Browsing by Subject "intervention"
Now showing items 1-2 of 2
-
(2019)Goals. The purpose of the study was to research the effect of the ThinkMath intervention pro-gramme on the mathematical skills of pre-school students. ThinkMath is based on the meta-analysis of Aunio and Räsänen (2016) where they identified the core numerical skills of 5–8-year olds. The skills are 1) symbolic and non-symbolic number sense, 2) understanding of mathematical relations, 3) counting skills and 4) basic skills in arithmetic. This study determines the starting level of low achieving pre-school students and the effect of the intervention on their development compared to the control groups. Methods. The data was collected as a part of the ThinkMath project during autumn 2013 and spring 2014. A total of 189 pre-school students from Northern and Southern Finland participated in this as-sessment. After the first assessment children were divided into four groups: very low achieving (VERY LOW, N=20) and low achieving (LOW, N=18) intervention groups, and low achieving (LOW C, N=14) and typically achieving (TYP, N=137) control groups. During autumn 2013 chil-dren who scored under 25 percentile were given additional training, except for the group LOW C. In December 2013 the children had a final assessment and in March 2014 a delayed assessment. The differences in skill development between groups were analysed by ANOVA. Results. In the beginning of pre-school VERY LOW differed from both LOWs in total scores and counting skills, and from LOW C in understanding mathematical relations. Immediately after the in-tervention both intervention groups had improved their skill level more compared to control groups in mathematical relations and counting skills. In the delayed assessment the same difference in im-provement in mathematical relations was still found compared to both control groups, and in count-ing skills to TYP. VERY LOW increased their total scores faster than both control groups and LOW faster than TYP. Despite of the greater skill development VERY LOW didn’t catch up TYP starting level during the half year assessment period. Both LOWs reached the TYP starting level in all other sections except for mathematical relations. The results of this study indicate that the intervention programme supports the development of relations and counting skills but is unable to close the gap between low achieving and typically achieving pre-school students
-
(2016)Goals. The writing performance level of finnish schoolchildren has raised concerns over the past few years. The present study is part of a longitudinal intervention study (RoKKi) which has created an encouraging feedback model for trying to find ways to enhance writing skills. Pupil experience has not figured significantly as an issue in writing research, so this thesis will tackle that subject by asking if the encouraging intervention affected the writing experiences of the 5th-graders and how the pupils experienced writing in different genres. Peer review is a central element of the encouraging feedback model. The idea of the model is that the pupils feel that attention is being paid to what they have written. Methods. The study was carried out in three 5th-grade classes between autumn 2011 and autumn 2012. The established class had already used the encouraging feedback model before the intervention. The treatment class started to use it at the beginning of the intervention and continued to use it throughout the whole school year. In the control class, the teacher gave feedback according to a more traditional manner. The data consists of four measures of the writing experience. They were analysed using one-way analysis of variance (one-way ANOVA) and repeated measures ANOVA. Results and conclusions. The writing experiences of the pupils varied statistically significantly in the three classes. The established class had the most-positive experience of writing, whilst the control class had the least-positive experiences. The interaction of the class and the intervention was not statistically significant, which means that the variation in the writing experiences was instead linked more to the variation that occurred during the intervention (e.g. genre or the intervention) than to the starting situation of the classes. The different classes experienced the same genre, e.g. opinion, very differently. As expected, the writing of stories was experienced more positively than writing factual texts. The fact that the established class had the most-positive experiences of writing suggests that the encouraging feedback model might be useful in long-term use.
Now showing items 1-2 of 2