<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Deborah Lumecio</style></author><author><style face="normal" font="default" size="100%">Peter Paul Canuto</style></author><author><style face="normal" font="default" size="100%">Jeraquel Bulintao</style></author><author><style face="normal" font="default" size="100%">Jerachel Balabal</style></author><author><style face="normal" font="default" size="100%">Jeberlyn Agiao</style></author><author><style face="normal" font="default" size="100%">Jesa Olnas</style></author><author><style face="normal" font="default" size="100%">Gloria Madanni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING ENGLISH WORD RECOGNITION AND READING COMPREHENSION OF PRIMARY SCHOOL STUDENTS THROUGH SHARED READING INTERVENTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">English reading performance</style></keyword><keyword><style  face="normal" font="default" size="100%">Ifugao</style></keyword><keyword><style  face="normal" font="default" size="100%">Philippines</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">reading comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">reading intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">shared reading</style></keyword><keyword><style  face="normal" font="default" size="100%">word recognition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771002</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Shared reading is one way to support students' reading performances, as it builds a strong foundation for reading literacy and fosters collaboration. However, its role in supporting local students' academic reading performances remains underexplored. This study examined the effectiveness of shared reading as an English reading intervention in enhancing primary school students' word recognition and reading comprehension. Determining the significant differences in their reading performance before and after the intervention was included. Ten Grade 3 students from a primary school in Tinoc, Ifugao, Philippines, who were evaluated with English reading frustration levels, were purposively selected as participants. Using classroom action research, pre- and post-tests were administered to measure their reading progress. Results indicated that the students generally improved significantly in their academic reading performances after using the shared reading intervention. Although some students still experienced frustration levels in their word recognition and comprehension, most were determined to achieve instructional and independent levels by the end of the shared reading sessions. This suggests that the shared reading intervention effectively enhanced the students' word recognition and reading comprehension. This study emphasizes the significance of structured reading interventions at the primary level in enhancing reading proficiency and equipping young students with the essential skills necessary for academic reading success.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">137-156</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nika Drnovšek</style></author><author><style face="normal" font="default" size="100%">Lovšin Kozina, F.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEPTION OF SIXTH-GRADE STUDENTS ON THE ROLE OF HOME ECONOMICS SUBJECT IN EVERYDAY LIFE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">exploratory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">healthy life skills</style></keyword><keyword><style  face="normal" font="default" size="100%">home economics education</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">survey data</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714150</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The subject of Home Economics aims to equip students with the knowledge and skills needed to meet the diverse challenges of everyday life and achieve a high quality of life. This study explored sixth-grade students’ perceptions of the role of Home Economics in the following aspects of life: (1) cooperation, tolerance, and belonging (CTB); (2) work and time management (WTM); (3) environmental aspects of sustainable development (EASD); (4) prudent consumerism and finances (PCF) and (5) healthy nutrition (HN). A total of 120 sixth-grade students from four Slovenian primary schools participated in the survey. The results showed that students considered the role of Home Economics important for all five areas of life, with the highest ratings for environmental aspects of sustainable development (EASD) and the lowest for cooperation, tolerance, and belonging (CTB). There were no statistically significant gender differences, but male students rated the role of Home Economics slightly higher in relation to work and time management (WTM). The results provide deeper insight into how students perceive the role of Home Economics in developing everyday life skills and sustainable habits. These findings highlight that students particularly associate the role of Home Economics with environmental responsibility and practical life management, offering a valuable basis for further refining content and teaching strategies to better align Home Economics education with sustainable development goals.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">752-765</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Huo-Hua Gan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATING THE APPROPRIATENESS OF TASKS AND THE ELABORATION OF MULTIPLE SOLUTIONS TO OCCASION FOURTH-GRADERS’ MATHEMATICAL CREATIVE THINKING </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical creativity</style></keyword><keyword><style  face="normal" font="default" size="100%">multiple-solution task</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1677582818.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Creativity is not only for gifted students, but also for regular ones. This case study was aimed to analyze the appropriateness of tasks and the elaboration of multiple solutions to occasion fourth-graders’ mathematical creative thinking through a documentary multiple-solution counting task in a figurative setting. The data came from the written report of 48 fourth graders in two classes in Taiwan, China. The appropriateness of creativity was reflected in the appropriateness of tasks and solutions, particularly suitable for complex problem solving. Elaboration was detail-dependent, and visualization was beneficial to the analysis of elaboration. The regular students who had just entered the fourth grade could show their creative thinking through different angles (horizontally or vertically) and starting points (holistic or partial), but with slightly more partial and horizontal than holistic and longitudinal, more adaptation than transformation. These fourth-grade students have had the basic mathematical creative thinking capability of adaptation, combination, change, rearrangement, extension or going back by using counting, combining, adding and reducing, overlapping, moving, and diagonal division strategies. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">44-65</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aylar Çankaya, E.</style></author><author><style face="normal" font="default" size="100%">Esengül Yıldız</style></author><author><style face="normal" font="default" size="100%">Cemre Cengiz</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINING INTEGERS-BASED MATH GAME CREATED BY A FOURTH GRADE STUDENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cardinal meaning</style></keyword><keyword><style  face="normal" font="default" size="100%">educational games</style></keyword><keyword><style  face="normal" font="default" size="100%">intuitive learning</style></keyword><keyword><style  face="normal" font="default" size="100%">negative numbers</style></keyword><keyword><style  face="normal" font="default" size="100%">ordinal meaning</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1672600554.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">An integer-based mathematical game was the main subject of the study. The aim of this study was to analyse the mathematical content of the game which was developed by a fourth-grade student called Esin, and to examine the intuitive learning that develops through this game. The game was based on the addition of the positive or negative numbers won in each round. The integer is regarded as an abstract topic and is taught in secondary school. It is also regarded as a topic that students have difficulty in learning. However, in the case examined by this research, a fourth grader created an integer addition game using her own intuitive understandings and played it with three of her friends. This research was a case study focusing on the analysis of the game. The study group of the research was Esin and her three friends who played the game. Data was gathered in two stages. In the first stage Esin played the game with researchers and in the second stage Esin and her friends played the game together. All the games were recorded, and the observation form was used to record data. Descriptive analysis, which consists of two codes (cardinal or ordinal meaning), was carried out in data analysis. As a result of the study, it was seen that, Esin had defined negative and positive numbers over the idea of win / lose. Students were able to use both the cardinal and ordinal meanings of the number while playing the game. Cardinal meaning was usually established through the neutralization relation. Ordinal meaning was mostly used over positioning the number relative to zero. This research contributes to the literature on students' learning of integers at an early age.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">750-764</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nyet   Moi Siew</style></author><author><style face="normal" font="default" size="100%">Chin Lu Chong</style></author><author><style face="normal" font="default" size="100%">Kim On Chin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING A SCIENTIFIC CREATIVITY TEST FOR FIFTH GRADERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific creativity test</style></keyword><keyword><style  face="normal" font="default" size="100%">Torrance Tests of Creative Thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1423570799.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">62</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Testing creativity in general has been well researched, but little has been reported on the development of instruments to test scientific creativity among primary school students. This study describes the development and validation of scientific creativity test for primary school fifth graders. A Scientific Creativity Structure Model (SCSM) was used to guide the development of test items through three dimensions called trait, process and product. Torrance Tests of Creative Thinking (TCTT) were used to evaluate test item answers. Two equivalent, parallel scientific creativity tests were developed each of which consisted of 4 items posed in the form of: technical product, advances in science or scientific knowledge, understanding of scientific phenomenon and scientific problem solving. The scientific creativity test was validated through analysis of item response data of 206 fifth grade students from two Malaysian primary schools. The scientific creativity test was found to have high internal consistency, inter-scorer reliability and face validity. Both Form A and Form B of the test had an acceptable discrimination index range. The test showed a weak positive, but significant correlation between the items in product and process dimensions, but a very strong correlation between the three trait dimensions of SCSM. Test items on science problem solving have a strong indication loading on spatial analytical thinking. The Item analysis suggests that this test would be useful in assessing scientific creativity of the fifth grade students with further review on test items measuring science problem solving.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">109-123</style></section></record></records></xml>