Abilities Of Pupils Research Articles

Enhancing Dyslexic Learners’ Reading Ability Through Arts Education Strategies in an Inclusive Primary School in Buea, Cameroon

Aim: Teaching learners with dyslexia is often an uphill task for most teachers in primary schools in Cameroon where resources and specialized educational support are limited. However, arts educational strategies encompassing visual arts, music, drama, and dance, have emerged as a powerful tool to facilitate the teaching and foster the inclusion of learners with dyslexia in the classroom. This study aimed to determine the effect of arts educational strategies on the reading abilities of learners with dyslexia in Fako division Cameroon. Specifically, the study sought the impact of drama and graphic designing as teaching strategies in enhancing the reading abilities of learners with dyslexia. Methods: The quasi-experimental design was used with the comparative pre-test/post-test design with non-randomized experimental and control groups. The study used the purposive sampling technique to select 30 participants: 15 in the experimental group and 15 in the control group. Two arts education strategies drama and graphic designing were used on 15 learners with dyslexia who constituted members of the experimental group. Instruments used for data collection were school records of the pupils, folios of the pupil's work that demonstrate their abilities, Ihenacho’s diagnostic test on the identification of dyslexia, the teacher-made test used as the pre and post-test tool, and master plan activity on the intervention. Data were analyzed descriptively (mean, median) and inferentially (minimum, maximum, standard error of mean, and standard deviation). Kolmogorov-Smirnov Z test was used to establish the impact of arts educational strategy on the reading ability of pupils with dyslexia. Results: The study showed that there was more progress made in the experimental group (all showed an increase in their reading abilities not necessarily that they all passed as per the benchmark) than in the control group (33.3%) when the pre-test and post-test scores were compared. This implies that arts educational strategy significantly improved the reading ability of learners with dyslexia in the experimental group. Conclusion: It was concluded that arts education can significantly enhance the reading abilities of learners with dyslexia. Recommendation: The study recommends the adoption of this approach to the teaching of learners with dyslexia in primary schools in Cameroon and across the globe.

Association Between Parental Involvement, Academic Self-Regulation and the Self -Actualization of Adolescence

The study aims to investigate role of parent-child interaction regulatory abilities of pupils and self-fulfillment level of pupils and to examine the influence of a number of varied socio-demographic traits including gender identity on pupils. Two hundred and two pupils who are residents of Rawalpindi and Islamabad were taken into study. Parental inducement of academic self-regulation, Multidimensional Scales of Perceived Self-Efficacy (MSPS), Index of Personal Growth (IPG) were utilized to examine the variables of current study. Outcomes showed that involvement of mother resulted more efficient forecastor of self-fulfillment. The present research examined gender identity difference in regulatory abilities and self-fulfillment and outcomes showed substantial differences in the two gender-based categories on these scales.Women score higher on self-regulation as compare to men. Likewisely, pupils with mothers utilizing larger number of methods for their regulatory abilities score higher on self-fullfilment and possess high control and regulation and pupils having literate fathers score higher on self-fullfilment.

Biography of Writers as a Motivation for Creative Skills of Primary School Students

In addition to education and training, formation of skills of practical application of the acquired knowledge is the goal of modern school. Therefore, the ability to use what has been learnt as a sample, as an example, is formed in pupils who get acquainted with biographies of writers and poets. Literary works play a special role in the formation of a person's personal qualities and his further development. Presenting information about the author's biography is one of the ways to arouse interest in reading and analyzing a work of fiction. The article argumentatively shows the role of studying the biography of the writer as a motivation in teaching for the development of creative abilities of younger pupils. The biographical method should be used as an element, which helps to prepare children to perceive and analyze the studied literary work.

Differentiated instruction science learning for intellectually disabilities pupils at an inclusive primary school: A case study

Differentiated instruction (DI) is an approach to learning that allows teachers to meet the unique needs of pupils in the classroom. This study aimed to explore the extent to which DI is implemented in learning to improve the science process skills (SPS) of Intellectually Disabilities (ID) pupils in inclusive primary school education. This research was of the qualitative study type with case study design in 5 inclusive primary schools in Indonesia. The subjects of the study were five teachers who had experience teaching in inclusive primary schools. The sampling method used was purposive sampling, while the data collection the technique used is an in-depth interview. For data analysis techniques, content analysis and descriptive qualitative analysis were used. The results showed that teachers still face challenges in implementing DI for ID pupils in science subjects in inclusive primary schools, despite efforts to understand and implement DI, teacher readiness is still limited, especially in terms of: 1) planning the implementation of learning according to the needs of ID pupils; 2) plan teaching materials that are in accordance with the abilities of ID pupils; 3) lack of DI-related teacher training and coaching in inclusive primary schools. The implication of this study is the need to increase teacher readiness in implementing DI effectively for pupils with special needs, especially in science in inclusive primary schools.

Зміни у фізичній підготовленості учнів ліцею спортивного профілю

The article examines the indicators of motor abilities of 10th-grade pupils of the sport’s professional college lyceum. The number of respondents was 210 people, the average age of the representatives was 15.46 years. The aim of the study is to determine the level of physical fitness of 10th-grade lyceum pupils and to investigate its dynamics over three years. Research methods and organization. The research was conducted during 2020-2022 on the basis of the Kharkiv Professional College of Sports Lyceum. In order to analyze the level of development of basic motor skills, standard tests of the school physical education program were chosen to determine indicators of speed abilities, agility, strength, power speed abilities and endurance. One-dimensional statistical analysis according to the Student’s t-test was chosen to prove the regularities discovered in the process of research and hypothesis testing. Results. The results of the study showed that the average statistical indicators of physical fitness of 10th-grade students of the Kharkiv Professional College of Sports Lyceum of the 2020-2022 sets are better than the data available in the scientific and methodological periodicals of peers who study in common schools. The average results of the sports lyceum pupils in 60 meters running range from 8.5 to 8.4 s; the results of the 4x9 m shuttle run exercise are within 9.1-9.2 s; pull-up on a high bar 8.2-8.8 times, long jump are in the range from 219 to 222 cm; running 1500 m within 5.29-5.36 min. The results of the exercises correspond to a high level of competence for representatives of this age. Statistical analysis of the obtained data showed that pupils of the 2022 control group compared to representatives of 2020 demonstrated worse results in exercises designed to determine indicators of speed, agility and endurance (p<0.05); indicators of strength and speed-power abilities do not have statistically significant differences. Conclusion. Systematic purposeful sports engagements and an increased level of physical activity allows to ensure a high level of competence in performing standard motor tests. However, during the three years of the study, the indicators of speed, agility and endurance of sports lyceum pupils statistically decreased.

Study on the effectiveness of speech-to-text technology in supporting writing skills among special education students in Saudi Arabia

This study aims to assess the efficacy of speech-to-text (STT) technology in improving the writing abilities of special education pupils in Saudi Arabia. A deliberate sample of 150 special education college students was selected, with participants randomly allocated to either an experimental group employing STT technology or a control group using traditional writing methods. The study utilized a comprehensive approach, which included standardized writing assessments, questionnaires, and statistical analyses such as t-tests, correlation, regression, ANOVA, and ANCOVA. The results demonstrate a substantial enhancement in writing skills among the experimental group utilizing Speech-to-Text (STT) technology. The findings contribute to the discussion on assistive technology in special education and offer practical recommendations for educators and policymakers.

Analisis Kemampuan Representasi Matematis Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent

This study focuses on using different cognitive styles to solve mathematical issues. Their cognitive styles can be observed when students work on mathematical problems involving mathematical representation skills. Furthermore, the analyst should assess the mathematical representation abilities of pupils at MTsN 1 Banda Aceh using the field-dependent (FD) and Field Independent (FI) cognitive styles. A descriptive, qualitative technique is used. This study employs purposive sampling procedures and focuses on two pupils from class VIII-2, one identified as FD and the other as FI. Instruments utilized include representation skill tests, interview guidelines, and GEFT questions. Analyzing the research data involves data reduction, presentation, triangulation, and conclusion formulation. The research findings point to many conclusions: (1) FI students find it easier to understand issues, can provide better conceptual explanations, solve problems faster, and explain their solutions accurately. (2) FD students have more difficulty solving issues because they rely on teacher directions. Additional concerns include their failure to analyze and comprehend information and retain concepts from challenges effectively. It is envisaged that students will understand their cognitive types to improve their mathematical representation skills in math and other courses.

Kemampuan Komunikasi Matematis Siswa SMP ditinjau dari Gaya Belajar

Taking into account auditory, visual, and kinesthetic learning modalities, this research animed to evaluate students mathematical communication abilities on the subject of Two Variable Linear Equation Systems. This qualitative study surveyed six junior high school students from the city of Sukabumi. The tools used for this study were a written exam to evaluate mathematical communication abilities and a learning style questionnaire. Mathematical communication skills are the basis of the learning style questionnaire. These skills include the ability to draw connections between mathematical ideas and real word objects, images, and diagrams to explain mathematical concepts, situations, and relationships in writing and to express events or ideas using mathematical symbols or language. Communication abilities are excellent among students with low visual learning styles, as are those with high visual learning styles, according to the study’s findings. The communication abilities of pupils whose learning style is mostly auditory are good, while those whose learning style is predominantly visual are poor. The same holds true for students communication abilities, those who learn best via movement tend to have excellent ones, while those who learn best by sitting still tend to struggle. Knowing one’s own learning style is crucial for pupils to enhance their mathematics communication abilities

The Effectiveness of Direct Instructional Strategy on Speaking Skills Of 7th Grade At SMP Tri Dharma Palembang

This study was conducted to assess the English speaking proficiency of students. The students' English speaking achievement was abysmal. The aims of this study were to determine: (1) the extent of improvement in speaking skills with and without the use of the direct instructional strategy, and (2) whether there was a notable improvement in the speaking skills of students who received the direct instructional strategy compared to those who did not. This study employed quasi-experimental research methodology. A total of 16 students were selected as a sample, with 16 students assigned to the experimental class and another 16 students assigned to the control class. The data were gathered by the administration of an oral examination. The data were analysed using both paired sample t-tests and independent sample t-tests. Through data analysis, it was determined that there was a notable surge in pupils' proficiency in oral communication. The paired sample t-test yielded a t-test statistic of -28.428 and a significance value of 0.00, which was less than the predetermined significance level of α (0.05). This demonstrates an enhancement in students' oral communication abilities. Furthermore, the results of the independent sample t-test indicate that the calculated t-test value (-13.075) and the corresponding p-value (0.00) were both below the predetermined significance level (α) of 0.05. The results indicate a substantial disparity in the average speaking abilities of pupils who received teaching through the direct instruction technique compared to those who did not get such instruction.

Leber Hereditary Optic Neuropathy (LHON): Genetics and Ophthalmology Case Repo

It is important to recognize that this clinical case demonstrates that carriers can remain asymptomatic, there may be changes recognizable in the ophthalmological examination. The clinical onset of Leber hereditary optic neuropathy (LHON) usually occurs in young adulthood (ages 18-30) and is divided into subacute (<6 months from onset) and dynamic (6-12 months) stages. It is caused by a mitochondrial mutation that is transmitted from mothers to children. It is the most common inherited mitochondrial disorder, but it is considered a rare disease. It usually causes severe vision loss in both eyes. The classic presentation of LHON is that of a young adult male who develops a severe, painless, acute or subacute unilateral vision loss, followed by a similar vision loss in the fellow eye two to three months later (although rarely the delay can be much longer). In most cases, it starts affecting only one eye and, within a few weeks or months, affects the second eye. It can all be seen with the loss of the pupil's ability to react to light. Complete blindness is rare among patients suffering from this disease.

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

Higher-order thinking skills (HOTS) are the cognitive skills that mathematics should apply to fulfil current needs. Unfortunately, Mathematics achievement in Trends in International Mathematics and Science Study (TIMSS) has shown that the thinking ability of Malaysian pupils still needs improvement. Identifying pupils' perceptions of implementing HOTS in mathematics is essential. Thus, this study was conducted to determine Year Five pupils' perception towards implementing HOTS in terms of attitude, readiness and belief in Mathematics learning, as well as the differences in these three aspects based on gender. The survey study involved 142 Year Five pupils at a Sekolah Jenis Kebangsaan Cina (SJKC) in Johor Bahru district. The instrument used in this study is a questionnaire. The data was analysed using Statistical Package for Social Sciences (SPSS) software version 27. The descriptive statistical analysis results found that pupils’ perception towards HOTS in Mathematics in terms of Attitude and readiness are moderate. At the same time, pupils' perception towards HOTS in mathematics in terms of belief is high. The Mann-Whitney U test results found a significant difference in pupils’ attitudes towards HOTS in Mathematics based on gender. However, this study showed no significant difference in student’s readiness and belief towards HOTS in Mathematics based on gender. This study brings implications for educators in schools to realise the importance of modifying HOTS teaching practices by considering pupils’ perceptions.

Year Five Pupils’ Perception Towards Higher Order Thinking Skills in Learning Mathematics

Higher-order thinking skills (HOTS) are the cognitive skills that mathematics should apply to fulfil current needs. Unfortunately, Mathematics achievement in Trends in International Mathematics and Science Study (TIMSS) has shown that the thinking ability of Malaysian pupils still needs improvement. Identifying pupils' perceptions of implementing HOTS in mathematics is essential. Thus, this study was conducted to determine Year Five pupils' perception towards implementing HOTS in terms of attitude, readiness and belief in Mathematics learning, as well as the differences in these three aspects based on gender. The survey study involved 142 Year Five pupils at a Sekolah Jenis Kebangsaan Cina (SJKC) in Johor Bahru district. The instrument used in this study is a questionnaire. The data was analysed using Statistical Package for Social Sciences (SPSS) software version 27. The descriptive statistical analysis results found that pupils’ perception towards HOTS in Mathematics in terms of Attitude and readiness are moderate. At the same time, pupils' perception towards HOTS in mathematics in terms of belief is high. The Mann-Whitney U test results found a significant difference in pupils’ attitudes towards HOTS in Mathematics based on gender. However, this study showed no significant difference in student’s readiness and belief towards HOTS in Mathematics based on gender. This study brings implications for educators in schools to realise the importance of modifying HOTS teaching practices by considering pupils’ perceptions.

Changes in Somatic Indicators, Body Posture and Health-Oriented Fitness among Younger School-Age Female Pupils

Background and Aim of Study: Currently, we are observing a worsening trend in the field of health-oriented fitness and postural health of the school population. The aim of the research was to compare and expand knowledge in the areas of monitoring somatic changes, indicators of health-oriented fitness, motor performance, and body posture among 10-year-old female school populations. Material and Methods: The sample consisted of ????n=292 female pupils, with n=150 from 2012 and n=142 from 2022 at the elementary school in Žilina (ZA), Slovakia. An ex post facto study was applied. Standardized methods of measurement and testing applicable for school practice were used to obtain data. Differences between groups of female pupils were examined using the Kruskal-Wallis H-test and the Mann-Whitney U-test. To determine the effect size and measure the difference in average values, Cohen's d and r were used. The differences found were evaluated at the (p<0.05) level of statistical significance. Results: When comparing the average body weight of female pupils from ZA in 2012 and 2022, we found a significant difference (p<0.05) (H=4.87, p=0.02733) in favor of female pupils from 2012. The same finding in favor of female pupils from 2012 was recorded when comparing the average body mass index (BMI) (H=4.8182, p=0.02816), as well as in evaluating the average health-oriented fitness using the Ruffier test (H=13.1965, p=0.00028). The Beep test was also used to evaluate the endurance abilities of female pupils, where current ZA female pupils in 2022 showed significantly worse results (H=5.752, p=0.01647). Similarly, we also observed significant (p<0.05) worse findings in overall body posture among female pupils from ZA in 2022. Conclusion: On the basis of our findings, we consider the current state of body weight, posture, health-oriented physical fitness and endurance skills in younger school-aged girls to be unsatisfactory and health-threatening. It is necessary to further deal with the stated facts and look for preventive measures. These findings indicate a declining and deteriorating trend in health-oriented fitness in relation to body weight, body posture, and endurance abilities.

Validity of PBEST Learning Model: An Innovative Learning to Improve Creative Thinking Skill and Entrepreneurial Science Thinking

Based on the results of previous studies, evidence was acquired indicating that the creative thinking abilities of pupils in various locations of Indonesia still require improvement. Creative and innovative thinking in science learning integrated with entrepreneurship produces entrepreneurial science thinking. Learning interventions are needed to develop competitive graduates who can face challenges and rapid changes in the 21st century. This research aims to validate the Project Based Entrepreneurial Science Thinking (PBEST) learning model. The educational development research design used is the validation studies design, which tests two criteria, namely testing content validity (which is also called relevance) and construct validity (which is also called consistency). This validation involves three experts in science education, and the validation instrument uses a validation sheet. The research and data analysis indicate that the PBEST learning model consistently produces highly relevant results that meet rigorous validity and reliability standards (with a percentage of agreement ≥ 75%). The PBEST learning model consists of four stages, namely: (1) Observe and thinking project, (2) Design project, (3) Monitoring and evaluation project, (4) Economic value. The validation of the implementation supporting learning tools confirms the validity and reliability of the semester learning plans, lecture program units, student worksheets, student books, creative thinking skill tests, and entrepreneurial science thinking tests. The PBEST learning paradigm is applicable for enhancing both creative thinking skills and entrepreneurial science thinking.

Analysis of student learning outcomes through the task learning approach toward cash pattern construction course

The academic success of students can be measured by their aptitude for classroom learning, the role of lecturer as motivator facilitator, and fulfils other responsibilities in the learning process of a specific unit of competency or subject. The teaching presentation of the fashion pattern construction course incorporated many instructional techniques, including lectures, interactive Q&A sessions, practical exercises, and assignments. Such learning should be cultivated to ascertain the cognitive abilities of pupils in comprehending and effectively applying information to attain favourable learning outcomes. One of the techniques that lecturers can utilize to improve student learning outcomes in the Fashion Pattern Construction course is by adopting the Task Learning approach, because this approach incorporates activities for the benefit of students that can raise their interest and interaction in the course, enhance their engagement and participation in the classroom. So, this study aimed at increasing students’ learning outcomes through task learning approach. The employed approach is classroom action research, comprising four distinct stages: planning, activity, observation, and reflection. A total of 34 students, all of whom were D3 fashion design students, were the subjects of this study. The findings demonstrated the efficacy of the Task Learning methodology in enhancing student learning outcomes, as seen by the percentage increase in student learning outcomes observed between cycle 1 and cycle 2.

Pyramid of development of the central nervous system of preschoolers with severe speech disorders.

The article presents an adapted model of the pyramid of development of the central nervous system, used by speech therapists and pedagogues in correctional and developmental activities aimed at the gradual and timely formation of the necessary skills and abilities in pupils with severe speech disorders.

Effectiveness of Socio-Constructive Collaboration Strategy on Post-Covid Primary School Children’s Learning Outcome in National Values

This study adopted socio-constructive collaboration strategy to enhance pupils’ learning outcome (social and cognitive skills) in national values after resumption from the compulsory closure of school for 6months. Quasi-experimental design was employed. Three hypotheses were raised and tested at 0.05 level of significance. 480 Primary one pupils from four public primary schools assigned to experimental and control within two local governments across four states participated in the study. The research spanned 15weeks. Validated instruments; Primary Pupils’ Achievement Test in National Values (PPATNV) and the Primary Pupils’ Social Skills Rating Scale (PPSSRC) were used to measure outcomes. Additionally, a Socio-constructive Pedagogical Instructional Guide (ScPIG) steered the delivery of the teaching and learning activities during the experiment. The study employed a statistical technique called analysis of covariance (ANCOVA) combined with a post-hoc test, especially the Bronfenbrenner test to analyse the pupils’ learning outcome. The results revealed significant positive effects of the intervention on both social skills and cognitive abilities (p<0.05) of pupils. Interestingly, school location also influences social skills. Furthermore, the intervention demonstrably improved students’ national values performance (p<0.05). The study concludes that a socio-constructivist collaborative teaching strategy significantly enhances pupils learning outcomes in areas related to social skills and cognitive development (national values comprehension). These findings suggest the potential benefits of adopting such strategies in primary school education for fostering well-rounded development in young learners

Communicative Abilities of Pupils as Enhanced by Social Media

This study aimed to determine the communicative abilities of pupils as enhanced by social media. The researcher applied the descriptive-correlational design and considered the 854 Grade 1 pupils in public and private schools as the respondents of the study. The researcher utilized a standardized questionnaire in communicative abilities of pupils as enhanced by social media. She employed the percent, weighted mean, multiple regression analysis, and Mann-Whitney U Test for treating the data. The study revealed that the communicative abilities of pupils in English was enhanced due the due to the following factors: (a) the parents educational level are college graduate, (b) the learners frequently visited social media sites; “YouTube”, “Facebook”, and TikTok”, (c) the learners frequently view television/ YouTube videos with parental guidance. Moreover, it was revealed that the parents’ and learners’ profile is significantly related to the level of ability in communicating in English. The study also found out that the parents’ and teachers’ perceptions on the learners’ level of ability in communicating in English is significantly different. The study came to the conclusion that pupils' proficiency in English was improved by parents' educational background, the language used at home, watching both educational and non-educational videos, and using social media under parental supervision.

Some psychological aspects of the development of intellectual abilities of junior schoolchildren in the process of learning activity

Nowadays there is a change in the mentality of society, the growth of information and culture. These processes necessitate the development of intellectual abilities. In elementary school the basic mental functions of personality (attention, perception, memory, imagination, thinking, speech) are most intensively developed, its tasks are revealed, intellectual qualities are formed, and intellectual abilities are developed. The article presents some aspects of improving the intellectual abilities of junior schoolchildren, as well as methods of identifying the levels of intellectual abilities. The results of application of the system of specially organized classes for the purpose of development of intellectual ability of pupils are presented.

APPLYING GENDER DIFFERENCES IN PHONOLOGICAL AWARENESS TO ENHANCE STUDENTS’ READING ABILITY

Phonological awareness is the first stage in enhancing kids' reading skills. Phonological awareness provides the foundation for youngsters to associate written letters with their voices, which will help them understand the reading process. Primary school reading abilities provide the groundwork for subsequent reading success. The research technique that utilized to conduct study on phonological awareness and reading ability of male and female primary school pupils is a research method that combines quantitative and qualitative data, commonly known as the Mixed-Method. To obtain quantitative data, this method employs one experimental group, whereas to obtain qualitative data, classroom observation, questionnaires, and interviews conducted on experimental. The subjects of this study were low-grade male and female pupils at primary schools in Cirebon. A basic random sampling procedure is used to determine the samples. There were four types of data gathering procedures used in this study: phonological awareness, observation, questionnaires, and interviews. This study leads to several findings. First, the findings are broadly consistent with previous research in the field of PA in primary children. The study discovered a consistent developmental trajectory in the majority of the PA tasks in favor of primary children. In addition, females outperformed males in some PA subtests. In order to eliminate obstacles to advancing their reading abilities, elementary students must be trained on PA exercises.