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.

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.

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.

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.

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.