Influence of a virtual teaching / learning environment on primary school students’ academic achievement in mathematics

Atsižvelgiant į pasaulyje vykstančius globalius pokyčius visose gyvenimo srityse atkreipiamas dėmesys, kad nūdienos mokinys turi išmokti mąstyti, kelti klausimus ir ieškoti atsakymų, susirasti reikiamą informaciją, ją atsirinkti ir pritaikyti. Atsirandant galimybei mokytis lanksčiau, naudojantis mobiliosiomis ir kompiuterinėmis technologijomis, virtualiomis mokymo(si) aplinkomis, būtina taikyti mokiniams patrauklias, pažangias mokymosi priemones, kurios padėtų plėtoti jų žinias, motyvuotų juos nuolat augti ir tobulėti, leistų ugdyti savivaldžio mokymosi visą gyvenimą principus. Siekiant ištirti virtualios mokymosi aplinkos „EDUKA klasė“ poveikį pradinių klasių mokinių matematikos pasiekimams, buvo vykdomas kvazieksperimentas. Tyrime dalyvavo 100 pirmos klasės mokinių. Mokiniai matematikos pamokose dirbo su „Taip!“ vadovėliu ir „EDUKA klasė“. Tyrimas vykdytas trimis etapais, kurių metu vyko pirmų klasių mokinių matematikos diagnostinis pažangos testavimas. Respondentai buvo testuojami tris kartus per visus einamuosius mokslo metus. Kvazieksperimentas, vertinant mokinių matematikos pažangą, vykdytas natūraliomis vaikams sąlygomis: tiriamieji tyrimo metu dirbo su savo klasės mokytoja, savo klasėje, kaip ir per kitas pamokas. Nustatyta, kad intensyviai integruojama virtuali mokymosi aplinka „EDUKA klasė“ į formalųjį ugdymą, matematikos dalyką, padarė reikšmingą poveikį mokinių matematiniams pasiekimams. Po kvazieksperimento statistiškai patikimai sumažėjo (p<0,05) skirtumas tarp pradinių ir galutinių rezultatų mokinių, turinčių patenkinamą pasiekimų lygmenį. Po tyrimo statistiškai reikšmingas skirtumas nustatytas (p <0,05) ir mokinių, turinčių aukštesnįjį pasiekimų lygmenį.In the light of global changes in all areas of life, the development of students’ ability to think, ask questions and find answers, find relevant information, select and apply it has been brought into focus. Taking into account that opportunities to organise the learning process more flexibly, using mobile and computer technologies, a virtual learning environment, has been created, thus, it is necessary to apply engaging, advanced learning tools, that would help learners to increase knowledge, motivate them to continually develop and improve, to gain self-directed lifelong learning skills. In order to establish the impact of the virtual learning environment “EDUKA class” on primary school students’ achievement in mathematics a quasi-experiment was carried out. The study involved 100 first-graders. Students worked with the textbook “Yes!” and “EDUKA class”. The study was conducted in three phases, during which diagnostic progress testing in mathematics for first grade students was carried out. Students were tested three times during the current school year. A quasi-experiment to assess students’ progress in mathematics was conducted under natural for children conditions: they worked with their class teacher in their classroom as during other classes. It was found that the virtual learning environment “EDUKA class”, intensively integrated into formal education and into mathematics, has a significant impact on students’ achievement in mathematics. After this experiment, the difference between the initial and final results of students with a satisfactory achievement level statistically significantly decreased (p<0.05). After the experiment, a statistically significant difference was found (p <0.05) testing students with higher achievement levels

Adolescent school anxiety features addicted to gender

Tyrimo tikslas – įvertinti paauglių mokyklinio nerimo ypatumus priklausomai nuo lyties. Tyrime dalyvavo 100 (15–16 metų) moksleivių (45 mergaitės ir 55 berniukai). Moksleivių nerimo įvertinimui buvo taikoma C. R. Reynolds‘o ir B. O. Richmond‘o metodika ir A. Petrulytės aprobuota anketa „Paauglio nerimo vertinimas“. Nagrinėjant nerimo faktorių pagal tiriamųjų lytį, nustatėme, kad somatinio nerimo faktorius yra aukštesnis berniukų grupėje (p0,05). 15–16 metų moksleiviai laiko didžiausią nerimą sukeliančius faktorius: laukiama tėvų, grįžtančių iš tėvų susirinkimo, bei laikoma egzaminai, tai būdinga paauglėms mergaitėms. Tačiau pagal požymį: nepajėgia susidoroti su namų darbu, būdinga paaugliams berniukams.The aim of this study were preculiarities of teenagers school anxiety addicted to their gender. There took part in study 100 pupils of age 15 – 16 years old: 45 girls and 55 boys. Evaluation of pupils school anxiety was executed according methodology of C. R. Reynolds and B. O. Richmond, and using questionaire „Evaluation of teenager anxiety“, approved by A. Petrulytė. Investigation of researched addicted to gender showed, that factor of somatic anxiety is in higher level in boys group (p0,05). Basically, for pupils of 15 – 16 years old most important factors to anxiety afflict are: parients returns back home from the class meetings and during examinations - that is specific to girls. Otherwise, by indication, when there are problems to complete the home tasks, anxiety is more specific to teenagers boys

7th-8th grade pupils kinesthetic learning style’s expression and relationships with their physical activity

Tyrimo tikslas – nustatyti 7-8 klasių mokinių kinestetinio mokymosi stiliaus raišką ir sąsajas su jų fiziniu aktyvumu. Tyrimo objektas – kinestetinio mokymosi stiliaus ir fizinio aktyvumo sąsajos. Hipotezė - moksleiviai, kurių ryškesnis kinestetinis mokymosi stilius, yra fiziškai aktyvesni negu moksleiviai, kurių ryškesnis vizualinis arba audialinis mokymosi stilius. Tyrime dalyvavo dviejų, patogiosios atrankos būdu pasirinktų, Kauno miesto bendrojo lavinimo mokyklų 7 ir 8 klasių moksleiviai. Vykdytas kiekybinis tyrimas, naudojant anketinės apklausos metodą. Respondentams buvo duoti du klausimynai. Pirmasis elektroninės versijos klausimynas „Koks mano mokymosi stilius?“ buvo naudojamas siekiant nustatyti moksleivių mokymosi stilių. Mokiniui atsakius į visus klausimus, parodyti apibendrinti rezultatai: šalia nurodyto mokymosi stiliaus parašytas jį atitinkančių mokinio pasirinktų atsakymų skaičius. Didžiausias pasirinktų atsakymų skaičius mokiniui parodė jo vyraujantį mokymosi stilių. Šiame tyrime pasirinktų atsakymų skaičius buvo prilygintas balams. Antrasis klausimynas (angl. Godin Leisure– Time Exercise Questionnaire, GLTEQ) naudotas nustatyti moksleivių laisvalaikio fizinio aktyvumo lygį. Tyrimo duomenų analizei taikyti standartiniai aprašomosios statistikos metodai. Nustatyta, kad apie 70 proc. visų respondentų reguliaria vidutinio-didelio intensyvumo fizine veikla laisvalaikiu užsiima rečiau nei 5 kartus per savaitę, t.y. neatitinka Pasaulio sveikatos organizacijos rekomendacijų. Lyginant lyties aspektu, didesnis procentas merginų nei vaikinų buvo nepakankamai fiziškai aktyvios ir dideliu intensyvumu sportuoja rečiau (p<0,05). Nustatyta, kad visų tirtų mokinių dominuojantis mokymosi stilius yra kinestetinis. Lyginant tiek lyties, tiek ir klasės aspektu mokymosi stilių, raiška analogiška. Statistiškai reikšmingi skirtumai nustatyti tik analizuojant vizualinį mokymosi stilių lyties aspektu (p<0,05). Tyrime iškelta hipotezė pasitvirtino iš dalies, kadangi kinestetinio mokymosi stiliaus raiška statistiškai reikšmingai siejosi tik su visų tiriamųjų vidutinio intensyvumo fizinio aktyvumo (FA) dažnumu, bei mažo intensyvumo 8 klasių mokinių FA dažnumu. Raktažodžiai: mokymosi stiliai, kinestetinis mokymosi stilius, fizinis aktyvumas, paaugliai.The aim of research – to identify the kinesthetic learning style expression of 7th-8th grade pupils and it’s relationships with their physical activity The object – pupils’ kinesthetic learning style and physical activity. Hypothesis – pupils with more strongly expressed kinesthetic learning style are more physically active than pupils with more strongly expressed visual or auditory learning styles. The 7th and 8th grade students of two Kaunas city general education schools, selected by convenient selection, participated in the research. A quantitative study was conducted using a questionnaire survey method. Respondents were given two questionnaires. The first electronic version of the questionnaire, ‚What is my learning style?‘ was used to identify students‘ learning styles. When the student answered all the questions, the summarized results are shown: next to the indicated learning style, the number of corresponding answers selected by the student is written. The highest number of selected answers showed his or her predominant learning style. The number of responses selected in this study was equated to scores. The second questionnaire - the Godin Leisure- Time Exercise Questionnaire (GLTEQ) which was used to measure students‘ levels of leisure-time physical activity. Results and conclusions. It was found that about 70 percent of the researched 7th – 8th grade pupils in their spare time are not sufficiently physically active and do not meet the WHO recommendations to be physically active for at least an hour every day, when the intensity of the activity is moderate-to-vigorous . Researching further, boys were performing daily physical activities more frequently and they were more likely to perform high intensity physical activities than girls (p<0.05). Finally, taking the aspect of the different grade pupils, there was no significant difference found. It was found that the dominant learning style of all the researched pupils was kinesthetic, second most common learning style was visual In comparison to each other, both the gender and pupils from different grades analysis showed identical expressions of the learning styles. Statistically significant distinction was found only while analyzing different gender pupils within visual learning style (p<0.05). The investigation revealed that kinesthetic learning style was significantly associated with moderate physical activity frequency in total group.Moreover, it was found out that kinesthetic learning syle is significantly related to the light intensity physical activity in students group. The study hypothesis was partially confirmed, because it was found statistically significant associations with only variables of physical activity measured. Keywords: learning styles, kinesthetic learning style, physical activity, adolescents

Effects of a 8-month exercise intervention programme on physical activity and physical fitness for first grade students

Background. The World Health Organization recommends that children should participate in sufficient PA by engaging in moderate-to-vigorous physical activity for at least 60 min daily per week. Schools are important settings for the promotion of children's physical activity. Through commuting, break times, and physical education lessons they provide regular opportunities for children to be active Methods. The experimental group included 26 girls and 24 boys aged 6–7 years old, and the control group included adolescent girls (n=25) and boys (n=23). The experimental group included 26 girls 24 boys aged 6-7 years old. Their mean weight and height were 24.3±0.9 kg and 1.25±0.11 m for the girls, and 29.3±0.6 kg and 1.33±0.09 m for the boys. The control group included 25 girls and 23 boys aged 6-7 years old, attending the same school. Their mean weight and height were 22.3±0.7 kg and 1.24±0.1 m for the girls, and 28.4±0.7 kg and 1.36±0.07 m for the boys. The methodology of innovative physical education classes was based on the DIDSFA model (dynamic exercise, intense motor skills repetition, differentiation, reduction of parking and seating, physical activity distribution in the classroom). The testing of physical fitness. The flexibility test, the long jump test, 3 × 10 m speed shuttle run test, a medical (stuffed) 1 kg ball pushing from the chest test. The evulation of physical activity.Children’s Physical Activity Questionnaire (Corder et al., 2009) was used. It was also based on the Children’s Leisure Activities Study Survey (CLASS) questionnaire. Results. Experimental group (EG) (boys and girls) post-test results physical fitness (PF) tests, it turned out that the results of the long jump test ranged from 106.3 cm (girls) to 120.1 cm (boys), statistically significant differences were detected (p .05): the girls’ flexibility was about 0.06 cm, for boys -1.8 cm. The post-test of the experimental group boys (1261.93 MET, min/week) was to analyze average physical activity in comparison with the girls of the experimental group (737.48 MET, min/week). Statistically significant difference was found during the analysis of average MET per boy (1390.45 MET, min/week) in comparison with the girls (880.27 MET, min/week, p<0.05). Conclusion. Established that the properly construed and purposefully applied complex of the 8-month exercise intervention programme for first grade students caused the statistically significant changes in the dependent variables: increased physical activity and physical fitness for experimental group

Effects of a 7 - month exercise intervention programme on the psychosocial adjustment and decrease of anxiety among adolescents

This study investigated the psychosocial adjustment and anxiety of adolescents during a 7-month exercise intervention programme. In addition, extensive research on the psychosocial adjustment of adolescents during intense physical activity was performed. The experimental group included adolescent girls (n=110) and boys (n=107) aged between 14 and 15 years while the control group included adolescent girls (n=99) and boys (n=112) of the same age group attending the same school. The girls and boys in the EG participated in modified physical education lessons two times a week. Once a month they received a theory class where they were taught about communication disorders of adolescents and ways of preventing them by means of physical activities. In practical classes, the girls and boys in the EG had sports and games (basketball, volleyball and football) as well as Pilates, enhancing physical abilities. The measurement of psychosocial adjustment included the modification method developed by Roger and Daimond. The measurement of anxiety, the methodology of Reynolds and Richmond. In summarising the results of the 7-month exercise intervention programme of enhancing psychosocial adjustment and its components (self-esteem, dominance, positive self-evaluation, emotional comfort, internality, and evaluation by others) and decrease in anxiety in physical education lessons, we can state that after the intervention there are certain tendencies towards improved psychosocial adjustment that assists in overcoming various critical situations

Pirmos klasės gimnazistų psichosocialinės adaptacijos priklausomumas nuo lyties

Research background and hypothesis. The data of students’ national academic achievements confirmed that high achievements were related to good well-being at school. Most attention should be paid to first year gymnasium students because especially great differences were established in the academic achievements of those who evaluated school microclimate favorably and unfavorably. We hypothesized that the level of psychosocial adjustment of female first year gymnasium students would be higher than that of male students. Research aim. The aim of the present study was to establish psychosocial adjustment of first year gymnasium students depending on their gender. Research methods. The sample included 362 first year gymnasium students, girls (n=198) and boys (n=164). They were 14–16 years of age. The Rogers and Dymond’s questionnaire was chosen for the evaluation of psychosocial adjustment (Rogers, Dymond, 1954). It was translated into the Lithuanian language and adapted for the Lithuanian population (Klizas, 2009). Besides the psychosocial adjustment subscale, we analyzed other subscales (self-esteem, evaluation of others, emotional comfort, integrity, domination, avoidance of problem) as well which helped reveal the person’s psychosocial adjustment. Research results. Analyzing the level of gymnasium students psychosocial adjustment in the aspect of gender, we established statistically significant difference in the avoidance of problems (t=–3.19; p<0.05). We established that the level of negative evaluation of others for boys and girls was statistically significant (χ2=10.71; df=2; p<0.05). The evaluation of the level of emotional discomfort for boys and girls revealed a statistically significant difference in the aspect of gender (χ2=12.49; df=2; p<0.05). Discussion and conclusions. We established that psychosocial adjustment of first year gymnasium students was of low level. Such components of psychosocial adjustment as adjustment, evaluation of others, emotional comfort, integrity, domination and avoidance of problems were of low level, and only self-esteem was moderate. In the aspect of gender, we revealed a statistically significant difference in the avoidance of problems (p<0.05). The avoidance level of girls in the first year of the gymnasium was higher than that of boys. But for boys, the levels of adjustment, evaluation of others, emotional comfort, integrity, domination were higher than those of girls. Self-esteem for girls was higher than that of boys; however, no statistically significant difference was found

Knee Flexors and Extensors during Fatiguing Exercise and Recovery a Period of Sixs Months for Cadets at General Jonas Zemaitis Military Academy of Lithuania

The aim of the study - to establish the influence of muscles for period of six months for cadets at General Jonas Zemaitis Military Academy of Lithuania. The participants of the study were 14 healthy males, aged 19,5±1,5 years; height — 181,5±4,4; weight in autumn — 76,0±7,1; weight in spring — 75,9±7,2 , with no history of knee ligament. The study was performed in the human motoric laboratory of Lithuanian Academy of Physical Education in the year 2005 / 2006. The participants of the study were seated in isokinetic dynamometer (Biodex Medical System PRO 3) and positioned when the hip joint is at 90 degrees. In the control panel the isokinetic regimen was selected. The type of concentric contraction is automatically established by the system exercising in this regimen

Effects of a twelve-week programme of spine-stabilizing exercises on trunk muscle area, strength and function in women with chronic low back pain

Karaliaus Mindaugo profesinio mokymo centrasKauno technologijos universitetasLietuvos sporto universitetasLietuvos sveikatos mokslų universitetasVytauto Didžiojo universitetasŽemės ūkio akademij

Changes in psychosocial adjustment of adolescent girls in the lessons of physical education

Material and Methods. An experimental design was used in the study. The experimental group included 14- to 15-year-old adolescent girls (n=128), and the control group comprised adolescent girls of the same school and the same age (n=137). The girls of the experimental group participated in modified physical education lessons. Once a month, they had a theory class where they received knowledge on communication disorders among adolescents and ways of preventing them by means of physical activities. In practical classes, the girls of the experimental group had sports games (basketball, volleyball, and football), enhancing physical abilities, and Pilates exercises. For the estimation of the level of adolescents' psychosocial adjustment and its components (self-esteem and domination), an adapted questionnaire developed by Rogers and Dymond was applied. An adapted questionnaire developed by Huebner was administered to measure students' satisfaction with life. Results. The analysis of the data demonstrated that when comparing the psychosocial adjustment of the adolescent girls in the experimental group before and after the experiment, a significant differences in the score of the psychosocial adjustment scale was established (53.81 +/- 8.34 vs. 59.41 +/- 7.66, P<0.05). After the experiment, high life satisfaction was reported by 42.19% of the girls (P<0.05). Conclusions. After the educational experiment, the index of the psychosocial adjustment scale in the experimental group improved statistically significantly

Associations of learning outcomes for the physical activity of primary school students

The results of our survey within Trends in International Mathematics and Science Study conducted in 2015 show that only a quarter of Lithuanians reach the highest international achievement level in mathematics. The present study aims to identify links between the physical activity of primary schoolchildren, educational factors influencing it and learning outcomes. The experimental group includes 50 girls and boys aged 6–7 years old, and the control group includes 48 girls and boys the same age. The methodology is based on the DIDSFA model (dynamic exercise, intense motor skills repetition, differentiation, reduction of parking and seating, physical activity distribution in the classroom). Physical activity assessment is carried out with the help of the Children’s Physical Activity Questionnaire. Academic achievements are gauged according to the distribution of mathematical learning achievements specified by curriculum content. Statistically significant differences are found in the analysis of average MET per boy in the experimental group (1417.59 MET, min/week) in comparison with that of the girls in the same group (1000.38 MET, min/week, p 0.05). The findings of our study attach evidence and details to the assumption that there are associations between physical activity and academic achievement of primary schoolchildren. It is a linear association with physical fitness test and mathematic test scores. No variable have any significant association with gender or academic test outcome