AUTHOR(S) GUIDELINES
ONLINE SUBMISSIONS
STATISTICS
FOCUS AND SCOPE
ISSN
ARTICLE TEMPLATE
Learning Struggles in Math and Their Behavior Manifestations among Children at Home
Abstract
ABSTRACT: Children need to be aware of their learning needs as well as how they can have these learning needs met. The facilitation of learning is incumbent on how learners would receive, process, and retain new and difficult information. Learning is influenced by a lot of factors. These factors include daily experiences, physical activities, love, and care that the child receives. The relevance of the study extends to the fact that the findings should serve as a spring board for proposing modifications or adjustments on teaching strategies in order to address learning struggles. This case study aimed to identify the learning struggles in Math and behavior manifestations of 6-year-old children at home. Data were gathered using checklist and interview. The specifics of four learning struggles in Math were the following: (1) Left-to-right visual skills/Math calculations /understanding of writing symbols; (2) Focusing on test; (3) Mental Math calculations; and (4) Controlling skills/hand and eye coordination skills. Learning struggles in Math can be manifested through various bodily movements and such were grouped into four areas, namely: head, arm-hand, shoulder-waist, and waist-foot. It is recommended to conduct further research on learning struggles in Math using a larger population of school children. Likewise, research in exploring interventions to address children’s learning struggles in Math shall be conducted.
KEY WORD: Learning Struggles in Math; Behavior Manifestation; Children at Home; Children’s Parents; Teachers.
RINGKASAN: “Berusaha Keras dalam Belajar Matematika dan Manifestasi Perilaku Anak-anak di Rumah”. Anak-anak perlu menyadari kebutuhan belajar mereka serta bagaimana mereka dapat memenuhi kebutuhan belajar tersebut. Fasilitasi pembelajaran adalah kewajiban bagaimana siswa akan menerima, memproses, dan menyimpan informasi yang baru dan sulit. Belajar dipengaruhi oleh banyak faktor. Faktor-faktor ini termasuk pengalaman sehari-hari, aktivitas fisik, cinta, dan perhatian yang diterima anak. Relevansi penelitian meluas ke fakta bahwa temuan harus berfungsi sebagai titik awal untuk mengusulkan modifikasi atau penyesuaian pada strategi pengajaran dalam mengatasi usaha keras dalam belajar. Studi kasus ini bertujuan untuk mengidentifikasi usaha keras dalam belajar Matematika dan manifestasi perilaku anak-anak berusia 6 tahun di rumah. Data dikumpulkan menggunakan ceklis dan wawancara. Secara spesifik empat usaha keras dalam belajar Matematika adalah sebagai berikut: (1) Keterampilan visual kiri-ke-kanan/kalkulasi Matematika/pemahaman simbol tulisan; (2) Berfokus pada tes; (3) Perhitungan mental Matematika; dan (4) Kemampuan mengontrol/keterampilan koordinasi tangan dan mata. Usaha keras dalam belajar Matematika dapat dimanifestasikan melalui berbagai gerakan tubuh dan bisa dikelompokkan menjadi empat bidang, yaitu: kepala, tangan-lengan, bahu-pinggang, dan pinggang-kaki. Disarankan untuk melakukan penelitian lebih lanjut tentang usaha keras dalam belajar Matematika dengan menggunakan populasi anak sekolah yang lebih besar. Demikian juga, penelitian untuk mengeksplorasi intervensi dalam mengatasi usaha keras anak-anak belajar Matematika harus dilakukan.
KATA KUNCI: Usaha Keras Belajar Matematika; Manifestasi Perilaku; Anak-anak di Rumah; Orangtua Anak-anak; Guru.
About the Authors: Prof. Jose M. Ocampo, Jr., Ph.D. is a Lecturer at the Faculty of Behavioral and Social Sciences PNU (Philippine Normal University) in Manila, the Philippines; Laura V. Ocampo, M.A. is a Science Grade School Teacher at the Claret School, Quezon City, Philippines; and Melody P. Cruz, Ed.D. is an Assistant Schools Division Superintendent at Pasay City, Philippines. Corresponding authors: juno_6970@yahoo.com, hope4619@gmail.com, and melodypcruz@gmail.com
Suggested Citation: Ocampo, Jr., Jose M., Laura V. Ocampo & Melody P. Cruz. (2018). “Learning Struggles in Math and Their Behavior Manifestations among Children at Home” in ATIKAN: Jurnal Kajian Pendidikan, Volume 8(1), Juni, pp.1-10. Bandung, Indonesia: Minda Masagi Press, ISSN 2088-1290.
Article Timeline: Accepted (January 30, 2018); Revised (April 1, 2018); and Published (June 30, 2018).
Keywords
Full Text:
PDFReferences
Avila, Diana Lopez. (2016). “Child Discipline and Social Programs: Evidence from Colombia” in PSE Working Papers, No.2016-10. Available online also at: https://halshs.archives-ouvertes.fr/halshs-01305961/document [accessed in Manila, Philippines: January 27, 2018].
Beecher, M. & S. Sweeny. (2008). “Closing the Achievement Gap with the Curriculum Enrichment and Differentiation: One School’s Story” in Journal of Advanced Academics. Retrieved from EBSCOhost.
Benson, Karen. (2011). “Teacher Collaboration in Context: Professional Learning Communities in an Era of Standardization and Accountability”. Unpublished Ph.D. Thesis. USA [United States of America]: Arizona State University. Available online also at: https://repository.asu.edu/attachments/56839/content/Benson_asu_0010E_10806.pdf [accessed in Manila, Philippines: March 2, 2018].
Brotherson, S. (2005). “Understanding Brain Development in Young Children”. Available online at: https://www.researchgate.net/publication/252178274_Understanding_Brain_Development_in_Young_Children [accessed in Manila, Philippines: March 2, 2018].
Carr, John. (2007). “Approaches to Teaching & Learning”. Report for INTO Consultative Conference on Education. Dublin: INTO [Irish National Teachers’ Organization]. Available online also at: https://www.into.ie/ROI/Publications/ApproachesTeachingandLearning.pdf [accessed in Manila, Philippines: January 15, 2018].
Cohen, M., L. Manion & K. Morrison. (2007). Research Methods in Education. London: Routledge, 6th edition.
Cooke, Penelope Robyn. (2012). “The Social Construction of Informal Adult Learning in Community-Based Natural Resource Management Groups”. Unpublished Ph.D. Thesis. Australia: Charles Sturt University. Available online also at: https://researchoutput.csu.edu.au/ws/portalfiles/portal/9308333/38497 [accessed in Manila, Philippines: January 27, 2018].
da Luz, Fredson Soares dos Reis. (2015). “The Relationship between Teachers and Students in the Classroom: Communicative Language Teaching Approach and Cooperative Learning Strategy to Improve Learning” in BSU Master’s Theses and Projects, Item 22. Available online also at: http://vc.bridgew.edu/theses/22 [accessed in Manila, Philippines: January 15, 2018].
Dennison, P.E. & G.E. Dennison. (1994). Brain Gym: Teachers Edition. Ventura, CA: Edu-Kinesthetics, Inc., revised edition.
Doidge, N. (2007). The Brain that Changes itself: Stories of Personal Triumph for the Frontiers of Brain Science. New York: Penguin Group.
Dubland, Elysia. (2015). “Exploring Student Engagement with Mathematics Homework as Self-Assessment”. Unpublished M.Sc. Thesis. Canada: Faculty of Education, Simon Fraser University.
Felder, Richard M. & Rebecca Brent. (2005). “Understanding Student Differences” in Journal of Engineering Education, Volume 94(1), pp.57-72. Available online also at: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf [accessed in Manila, Philippines: January 27, 2018].
Fillmore, Lily W. & Catherine E. Snow. (2000). “What Teachers Need to Know about Language”. Special Report for Clearinghouse on Languages and Linguistics. Available online also at: https://www.readingrecovery.org/images/pdfs/Conferences [accessed in Manila, Philippines: January 15, 2018].
Formosa, P. (2009). Fraid Not! Empowering Kids with Learning Differences. New York and Bloomington: iUniverse, Inc.
Fry, Heather, Steve Ketteridge & Stephanie Marshall [eds]. (2009). A Handbook for Teaching and Learning in Higher Education. New York: Routledge, third edition. Available online also at: https://www.sun.ac.za/english/faculty/arts/Documents/HandbookTeachingLearningHigheEd.pdf [accessed in Manila, Philippines: January 15, 2018].
Gan, Sharon. (2014). “Model of Parent Engagement in Academic Support: Focus on Students with Disabilities”. Unpublished Ph.D. Thesis. USA [United States of America]: The Graduate Faculty of the University of Kansas. Available online also at: https://kuscholarworks.ku.edu/bitstream/handle/1808/14929/Gan [accessed in Manila, Philippines: January 27, 2018].
Goh, Tan Leng et al. (2018). “On-Task Behavior of Elementary Students during Movement Integration” in JPES: Journal of Physical Education and Sport, Volume 18(1), Art 13, pp.103-106. Available online also at: https://efsupit.ro/images/stories/martie2018/Art%2013.pdf [accessed in Manila, Philippines: January 15, 2018].
Goldstein, Jeffrey. (2012). Play in Children’s Development, Health, and Well-Being. Netherlands: TIE [Toy Industries of Europe]. Available online also: https://www.ornes.nl/wp-content/uploads/2010/08/Play-in-children-s-development [accessed in Manila, Philippines: January 15, 2018].
Goerge, P. (2005). “A Rationale for Differentiating Instruction in the Regular Classroom” in Theory Into Practice, doi: 1207/s15430421tip4403_2.
Hannaford, C. (2005). Smart Moves: Why Learning is Not All in Your Head. Salt Lake City, UT: Great River Books.
Hannaford, C. (2010). Playing in the Unified Field: Raising and Becoming Conscious, Creative Human Beings. Salt Lake City: Great River Books.
Hillman, C., K. Erickson & A. Kramer. (2008). “Be Smart, Exercise Your Heart: Exercise Effects on Brain and Cognition” in Nat. Rev. Neurosci, Volume 9, pp.58-65.
Ho, A.D. & T.J. Kane. (2013). The Reliability of Classroom Observations by School Personnel. Seattle, WA: Measures of Effective Teaching Project, Bill and Melinda Gates Foundation.
Hornbeak, D. (2007). The Super Confitelligent. Santa Rosa, CA: Spectrum Books.
Hull, Nicola. (2016). “Parents’ Experiences of Caring for Adopted Children: An Interpretative Phenomenological Analysis”. Unpublished Ph.D. Thesis. UK [United Kingdom]: Department of Clinical Psychology, University of Leicester. Available online also at: https://lra.le.ac.uk/bitstream/2381/38218/1/2016%20Hull%20ND%20DClinPsy.pdf [accessed in Manila, Philippines: March 2, 2018].
IMNRC [Institute of Medicine and National Research Council]. (2015). Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. Washington, DC: The National Academies Press. Available online also at: https://doi.org/10.17226/19401 [accessed in Manila, Philippines: March 2, 2018].
Interview with Respondent A, a child’s parent, in Manila, Philippines, on 2 October 2017.
Interview with Respondent B, a child’s parent, in Manila, Philippines, on 2 October 2017.
Interview with Respondent C, a child’s parent, in Manila, Philippines, on 2 October 2017.
Interview with Respondent D, a teacher, in Manila, Philippines, on 5 October 2017.
Koester, C. & G. Dennison. (2010). I am the Child: Using Brain Gym with Children Who Have Special Needs. Ventura, California: Edu-Kinetics, Inc.
Korpershoek, H. et al. (2014). Effective Classroom Management Strategies and Classroom Management Programs for Educational Practice: A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioural, Emotional, and Motivational Outcomes. Groningen: RUG/GION Publications. Available online also at: https://www.rug.nl/research/portal/files/15665813/PDF_GION_rapport_Effective_Classroom_Management.pdf [accessed in Manila, Philippines: January 15, 2018].
Krashen, Stephen. (2002). Second Language Acquisition and Second Language Learning. USA [United States of America]: Pergamon Press Inc., first internet edition on December. Available online also at: http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf [accessed in Manila, Philippines: January 27, 2018].
Lee, Mackenzie. (2013). “Sensory Integration: Helping Students with Autism Incorporate Sensory Integration Techniques” in Education Masters Paper, No.280. Available online also at: http://fisherpub.sjfc.edu/education_ETD_masters/280 [accessed in Manila, Philippines: March 2, 2018].
Levine, M. (2002). A Mind at a Time. New York: Simon and Schuster, Rockefeller Center.
Lloyd, N.J. et al. (2015). “Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A Review of the Literature” in Australian Journal of Teacher Education, Volume 40(11). Available online also at: http://dx.doi.org/10.14221/ajte.2015v40n11.1 [accessed in Manila, Philippines: January 27, 2018].
MacBeath, John. (2007). The Costs of Inclusion: A Study of Inclusion Policy and Practice in English Primary, Secondary, and Special Schools. Cambridge: Faculty of Education, University of Cambridge. Available online also at: https://www.educ.cam.ac.uk/people/staff/galton/Costs_of_Inclusion_Final.pdf [accessed in Manila, Philippines: January 27, 2018].
Mahar, M. et al. (2006). “Effects of a Classroom Based Program on Physical Activity and on-Task Behavior” in Medicine & Science in Sports & Exercise, 2086-2094. doi:10.1249/01.mss.0000235359.16685.a3.
Miles, M.B. & A.M. Huberman. (1994). Qualitative Data Analysis: A Sourcebook of New Methods. California USA [United States of America]: Sage, Thousand Oaks.
Montrieux, H. et al. (2015). “Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education” in PLoS ONE, Volume 10(12). Available online also at: https://doi.org/10.1371/journal.pone.0144008 [accessed in Manila, Philippines: January 15, 2018].
Nash, C. (2009). “The Parent Child Purchase Relationship”. Unpublished Masters Dissertation. Dublin: Dublin Institute of Technology. doi: 10.21427/D72S5N. Available online also at: https://arrow.dit.ie/cgi/viewcontent.cgi?article=1025&context=busmas [accessed in Manila, Philippines: March 2, 2018].
Neal, Louis Cedric. (2014). “A Qualitative Study of Relationships between Middle Grade African American Males Who are Underachieving and Their Teachers”. Unpublished Doctoral Thesis. Kansas City, Missouri: Faculty of Education, the University of Missouri. Available online also at: https://mospace.umsystem.edu/xmlui/bitstream/handle/10355 [accessed in Manila, Philippines: January 27, 2018].
Ocampo, Jr., J.M. (2015). “Children’s Reading Difficulty and Their Perceived Misbehavior” in SIPATAHOENAN: South-East Asian Journal for Youth, Sports & Health Education, Volume 1(2), October, pp.199-208. Bandung, Indonesia: Minda Masagi Press, APAKSI Bandung, and KEMENPORA RI Jakarta, ISSN 2407-7348.
Ocampo, Jr., J.M., L. Varela & L. Ocampo. (2017). “Effectiveness of Brain Gym Activities in Enhancing Writing Performance of Grade I Pupils” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Volume 10(2), November.
Olson, Kelsey. (2018). “Effects of Social-Emotional Instruction on the Behavior of Students with Learning Disabilities” in Master's Theses and Capstone Projects, No.331. Available online also at: https://scholar.dominican.edu/masters-theses/331 [accessed in Manila, Philippines: May 20, 2018].
Ozar, M. (2013). “Kinesiology and Learning: Implications for Turkish School Curriculum” in Educational Research and Reviews, DOI: 10.5897/ERR2013.1625, ISSN 1990-3839.
Pfeiffer, J. William. (1998). “Conditions that Hinder Effective Communication” in The Pfeiffer Library, Volume 6, 2nd edition. Available online also at: http://home.snu.edu/~jsmith/library/body/v06.pdf [accessed in Manila, Philippines: January 27, 2018].
Rockoff, J.E. & C. Speroni. (2010). “Subjective and Objective Evaluations of Teacher Effectiveness” in American Economic Review, pp.261-266.
Schiller, Pam & Clarrisa Willis. (2008). “Using Brain-Based Teaching Strategies to Create Supportive Early Childhood Environments that Address Learning Standard” in Beyond the Journal: Young Children on the Web. Available online also at: www.naeyc.com [accessed in Manila, Philippines: January 15, 2018].
Shek, D.T.L., C.S.M. Ng & P.F. Tsui. (2010). “Qualitative Evaluation of the Project P.A.T.H.S.: Findings Based on Focus groups” in The International Journal on Disability and Human Development, Vol.9, No.4, pp.307-313.
Vey, Lynette Daphne. (2005). “Enhancing the Relationship between Learning and Assessment”. Unpublished Ph.D. Thesis. Australia: University of Canberra. Available online also at: http://www.canberra.edu.au/researchrepository/file [accessed in Manila, Philippines: January 27, 2018].
West, M.R. et al. (2016). “Promise and Paradox: Measuring Students’ Non-Cognitive Skills and the Impact of Schooling” in Educational Evaluation and Policy Analysis, Volume 38(1), pp.148-170.
WHO [World Health Organization]. (2012). Early Childhood Development and Disability: Discussion Paper. Geneva, Switzerland: WHO Press. Available online also at: http://apps.who.int/iris/bitstream/handle/10665/75355/9789241504065 [accessed in Manila, Philippines: January 15, 2018].
DOI: https://doi.org/10.2121/atikan-journal.v8i1.1027
DOI (PDF): https://doi.org/10.2121/atikan-journal.v8i1.1027.g923
Refbacks
- There are currently no refbacks.
ATIKAN: Jurnal Kajian Pendidikan. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License