Educational Research AY2021/2022

In this study, addition and subtraction word problems based on the semantic structures are analysed in the sole Primary Two mathematics textbooks and accompanying workbooks used in Singapore. Based on a conceptual coding framework, the word problems were coded accordingly. The results revealed a significant representation of combine and compare structures across all contents in both the textbooks and accompanying workbooks. In particular, the lack of word problems involving change structure suggests an unequal distribution of the semantic structures. Based on the findings, it is recommended that educators and textbook authors to be aware in providing students the opportunity to be equally exposed to the various semantic structures in the teaching and learning of both the addition and subtraction word problems.

Literacy-building materials in primary school classrooms do not only improve language abilities, but also play an essential role in the construction of their own identity as children. In the Malay Language syllabus for primary school students named Cekap (2015), a series of supplementary readers known as buku kecil (literally translated as the small book) are included for Primary One to Four students. These books utilise narrative storylines. Additionally, language-based exercises are extracted from these books and provided within the activity books. This study examines 32 supplementary readers within the syllabus. Using childism as a theoretical framework, the content analysis seeks to uncover biases, prejudices and misrepresentations of children and childhood within the mentioned books.

Chinese characters are both the focus and the difficulty of language learning. Being ideographic characters, the challenges of being "difficult to learn" and "difficult to understand" are generally present in the learning process of Chinese. Therefore, the quality of instructional materials directly affects the efficiency and results of language learning. This paper will examine two sets of textbooks: Singapore’s "Happy Partners" and China’s teaching Chinese as a second language textbook "Chinese", through a fully statistical research approach. By comparing the total number of characters, the recurrence rate, and the difficulty level of the characters in these two sets of textbooks, the textbooks will be analysed to determine which is more suitable for second language learners and thereby propose some suggestions.

The appearance of covid-19 has sparked a greater awareness of the presence of the many flu variants and how they affect individuals. For students to participate in physical education lessons, they need to be physically fit for the activities that their teacher have planned for the lesson. Furthermore, the heavy breathing of students and them being in close proximity to one another might increase the rate of transmission. Hence, there has been more discussions of the introduction of safe wearing of face mask during physical education.

Gamification is a term that has lately been used to describe the integration of games into other fields. Nonetheless, there is no gamification framework designed specifically for Singapore Learning Space (SLS). The literature on gamification design concepts is reviewed in this essay. It is crucial to recognize the frameworks or models that already exist and their key components in relation to the objectives before the gamification process begins. This study categorizes current approaches and provides insightful information on gamification framework for creating gamified lessons using the new SLS gamification feature. Therefore, this study had two major objectives: (a) to organize the pertinent theories and case studies about gamification in language teaching; and (b) to develop an overview model of gamification in Chinese teaching in Singapore's primary schools.

Idioms are a mirror for Chinese language learners to understand traditional Chinese culture and Chinese values. In Singapore's Chinese language textbooks, selecting idioms is an important way to develop vocabulary and cultural awareness. While the primary school textbook "欢乐伙伴" includes a certain number of idioms in its vocabulary, there is no explicit teaching criteria. This article will analyze three parts of the 2015 "欢乐伙伴" textbook for primary schools in Singapore, as well as make a comparison with the 2002 "小学华文" textbook. The first part will be a comparison of the Chinese curriculum standard of idioms in the 2015 and 2002 textbooks, follow by a statistical analysis of idioms, including the number of idioms compiled（成语的编选数量）, the classification of idioms（成语的分类）, and the recurrence rate of idioms（成语的复现情况）. Finally, after comparing the two different textbooks, this article will provide constructive suggestions for improving the selection of idioms in "欢乐伙伴"textbook and give insights to the compilation of idioms in future textbooks.

Vocabulary compilation is an essential and important component of textbook writing, which directly affects the quality of textbook writing. The primary school stage is a crucial period for establishing a strong foundation in language, and the type and quantity of vocabulary input, the effectiveness and interest of vocabulary practice, etc., all directly affect the learners' current learning outcomes and future language learning needs. This article aims to conduct a preliminary analysis and study of the vocabulary exercises in Singapore primary school Chinese activity books, using "Xiao Xue" (小学华文) and the "Happy Partners" (欢乐伙伴) Chinese activity books for primary three to six (volumes one and two) as samples. This research will summarize the overall characteristics of the newly compiled vocabulary practices as well as pointing out their advantages and areas that can be further improved.

Learning can occur at any time and any place. This study focuses on the three critical dimensions of engagement: behavioural, cognitive, and emotional. Engagement in a typical classroom setting is driven mainly by the instructor and the pedagogy they handle to achieve the lesson objective. However, instructors are in geographically different positions in an online classroom setting. Thus, this study has analysed the strategies adopted in the three main perspectives: instructor, learner and content that best promotes the three primary engagement identified. The results found that instructors must maintain a positive relationship with students, provide quality and timely feedback, appropriate instructions and facilitation, and announcements and reminders. Learners need to be equipped with self-intrinsic motivation. Lastly, content taught and provided during online learning needs to be relevant, challenging, fun, and student-oriented.

Gamification applies game elements to game or non-game settings, utilizing rewards, points, and challenges to motivate and engage people in achieving objectives. An increasing number of studies are exploring how Gamification can enhance student learning outcomes in education, but there is still a significant gap in understanding how gamification influences student motivation and engagement, leaving the literature inconclusive. In this paper, I aim to conduct a systematic literature review on Gamification in Education and propose a framework for designing gamified learning experiences through the strategic selection of game attributes, aligned with the desired student experience and engagement outcome. This framework will enable teachers to develop gamified lessons that can achieve desired learning outcomes and behaviours in the context of Singapore's education system.

This systematic review examines eleven qualitative studies that were identified across four databases. The research has identified many reasons that have hindered successful integration of students with special education needs and disabilities (SEND) into mainstream classrooms. This review synthesizes research evidence on the barriers of inclusion on an international spectrum, within the context of mainstream physical education classrooms. Results named inadequate school facilities, lack of equipment, lack of information about student diagnoses, lack of teacher’s self-efficacy, inconsistent teacher training, and teaching of pedagogical practices for inclusion as causes of the hindrance of integration of SEND students into mainstream physical education classrooms. However, the study is limited in evaluating the significance of these causes in the Singapore context.