Background Health has effects on children’s academic performance. Qi deficiency is generally used to assess an individual’s health in the Chinese traditional medicine theory. This study explores the ...effects of qi deficiency on children’s academic performance and examines whether mental fatigue mediates these effects. Methods A total of 550 students aged 10–13 in fifth-grade were surveyed in a big primary school in Sichuan Province in November 2023 using paper-pencil-based questionnaires. Qi deficiency and mental fatigue were assessed, and exam scores in Chinese and Mathematics were recorded. Pearson’s correlation and linear regression analyses were used to test the mediation model and hypotheses. Results The fifth-grade students had mild qi deficiency (M = 2.09) and a mild state of mental fatigue (M = 2.38) on a five-point Likert scale. The average exam scores in Mathematics and Chinese were 70.07 and 74.44 points out of 100, respectively. Qi deficiency was associated with Mathematics scores ( r = −0.37, p < 0.01) and Chinese scores ( r = −0.30, p < 0.01), and mental fatigue ( r = 0.47, p < 0.01). Furthermore, mental fatigue was associated with Mathematics scores ( r = −0.46, p < 0.01) and Chinese scores ( r = −0.34, p < 0.01). Linear regression analyses showed that qi deficiency significantly predicted Mathematics scores ( β = −0.26, p < 0.01), Chinese scores ( β = −0.19, p < 0.01), and mental fatigue ( β = 0.41, p < 0.01). When qi deficiency was controlled for, mental fatigue significantly predicted Mathematics scores ( β = −0.28, p < 0.01) and Chinese scores ( β = −0.17, p < 0.01). Conclusion The mediation model and hypotheses were well supported, indicating that mental fatigue mediated the influence of qi deficiency on academic performance of fifth-grade students. Furthermore, the mediation effect of mental fatigue on Mathematics scores was a little stronger than that on Chinese scores.
The purpose of this study was to investigate the students’ performance improvement in the fifth grade of a primary school in Greece in the subjects of Language, Mathematics, Science, Geography and ...History with the support of open educational resources (OER). A quasi-experimental approach was used for the data collection due to the inability to collect data from a random sample. Sixteen students from a fifth-grade class participated in the experimental group and sixteen from other fifth-grade glass class in the control group. Both groups were given pre-tests and post-tests. The quantitative data were analyzed using descriptive statistics, Schapiro-Wilk's normality test, Levene's test for equality of variances and covariance analysis (ANCOVA). The results of data analysis showed that the post-test students' performance in Language, Mathematics and Science subjects was statistically significant with ANCOVA. On the contrary, the performances in Geography and History seem to be statistically not significant.
Bu araştırmanın amacı okuduğunu anlama, okuma motivasyonu ve Türkçe dersine yönelik tutum arasındaki ilişkiyi incelemektir. Araştırma ilişkisel tarama yoluyla gerçekleştirilmiştir. Araştırmanın ...çalışma grubu, 385 öğrenciden oluşmaktadır. Verilerin toplanmasında “Okuma Motivasyonu Ölçeği”, “Türkçe Dersine Yönelik Tutum Ölçeği” ve “Okuduğunu Anlama Testi” kullanılmıştır. Verilerin toplanması aşamasında, ölçek sahibi araştırmacılardan, MEB’den ve Etik Kuruldan gerekli izinler alınmıştır. Yapılan analizler sonucunda beşinci sınıf öğrencilerinin okuduğunu anlama seviyelerinin orta düzeyde, okuma motivasyonu ve Türkçe dersine yönelik puanlarının ise yüksek düzeyde olduğu tespit edilmiştir. Katılımcıların okuduğunu anlama, okuma motivasyonu ve Türkçe dersine yönelik tutum puanları cinsiyete göre anlamlı farklılık göstermektedir. Bu farklılık kızların lehinedir. Elde edilen bir başka bulguya göre, içsel motivasyon ve Türkçe dersine yönelik tutumun okuduğunu anlamayı olumlu yönde etkilediği yönündedir. Bu durum içsel motivasyon ve tutumun öğrencilerin okuduğunu anlamak için ihtiyaçları olan bilişsel ve duyuşsal becerileri geliştirdiğini göstermektedir. Bununla birlikte dışsal motivasyonun okuduğunu anlama üzerinde anlamlı bir etkiye sahip olmadığı belirlenmiştir.
This study aimed to investigate the effect of an online science course on the academic achievement of a fifth grade ‘World of Living’ unit, which was carried out by using the materials created with ...web 2.0 tools, as well as to determine the students' opinions about the application. This study consisted of a total of 120 fifth grade students studying in state schools in Istanbul during the academic year of 2020-2021. In determining the study group, purposeful sampling methods were used. In the experimental group (n = 60), the course was taught with web 2.0 supported materials; in the control group (n = 60), instruction was made by adhering to the activities in the textbook. The research was carried out by making use of mixed method research. A quantitative quasi-experimental model with pretest and posttest control groups was used. In the qualitative dimension, opinions were obtained from the students after the application. In the study, semi-structured interview form and academic achievement test prepared for the unit of the world of living things were used as data collection tools. While the data obtained from the students to the achievement test before and after the application was transferred to a statistical package program and analyzed; the data obtained from the interview form were analyzed using content analysis. When the posttest academic achievement score data obtained from the students were compared as a result of the study, it was found that there was a significant difference in favor of the experimental group. In addition, results from the interviews, revealed that students found science teaching with web-supported materials fun and enjoyable and that they wanted these to be used in science lessons. As a result of this study, it is recommended that web 2.0 tools be used by educators in science education.
The current study aimed at analyzing the degree of involvement of the educational content and activities in Action Pack 5, which is used to teach the English language for Jordanian students in grade ...five. To gather the data, the researcher used Romey’s formula. To achieve the study purposes, 25% of Action Pack textbook pages were chosen randomly to find out the level of involvement of the educational content. Also, all the activities, totaling (122) activities were chosen from the analyzed textbook to find out the level of involvement in these activities. Results showed that the degree of involvement of the educational content of Action Pack 5 was (0.19), which means that the analyzed textbook was autocratic and had few challenges that evoke students' thoughts. It also shows that the degree of involvement of the analyzed activities was (0.87), which means that the analyzed textbook makes students in grade five more involved and active during their learning English.
The purpose of this study was to examine the interactive effects that a child's race and the racial composition of a classroom have on a variety of sociometric measures. Socio-metric nominations were ...collected from 872 fifth-grade students (48% male, 48% Black) who were in classrooms that ranged from nearly all Black to nearly all White students. Hierarchical Linear Modeling analyses indicated that the race of the child, the race of the rater, and the classroom race composition each impacted sociometric nominations. Results suggest that schools that are more balanced in the distribution of Black and White students might promote more positive interracial peer relationships. However, opportunities to be highly liked and to be perceived as a leader might be greatest in a school in which the child is in the clear racial majority.
Being able to think independently is a must for students to construct new knowledge in their minds. Self-explaining is a constructive learning strategy that encourages students to think for ...themselves and to make inferences that go beyond the given information. The Self-explain-Discuss-Re-explain (SDR) strategy adapted from self-explaining is expected to be able to help students learn science and foster the habit of independent thinking.
This study employs a quasi-experimental design to investigate the effects of SDR and traditional strategies on high- and low-achieving fifth-grade students' achievement in learning about the position and motion of the sun.
Altogether 104 students participated in this study, with the 52 receiving the SDR strategy designated as the experimental group, and the other 52 receiving the traditional strategy designated as the comparison group. Each student was classified as a high- or low-achiever based on their test scores from the final science exam the previous semester.
The research instrument for this study was a two-tier multiple-choice test. We used this test for both pre- and post-tests of the experimental group and the comparison group, and then performed statistical analysis on the data obtained from the pre- and post-tests.
The findings show that the SDR strategy was more effective at helping high- and low-achievers learn about the sun's position and motion and in helping close the achievement gap between them than the traditional strategy was.
The SDR strategy can help low-achievers catch up with their high-achieving classmates. It can be used to remedy low-achieving students' weaknesses in a specific area of science.
El objetivo de este estudio fue describir el consumo, los hábitos alimentarios y las habilidades culinarias en alumnos de tercero a quinto año básico y de su familia por medio de encuestas y grupos ...focales para realizar intervenciones educativas en alimentación saludable en el ámbito escolar. Para ello se realizaron encuestas a alumnos y padres, que se complementaron con grupos focales. Según las encuestas, el consumo de alimentos saludables en alumnos y padres estuvo por debajo de lo recomendado en las Guías Alimentarias. El consumo de frutas, verduras y lácteos en los padres fue menor que en los hijos, pero consumieron menos alimentos no saludables. En hábitos, 22% de los niños tomaba doble desayuno y 33% doble almuerzo. Un 60% llevaba colación de la casa, pero 72% llevaba dinero destinado a compra de alimentos poco saludables. Los padres decían tener normas, pero un 60% veía televisión cuando comía, 96% tomaba once y 42,2% cenaba. En habilidades culinarias, los alumnos podían preparar alimentos simples, pero no un plato de comida. Las madres decían tener habilidades culinarias, pero cocinaban en forma ocasional y comida básica como papas, arroz y fideos. Los grupos focales confirmaron lo anterior, identificando tres perfiles de madres y diferenciando lo que comen en la semana con los fines de semana. Destaca el perfil de madres que se alimenta saludable, que eran las que han tenido un problema de salud. Las barreras para alimentarse bien son el alto costo y la falta de tiempo. Las encuestas y grupos focales mostraron un buen acceso de padres e hijos a las Tecnologías de la Información y Comunicación. Lo anterior demuestra el imperativo de contar con programas de educación nutricional prácticos para crear hábitos de alimentación saludable que consideren la situación actual de consumo, hábitos alimentarios y habilidades culinarias de los alumnos y sus padres.
The current study examines the mental computation performance owned by students at fifth grade. This study was carried out with 118 fifth graders (11–12-year-olds) studying at 3 randomly selected ...primary schools that served low and middle socio-economic areas in a city of Turkey. “Mental Computation Test (MCT)” has been used to reach how participants mentally compute. In analysing data, participants’ scores on the test were calculated by using a statistical package and which mental computation level they were in was determined. Sample responses of the some students regarding some questions in the test were presented directly and discussed. Evidence was found that the total percentage of the students at quite low and low level is 7.6 % and at high and quite high level is calculated to be 78.8 %. It was also revealed that the mental computation performances of the students in addition and subtraction are better than multiplication and division. On the other hand, it was found out that the performances of the students in all operations decrease as the number of the digits increases.
Mental computation and mathematical reasoning are two intertwined top-level mental activities. In deciding which strategy to use when doing mental computing, mathematical reasoning is essential. From ...this reciprocal influence, the current study aims at examining the relationship between mental computation and mathematical reasoning. The study was carried out with 118 fifth-grade students (11-12-year-olds). As data collection tool, "mathematical reasoning test" and "mental computation test" were developed and used. In analyzing the data, Pearson's correlation coefficient (r) between participants' scores of each test was computed. Some sample student responses to some questions in both tests were also presented directly. Evidence was found that there is a significant positive correlation between mental computation and mathematical reasoning. It is noteworthy that rather than exposing students to familiar classical problems, students need to be enabled to deal with exceptional/non-routine problems, and especially young children should be encouraged to do mental computing in order for developing both skills. On the other hand, students must be asked to write the strategies they use and on which grounds they preferred them while solving the problems.
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