiment group students have not reached the level of significance. However, the integration of picture books with math teaching not only makes students like math class, but also enjoys class discussions. It is suggested that teachers should integrate picture books into math teaching timely to increase students’ interests in learning mathematics.
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柯宜玫. "A Study on Promoting Third Graders' Writing Skills via Newspaper-Reading Approach." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/84255329514246559617.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
98
The main purpose of this research was to investigate the effect of teaching with “Newspaper in Education” on writing attitude and performance for the third grade students. This research is based on pretest-posttest quasi-groups-experimental design, which divided the research sample into treatment group and comparison group. The subjects were two classes of third graders selected from an elementary school at Changhua County. The elementary school was selected to be the subjects of this study, one as the treatment group and the other as the comparison group. In writing class, both groups were taught by the same teacher (this researcher). The treatment group received 8 times of writing instruction with “Newspaper in Education “composition and the comparison group received same times the general writing instruction. During the process of experiment for time eight weeks, 16 periods, and total 640 minutes. Questionnaires and evaluations were used to assess students’ attitude toward writing and their writing performance both before and after the experiment. , and fill “the curriculum-feedback-questionnaire”, then the main discovery and the results were analyzed through ANCOVA to determine the effectiveness of the writing instruction. The conclusions of the research are as follows: 1. “Newspaper in Education” on writing attitude, there is no significant difference between the two groups. 2. “Newspaper in Education” on writing performance, the overall writing score and terms of content thoughts, paragraph structure, and general rules in the treatment group score higher than the comparison students in the comparison group. 3. Received writing instruction with “Newspaper in Education” composition, there were 70% students to like writing instruction with “Newspaper in Education” composition. Finally, according to the results of the study, this author proposes several suggestions for educational administration agencies, teachers, and future study respectively 1. In the teaching suggestion (1) The public assistance, the response from all walks of life (2) Will train the teachers’ specialized ability with “Newspaper in Education” (3) Postponing the teaching article revision strategies (4) Writing integrates each kind of situation (5) Lengthen “Newspaper in Education “time to enable students reading in detail 2. To future study researchers’ suggestions (1) Increases the researches’ samples (2) To increase the experimental designs and to study variables (3) Different “Newspaper in Education “teaching result by lengthening time comparison
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CHEN, HSIU-MIEN, and 陳秀綿. "Study on After-School Math Program Integrated with Games for Third Graders." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/66629932002697830313.
Full textAbstract:
碩士國立臺中教育大學
數學教育學系
98
The thesis is to study how implementing games into after-school learning programs designed for the mathematics class of the third graders affects their learning results. It mainly discusses how the learning results of third-grade minorities are affected by the methodology of using games in the after-school mathematics program. The study is based on purposefully sampling. Eight minority students were select from the third graders of an elementary school in Chang-Hua country to be the experimental group. Another seven students qualified with assisting requirements were selected from the third graders of another elementary school in Chang-Hua to be the controlling group. The data was analyzed with SPSS12.0. We draw the following conclusion. 1.After implementing games in teaching mathematics, the average marks were 18.25 for the experimental group and 13.57 for the controlling group. 2.After implementing games in teaching, there has been a distinctive difference in the test marks of the experimental group and the controlling group, which proves that this methodology is effective. 3.Compared with the test results before and after the methodology, a distinctive difference in tests results was also demonstrated, which indicates that students in the experimental group show the improved understanding of mathematics concepts by t test. 4.Students demonstrate higher interest and willingness in learning mathematics when games were used. The methodology confirms the positive effect of learning with fun.
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Chiang, Hsiao-Ching, and 江曉青. "An Action Research of Information Technology Integrated Character Education on Third-Graders." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/07507672450068810847.
Full textAbstract:
碩士世新大學
資訊傳播學研究所(含碩專班)
99
Having picture books as teaching materials and information technology as the tool, this thesis is an action research, which has been conducted on a class of elementary third graders in Taipei for eight weeks, focusing on two core values –“caring” and “respect” in character education teaching. The purposes of this thesis are to explore how the information technology integrating with character education teaching influenced the students’ learning efficiency and attitude, and to to evaluate the teacher’s performance. In the course of doing the research, the class journals, the interview records, the feedback from students, and the teacher’s reviewing notes a were all carefully examined and analyzed. The major findings of this thesis are as follows: 1. It is feasible to have character education teaching which integrated with information technology being worked on third graders. 2. As the worksheets show that the students have positive attitude towards on their recognition, emotion, and behavior after the character education teaching integrated with information technology. 3. After the integrated teaching, the teacher’s reviewing notes reflect the growth of the teacher’s performance. Based on the aforementioned conclusions, some suggestions are put forward for the further research in this study.
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Wu, Su-chun, and 吳夙淳. "The Effects of Group Investigation on the Third Graders’ Social Studies Achievement." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/29706376330781218910.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
98
The main purpose of this study was to examine the effects of group investigation (GI) on the third graders’ social studies achievement. Using a quasi-experimental design, two classes of third graders from kuai-le elementary school (anonymous) in Kauhsiung County were selected. One class was randomly assigned to the experimental group that received 12 weeks of group investigation (GI) in their social studies class, while the other class was assigned as the control group that received traditional lecture. Before and after the experiment, both groups of students complete a social studies achievement test. The results indicated that : 1. The students who received GI scored significantly higher than the control group in their social studies achievement. 2. Seventy percent of the experimental students were satisfied with the group investigation learning results. 3. Seventy-six percent of the experimental students were positive toward group investigation. Based upon the results, implications of the study were suggested.
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Lin, Li-Huang, and 林麗凰. "The Effect of English Posters on English Word Recognition of Third Graders." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/31393752601375920655.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
102
This study aimed to explore the effects of English posters on English word recognition for third grade students. A total of 75 third grade students from three intact classes participated in this quasi-experimental study, with one class as the experimental group A having English posters with vocabulary instruction, one as experimental group B having the posters with no vocabulary instruction, and a control group having no posters but vocabulary instruction. Twelve vocabulary words selected for poster displays were environmental prints. The experiment lasted for three weeks with two English posters exhibited on the front and back doors of the classroom. Before and after the experiment, the participants took English vocabulary tests. The data of the pretest and posttest was analyzed by Paired-samples t Test and one-way ANOVA. A questionnaire was administered to the two experimental groups to understand their perceptions toward learning vocabulary through the English posters after the experiment. The results of this study are as follows：1) Third grade students had vocabulary gains when English posters were provided. 2) Students had the most vocabulary gains when English posters were accompanied with vocabulary instruction. 3) The participants gave positive responses toward the English posters and showed their preference for learning English vocabulary from posters. Suggestions based on the findings and conclusions for school administration, English teachers and future studies are provided.
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Syu, Wei-Ling, and 許瑋玲. "A Study of Multisensory Instruction on Third-Graders’ Teaching for Music Reading." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/93337596733363741062.
Full textAbstract:
碩士國立臺北教育大學
音樂學系碩士班
104
The purpose of this study is to explore the effects of the multisensory instruction on third-grade students’ music reading. This study uses action reasearch method. The third-grade elementary school students in Nantou county were selected as participants of this study by convenience sampling. Tools used for this study are “Teaching introspection diary”, “Teaching observation records” and self-devised “Music Reading Achievement Test”. The study lasts for a period of 15 weeks, 20 minutes in each week. After each classes, administered the achievement test. The collected data are analyzed quantitatively by descriptive statistic method and one-sample t-test. The results of study are as follows: 1. Implementation of the multisensory instruction on music reading content and direction contained feasibility. The contemplation and correction of researchers and the feedback of peers indicateds that the teaching effects of the multisensory instruction on music reading have been recognized. 2. The multisensory instruction promoted students’ learning effects in music reading. (1) The multisensory instruction got significant grade on students’ music reading ability in rhythm. (2) Although there was no significant changes in grade, the multisensory instruction had positive effects on students’ music reading ability in pitch. (3) The multisensory instruction got significant grade on students’ music reading ability in complex. According to the results of this study, recommendations for the future research were proposed at last.
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Liao, Wan-Chun, and 廖婉君. "The study of the conceptions about weight in third and fourth graders." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/51737235066814949706.
Full textAbstract:
碩士國立台北師範學院
數理教育研究所
90
Abstract "Weight", is a common concept in our daily life. But from the experience of teaching, the researcher found that children often have their eyes on the concept about weight. This study was aim to explore the views and alternative conceptions about weight of third and fourth graders. Refering to the related research data and teaching criteria, the researcher constructed an expert concept map about weight. The interview module was, of course, based on the concept map. 30 children in each grade were selected at random, and individual interviewed. By analyzing the interview data, the researcher raked the children’s views and their alternative conceptions about weight. The results indicated that children had two alternative conceptions about weight. 1.If two objects had the same material and the identical volume, than different color infers different weight. 2.If two objects had the same material and the identical volume, than different shapes infers different weight. The two alternative conceptions would be decreased obviously by the science instruction and children’s cognitive development. Furthermore, children had some views about weight, for example: weight is a kind of pressure; there is no relationship between weight and gravity. The scientific concepts concerning weight and gravity are difficult for third and fourth graders to understand. This study had some suggestions as follows: 1.While interviewing children, listen to their speech carefully. Avoid misunderstand children’s ideas, or misleading them. 2.Science teachers can provide more brainstorming to children to clarify their conceptions. 3.In further research, the scientific concepts concerning weight and gravity should be studied in an older age range.
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Su-Mei, Liu, and 劉素梅. "A Research on Teaching of Writing with Story Structure to Third-Graders." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/62012888757857554423.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩士班
95
The purpose of this research is to understand the teaching effectiveness of writing with story structure method of third-grade students in primary school. It is based on quasi-experiment to compare pretest with post-test. Two third -grade classes in an primary school of Taichung City . were randomly assigned as the experimental group in the teaching of writing with story structure method and the control group with common teaching method. The purpose of this research is completed with the writing assessment scale, narrative composition scale, and writing attitudes scale which include teaching notes, teaching feedback evaluation and students compositions. Each student of the two groups must finish a composition, whose scores were compared with pretest and post-test. We used one-way ANOVA with independent samples to test the data and got the results as follows: 1. The writing assessment scale: the scores of the experimental group were significantly higher than the control group on the total scores, basic skills, sentence expression, thought on the content, organization and structure, and creativity. 2.The narrative composition scale: compared with the control group, the scores of the experimental group were significantly higher on the total scores, subject matter, setting, main character, initial problem, events, reaction, and consequence. 3. The writing attitudes scale: There was no significant difference between two groups in writing attitudes. According to the above results, we provided some suggestions for writing instructions and the further researches.
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Chiang, Hsin-yi, and 江心怡. "An Action Research of IWB in Music Teaching on the Third Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/87639461890086386150.
Full textAbstract:
碩士國立屏東教育大學
教育科技研究所
100
This study is designed to explore the interactive whiteboard used in the course of music and the interaction between the teacher and students, and to understand the affect of students'' learning attitude. This study is an action research, and the subjects of this study were third graders in an elementary school in remote areas of Pingtung County. In the study teacher’s teaching diary, observation records of teacher coaching, interviews with the students, questionnaires for students, achievement tests, and music learning attitude scale collected in the course of the study, are used for understanding the course of using interactive whiteboards in the music teaching and students’ view of using interactive whiteboard in music teaching. Meanwhile, we can understand the change of student learning efficiency and learning attitude through quantitative analysis. The findings showed that the timely and adequate adjustment of teaching materials and strategies in music teaching with interactive whiteboard can successfully fit students’ leaning progress. Teaching music with interactive whiteboard can successfully enhance the learning attitude of the students. Students hold a positive attitude toward learning music with interactive whiteboard.