International Electronic Journal of Elementary Education

Emotional Education as a Means of Developing Social Competence in Primary School Students in Wartime

Yevhenii Ishchenko — 2025-01-01

Emotional education is key for primary school children, as it promotes their emotional development and successful socialization. Specialized mobile software, which are integrated into psychological and pedagogical support programmes for primary school students, can help in the development of children’s emotional intelligence (EI). The aim of the research was to analyse the effectiveness of using two mobile applications (Emotional and Bouncy the People Trainer). They were designed to stimulate the EI growth among children aged 6-9. The research methods included psychological methods from the EQ.app kids computer software, emotional education programmes developed on the basis of socio-emotional learning (SEL) methods, mathematical statistics methods (correlation analysis, Pearson correlation coefficient, Student’s t-test). Analysis of the dynamics of EI indicators revealed significant differences between the experimental group (EG) and control group (CG) on pre-tests and post-tests. In the EG, a statistically significant improvement (p-value = 0.000) was observed in the indicators of emotional praxis by 8.57 points, in perceptual and language components by 10.63 points. This gives grounds to conclude that working in two mobile applications helped to develop children’s EI. At the same time, the CG remained at their pre-test scores, showing no improvement. Research prospects include a deeper study of the impact of different methods of emotional education on the children’s mental state and social skills, as well as an analysis of the long-term consequences of such programmes. It is important to study the integration of digital technologies in the process of emotional education, evaluate the effectiveness of various mobile applications, online platforms and other digital tools for the development of EI and social competence.

The Landscape of Mathematics and Mathematics Education Research in Special Education: A Bibliometric Analysis

Ahsen Filiz — 2025-01-01

The main purpose of mathematics education in special education is to enable each student to learn and apply mathematical concepts by taking into account their individual needs. The aim of the study is to determine the place of publications including "special education and mathematics", "special education and mathematics education" in the literature and to present a panoramic perspective by revealing the dynamics of the field. In the study, bibliometric analysis was used, which offers an approach to accurately measure and analyse the publications examined in the database. Within the scope of the study, mathematics and mathematics education publications in special education provided important diagnostic data by presenting trends in past, present and future perspectives in the field. In this context, 487 articles were systematically analysed. It is a remarkable result of the study that most of the publications including "special education and mathematics", "special education and mathematics education" are found in special education journals. Another result is that the participants of the majority of the studies are students and children. In general, author collaborations between different groups are very few.

Silencing Children About ‘Forbidden’ Topics: Discussing Prevention Education in Australian Early Childhood

Margaret Sims — 2025-01-01

Over three decades ago the United Nations developed the Convention on the Rights of the Child (UNCROC; United Nations, 1989) which was aimed at ensuring children were positioned as active agents in their lives, capable of having a voice and participating in decision-making on issues that affected them. Australia ratified the UNCRC in 1990, however implementation required changes in relevant laws, policies and practices which is a complex process (Alston & Brennan, 1991). Whilst ratification provided the Australia federal government “an historic opportunity” (Cass, 1991, p. 28) time has proven that change remains limited by the “imbalances of power and resources which are deeply embedded in the way we live and are organised” as originally feared by Parker (1991, p. 19). This discussion paper explores barriers limiting the capacity to change and speculates on ways in which progress might still be made to enhance the ways in which Australia as a nation honours the promise made when UNCRC was ratified. This is important for teacher educators to ensure our teachers embed teaching practices that prevent abuse. This will be of interest to those who design teacher education courses and policy makers.

Professional Development Experiences Designed to Develop Teachers’ Empathy and Engagement with Emergent Bilinguals in Mathematics

Debra Plowman — 2025-01-01

In this study, we explore the impact of professional development (PD) on teacher empathy and engagement with emergent bilingual (EB) students in mathematics classrooms. The two-year [de-identified] PD project, targeting teachers in rural schools, aimed to shift teaching beliefs from directive to connected approaches and to increase content knowledge. Three activities are described in detail. During the tasks, teachers experienced the perspectives of EB students, fostering empathy and enhancing their instructional strategies. Pre-post data and monthly reflections demonstrated shifts in teaching practices, highlighting increased use of cognitively demanding tasks and improved teacher-student interactions. Teachers reported greater cultural awareness and understanding of EB students, attributing these changes to the empathetic experiences provided by the PD. Our findings highlight the necessity of incorporating empathy in PD to support diverse students’ emotional and cognitive needs, ultimately promoting inclusive and effective teaching practices. These findings suggest that empathy-focused PD can mitigate unproductive teaching beliefs and enhance the learning environment for all students.

Multidimensional Holistic Assessment Framework (HAF): A Case Study of Exploring the Discourses from Elementary School Teachers

Gargee Mitra — 2025-01-01

The paper investigates the experiences and perceptions of the elementary school teachers implementing a self-designed Holistic Assessment Framework (HAF). This is a transformative multidimensional assessment framework focused on transforming the assessment practices in elementary education, making them more diverse as well as holistic, tailored to the unique needs of the learners. The HAF reflects in detail the progress as well as the uniqueness of each learner in the cognitive, affective, and psychomotor domain. It follows a participatory, inclusive, and learner centric approach and includes assessments of dimensions - physical development, socio-emotional and ethical development, cognitive development, language, and literacy development, and, aesthetic and cultural development. The teachers’ discourses based on the implementation of this framework on Grade I students presented as a case. Semi-structured interviews were conducted of elementary teachers (n= 17). The applicability of the framework was determined with the help of hybrid approach including deductive and inductive analysis of the data obtained on the predetermined themes. The paper contributes to the ongoing discourse of HAF, presenting valuable insights on application of holistic assessments and practical insights in a real-world context for teachers and parents. The assessment framework guides and empower teachers to conduct effective learner centric assessments to improve learning and confidence in their students. This framework can be adopted by teachers to incorporate holistic assessments for taking the traditional assessment system towards student centricity and completeness.

Revolutionizing Elementary Mathematics Education Through Virtual Labs

Enas Tayfour — 2025-01-01

This study aimed to investigate the effectiveness of the virtual lab in teaching mathematics and its impact on the development of mathematical power and tendency towards mathematics among fourth-grade students in the Kingdom of Bahrain. To achieve the study's objectives, a quasi-experimental approach was employed. The sample consisted of 64 randomly selected students, divided into two groups (control=31, experimental=33). The study instruments included a mathematical power test and a scale of tendency towards mathematics. The results indicated a statistically significant difference between the mean scores of the two groups in the post-test for mathematical power in favor of the experimental group. There was also a statistically significant difference between the mean scores of the two groups in the post-application for the scale of tendency towards mathematics, favoring the experimental group. Furthermore, a positive relationship was found between mathematical power and tendency towards mathematics among students in the experimental group who were taught using the virtual lab. The study recommends that the Ministry of Education in the Kingdom of Bahrain consider the importance of establishing a virtual mathematics lab in primary education due to its positive impact on students' learning. Curriculum designers are advised to reconstruct primary school mathematics curriculum to incorporate various and diverse virtual lab activities. Additionally, teacher preparation programs should emphasize equipping educators with the necessary skills to effectively utilize technology, particularly virtual laboratories, in mathematics instruction.

Effects of Dyscalculia on Personal, Social, Academic, Professional and Daily Life: A Case Study

Yılmaz Mutlu — 2025-01-01

Dyscalculia is a learning difficulty that negatively affects individuals' abilities to understand, apply, and learn mathematical operations. This study aims to explore the wide-ranging impacts of dyscalculia on individuals' lives. The experiences of Nur, an English teacher, are used to examine the effects of dyscalculia on personal, social, academic, professional, and daily life. This study is designed as a qualitative case study. Nine significant stories from Nur's life were obtained through in-depth interviews and analyzed in detail using content analysis methods, focusing on themes, categories, and codes. The findings reveal that dyscalculia significantly affects not only Nur's academic development but also her psychological well-being and overall quality of life. The difficulties in her mathematical skills have led to issues such as lack of self-confidence, social isolation, and challenges in professional skills. The study highlights the importance of early individualized psychoeducational interventions and effective support systems to improve the lives of individuals with dyscalculia. It also emphasizes the critical role of increasing public awareness to create a supportive and inclusive environment for those with math learning difficulties. This study reveals the profound impacts of dyscalculia on individuals' lives and underscores the need for further research in this area. Developing effective intervention and support strategies for individuals with dyscalculia is essential for improving their quality of life and overall well-being. Future research should focus on educational and psychological interventions designed specifically for adults with dyscalculia.

The Role of Interactive Methods in Preparing Preschool Children for Studying at the New Ukrainian School

Halyna Vatamaniuk — 2025-01-01

Early childhood education plays a pivotal role in shaping an individual's personality and serves as a preparatory stage for primary education. The curiosity sparked during this phase of life influences one's lifelong learning journey, character formation, worldview, adoption of universal values and acquisition of important life skills. This study aims to explore the significance of interactive teaching methods in preparing preschoolers for school while harnessing the advantages offered by digital infrastructure to enhance learning outcomes. A diagnostic evaluation conducted as part of an educational experiment revealed that students who were exposed to interactive teaching techniques demonstrated superior readiness levels compared to their peers. The use of digital tools such as virtual and augmented reality, educational applications and games positively impacted knowledge acquisition, skill development and overall cognitive abilities among the learners. Future research can focus on developing teacher training programs geared towards implementing interactive teaching methodologies using modern software platforms and digital tools in early childhood education settings.

Opinions and Suggestions About Teaching Mathematics From Teachers Who Support Pupils With Special Learning Difficulties in Primary Schools

Belgin Topal — 2025-01-01

This study explores the experiences of primary school teachers providing remedial mathematics education to students with special learning difficulties (SLD). Through qualitative research and interviews with 22 teachers, findings highlight challenges such as insufficient knowledge of SLD, reliance on individual education plans, and students' difficulties in counting, operations, problem-solving, and memorization. Teachers use diverse methods like concrete materials, repetition, and games, along with tools such as worksheets and smart boards. Challenges include inadequate physical conditions, limited class time, and low student and parent engagement. Suggestions for improvement focus on better resources, teaching methods, professional development, and enhanced communication with parents and classroom teachers.

Keywords: Inclusive education, special learning difficulties, mathematics learning difficulties, resource room, remedial education

Navigating Math Minds: Unveiling the Impact of Metacognitive Strategies on 8th Grade Problem-Solvers Abilities

Musarrat Habib — 2025-01-01

The current study was designed to examine the effect of metacognitive instruction strategies on the development of metacognition in grade 8 students and study variation in the development of metacognition in students with varying academic abilities. The study involved 80 grade 8 students from a public high school as a sample. A quasi-experimental non-equivalent control group research design was used to conduct research. A repeated measure comparison group pretest-posttest design was deemed appropriate for this investigation. The Junior Metacognitive Inventory Jr. MAI, developed by Sperling et al. (2002), was administered to assess metacognition in both experimental and control groups four times throughout the experiment, at baseline, and after each of the three stages. The experimental group was taught mathematical problem-solving using metacognitive teaching strategies (such as self-questioning, thinking aloud, modeling, and concept mapping). On the contrary, the control group received training using the traditional lecture method during the 18-week intervention. The study results show that metacognitive instructional strategies used during the experiment significantly affect the growing metacognition, knowledge of cognition, and regulation of cognition of grade 8 students during Mathematical problem-solving teaching. Furthermore, the metacognition of all subgroups was significantly enhanced after teaching through metacognitive instructional strategies. Mathematics teachers are recommended to spread awareness about metacognition and metacognitive instructional design to improve math problem-solving skills among elementary-level students.

Integrating Theatrical Arts into Storytelling Instruction in Primary Education: A Theoretical Framework and Practical Applications

Quoc Viet Tran — 2025-01-01

Which teaching method can make storytelling engaging and captivating for elementary school students? This is a question that teachers specializing in Storytelling Content delivery in elementary schools are always concerned about and seeking answers to. Our research has found that by integrating Theatre Arts techniques into storytelling instruction, it is possible to create a learning experience that is both engaging and taps into the artistic creative potential of students through collaboration with classmates. This study not only proposes to replace the mundane "read-listen" teaching method with a new approach, incorporating diverse theatre techniques during storytelling, but also discusses the significant benefits it brings to the comprehensive development of students in the elementary school education process.

Fieldwork Integration into The Primary School Curriculum to Develop Complex Scientific Thinking

Zsolt Molnár — 2025-01-01

The study of complexity is an important part of science education. In this paper, we present a pedagogical option that includes potentially feasible field solutions for complex science teachers. The aim of this work is to examine how fieldwork has appeared in the international literature over the past 5 years and to explore the algorithms that can be used to develop complex scientific thinking skills of children. This work can provide a basis for the teaching of science in other countries, as fieldwork can be adapted based on the learning results. We wish to draw attention to the need for a methodology for teaching fieldwork that includes examples of coenology and presents the relevant learning outcomes that could be achieved through fieldwork in primary schools.

Investigation of Early Childhood Teacher Self-Efficacy in Terms of Various Variables

Selçuk Türkmen — 2025-01-01

This study aims to examine the self-efficacy levels of early childhood teachers in terms of various variables (age, marital status, department graduated, education level, professional experience). The survey model, one of the quantitative research methods, was used in the present study. 219 early childhood teachers working as early childhood teachers in different provinces of Turkey participated in the study. The data for the study was collected using the "Teacher Self-Efficacy Scale," which was adapted to Turkish by Çapa, Çakıroğlu, and Sarıkaya (2005). The construct validity of this scale was confirmed by performing a confirmatory factor analysis for early childhood teachers. The data was analyzed using the SPSS-28 statistical program. The relevant data were subjected to the Mann-Whitney U and Kruskal Wallis H tests. Confirmatory factor analysis was performed using the Amos program, and the results indicated that the scale had acceptable fit values. In addition, the reliability level was found to be high, with the Cronbach Alpha internal consistency reliability coefficient being .97. Based on the research results, the self-efficacy of early childhood teachers varied significantly based on age group, marital status, and professional experience. However, no significant difference was observed in the self-efficacy levels of early childhood teachers based on their education level and economic status.

Intrinsic and Extrinsic Motivation of Primary School Students for Mathematics and English as a Foreign Language

Melinda Mula — 2025-01-01

This study examines the extent to which primary school students are motivated to learn two significant academic subjects, namely mathematics and English as a foreign language (EFL). Additionally, it explores the trends in motivational levels as students advance through different grades. It is crucial to track both intrinsic and extrinsic motivation exhibited by primary school students towards specific subjects, across various subjects and grade levels, because it provides valuable insights into the dynamics of student motivation and contributes to a more comprehensive understanding of their overall learning engagement. To investigate types of motivation, a sample of 638 students from Grades 3 and 5 participated in the survey. The results indicate that primary school students are almost equally intrinsically and extrinsically motivated to learn mathematics and EFL. This suggests a balanced approach to students’ overall motivation towards learning. Regarding motivational trends, the results show that in mathematics, both types of student motivation decline with increasing age, while in EFL, intrinsic motivation increases and extrinsic motivation decreases as students advance through higher grade levels. These findings underscore the necessity of implementing innovative strategies to sustain and enhance intrinsic motivation among students in the upper grades of primary school. Additionally, it highlights the importance of strategically utilizing external factors to support and promote sustained academic achievement of students of these grades.

Resistance Behaviors of Secondary School Students: Teacher and Student Views

Zeynep Dağhan — 2025-01-01

The main purpose of this study is to examine the perceptions of secondary school teachers and students about resistance behaviors. Phenomenological design, one of the qualitative research methods, was used in the study. The participants of the study were 5 teachers working in secondary schools and 10 students studying in secondary schools. Data were collected through semi-structured interviews with teachers and focus group interviews with students. Content analysis was used to analyze the data. As a result of the analysis of the data, the following results were obtained: Teachers see the family as the source of resistance behaviors, but they resort to situations related to improving the learning and teaching process in dealing with resistance behaviors. They also pointed out the importance of teacher attitude in preventing resistance behaviors. Resistance behaviors exhibited by students are divided into two as active and passive resistance. Active resistance behaviors exhibited by students are being constantly angry and resistance to teacher authority. Passive resistance behaviors exhibited by students are reluctant compliance and disinterest during the lesson . Students pointed to teachers, friends and situations related to themselves as sources of resistance behaviors. Teachers' reactions to students' resistance behaviors were divided into two as preventive and authoritative attitudes.

Keywords: Resistance behaviors, constructive resistance, destructive resistance, active resistance, passive resistance

Strategies to Enhance Eco-Friendly Culture and Environmental Awareness by Green Curriculum Integration in Indonesian Elementary Science Classroom

Arga Triyandana — 2025-01-01

This study aimed to develop and assess strategies for integrating a green curriculum into Indonesian elementary science education to improve environmental awareness and eco-friendly habits among students. Utilising research development design, the research began with a needs analysis from five elementary schools, followed by a quasi-experiment in one selected school. Environmental awareness and eco-friendly behaviours were measured at the end of the learning period in both control and experimental groups, with a t-test revealing significant differences. The experimental group showed higher environmental awareness and eco-friendly culture scores than the control group, with average differences of 9.3 and 8.7 points, respectively, and a p-value of 0.000 ≤ α (0.05). These results confirmed that integrating environmental responsibility into student activities in science education, such as caring for plants or animals, significantly enhances their environmental stewardship. This study provides practical and theoretical insights into green curriculum integration, especially in developing countries, and highlights the importance of incorporating ecological responsibility projects in education to promote sustainable behaviours. The findings can inform educational practices, curriculum development, and policymaking in sustainable education.