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The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became more widely used approximately three years ago after the implementation and application of the virtual teaching/learning platform EDUKA. The purpose of this study was to establish the effect of the virtual teaching/learning platform EDUKA on the learning outcomes of primary-grade students in the subject of mathematics. Methods: In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities. The MDPTs were divided into two sections: the tasks were allocated according to performance levels and the content, as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on the primary school children’s performance (i.e., unsatisfactory, satisfactory, basic, and advanced). Results: An analysis of the results of the MDPTs showed that, across the seven possible tasks, both male and female seven-year-old children achieved satisfactory results (results were observed between groups) (post-test: control gathering (CG) 5.10; test gathering (EG) 5.04; p = 0.560), basic results (post-test: CG 6.28; EG 6.42; p = 0.630), and advanced results (post-test: CG 1.90; EG 2.27; p = 0.025). The differences between the pre-test and post-test advanced (p = 0.038) and the pre-test and post-test basic (p = 0.018) levels were found to increase. Conclusions: It was found that intensively integrating the virtual learning platform EDUKA into formal education—specifically in the subject of mathematics—had a significant impact on primary school children’s mathematical performance. In addition, after the experiment, a statistically significant difference was found (p < 0.05) in primary school children with higher levels. The intervention in the experimental group (i.e., integration of the virtual learning platform into the formal mathematics learning process) had a positive impact on access to mathematics. Students’ math learning achievements were positive in progressive mathematics.
Irina Kliziene; Grazina Taujanskiene; Aldona Augustiniene; Berita Simonaitiene; Gintautas Cibulskas. The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children. Sustainability 2021, 13, 2268 .
AMA StyleIrina Kliziene, Grazina Taujanskiene, Aldona Augustiniene, Berita Simonaitiene, Gintautas Cibulskas. The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children. Sustainability. 2021; 13 (4):2268.
Chicago/Turabian StyleIrina Kliziene; Grazina Taujanskiene; Aldona Augustiniene; Berita Simonaitiene; Gintautas Cibulskas. 2021. "The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children." Sustainability 13, no. 4: 2268.
Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.
Irina Kliziene; Ginas Cizauskas; Aldona Augustiniene; Saule Sipaviciene; Roma Aleksandraviciene. The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs. Sustainability 2020, 12, 1 .
AMA StyleIrina Kliziene, Ginas Cizauskas, Aldona Augustiniene, Saule Sipaviciene, Roma Aleksandraviciene. The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs. Sustainability. 2020; 12 (12):1.
Chicago/Turabian StyleIrina Kliziene; Ginas Cizauskas; Aldona Augustiniene; Saule Sipaviciene; Roma Aleksandraviciene. 2020. "The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs." Sustainability 12, no. 12: 1.
Sandrita Škėrienė; Aldona Augustinienė. The theoretical framework of factors influencing the pedagogical decision-making. Pedagogika 2019, 132, 5 -25.
AMA StyleSandrita Škėrienė, Aldona Augustinienė. The theoretical framework of factors influencing the pedagogical decision-making. Pedagogika. 2019; 132 (4):5-25.
Chicago/Turabian StyleSandrita Škėrienė; Aldona Augustinienė. 2019. "The theoretical framework of factors influencing the pedagogical decision-making." Pedagogika 132, no. 4: 5-25.