Comparison of Cognitive Readiness Levels of the 4th Grade Students of Primary Education by Learning Domains


Abstract


Previous acquisitions of students have a huge impact on students learning new acquisitions faster and making the same more meaningful in their minds. Today, teachers often express that cognitive readiness levels of students are not at the desired level. This study aims to identify students cognitive readiness levels and compare these levels by the learning domains. The study design is based on screening model and supported with qualitative data. The research is conducted in a state school located in one of the central districts of Ankara in the academic year 2014-2015. 4th grade students in the school constitute the research sample, and math achievement tests and interview forms constitute the data collection tools. T-test and one-way analysis of variance are conducted on the quantitative data and descriptive analysis is made on the qualitative data. Findings show that students readiness levels in learning domain of numbers and geometry are higher than their levels in measuring domain.


Keywords


readiness; 4th grade; math education; learning domain; primary school teacher.

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References


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