Afternoon Classes Research Articles

Analysis of Front Roll Movement In Gymnastics: An Inquiry Approach Among Physical Education Students

This study describes the analysis of front roll movement skills in students using an inquiry approach, emphasizing active exploration and investigation by students. The research method utilized was quantitative descriptive. The research sample consisted of 63 physical education students from IKIP PGRI Pontianak. The research results indicate that students' activity in performing front roll movements in gymnastics with the inquiry method showed improvement. Initial data showed that for Morning Class A, 19 students, or 63.3% out of 30 students, obtained a Poor Category; for Afternoon Class, 24 students, or 80% out of 30 students, obtained a Poor Category. After implementing the inquiry method, there was an improvement in Morning Class students, with 24 students, or 80% out of 30 students achieving a Medium Category, and in Afternoon Class A, 28 students, or 93.3% out of 30 students achieving a Medium Category. This study concludes that using the inquiry method can enhance the skills of physical education students in performing front roll movements in gymnastics

Effects of Class Schedules on the Focus and Punctuality of Senior High School Students

This study aimed to investigate the effects of class schedules on the focus and punctuality of senior high school students, particularly the Grades 11 and 12, in Nazareth School of National University and compare its effects on the two different grade levels who start their face-to-face classes at different times. With the time their classes are scheduled, students may experience its effects on their ability to focus and be punctual in their classes. This study used a quantitative research design employing a descriptive-comparative approach as it enables understating the effects of different class schedules on the focus and punctuality of senior high school students and compares two different class schedules, namely the morning classes and afternoon classes. The study was conducted using a questionnaire with twenty-nine (29) items that aims to assess the focus and punctuality of senior high school students in their scheduled face-to-face classes. The study had hundred sixty-six (166) participants using a stratified sampling technique, particularly Grade 11 students who attend morning scheduled classes and Grade 12 who attend afternoon scheduled classes. The findings of the study showed that students from morning and afternoon scheduled classes may exhibit similar levels of focus and punctuality while there is no sufficient evidence to reject the null hypothesis of the study stating that there is no difference between morning and afternoon classes in terms of the focus of the students.

Personality in Daily Life: Multi-Situational Physiological Signals Reflect Big-Five Personality Traits.

The popularity of wearable physiological recording devices has opened up new possibilities for the assessment of personality traits in everyday life. Compared with traditional questionnaires or laboratory assessments, wearable device-based measurements can collect rich data about individual physiological activities in real-life situations without interfering with normal life, enabling a more comprehensive description of individual differences. The present study aimed to explore the assessment of individuals' Big-Five personality traits by physiological signals in daily life situations. A commercial bracelet was used to track the heart rate (HR) data from eighty college students (all male) enrolled in a special training program with a strictly-controlled daily schedule for ten consecutive working days. Their HR activities were divided into five daily situations (morning exercise, morning classes, afternoon classes, free time in the evening, and self-study situations) according to their daily schedule. Regression analyses with HR-based features in these five situations averaged across the ten days revealed significant cross-validated quantitative prediction correlations of 0.32 and 0.26 for the dimensions of Openness and Extraversion, with the prediction correlation trending significance for Conscientiousness and Neuroticism. Moreover, the multi-situation HR-based results were in general superior to those based on single-situation HR-based features, as well as those based on the multi-situation self-reported emotion ratings. Together, our findings demonstrate the link between personality and daily HR measures using state-of-the-art commercial devices and could shed light on the development of Big-Five personality assessment based on daily multi-situation physiological measures.

Chronotype, Time of Day, and Performance on Intelligence Tests in the School Setting.

Research suggests the existence of an association between chronotype and intellectual performance, but the nature of this link remains unclear. Studies conducted in a laboratory setting point to the synchrony effect (better performance at a person's preferred time of day) for fluid intelligence, but not for crystallized intelligence, whereas studies that have analyzed students' grades suggest that the effect exists for both. In the present study, we aimed to verify the synchrony effect by applying direct measures of crystallized intelligence, fluid intelligence, and subjective sleepiness-alertness in a sample of high school students during their morning or afternoon class. The results revealed a synchrony effect for crystallized, but not for fluid intelligence. During morning class, students with a morning chronotype performed better than evening chronotypes on a test of crystallized intelligence, whereas during afternoon class there was no difference between chronotypes. The association resulted from decreased performance during morning class in evening chronotypes that improved during afternoon class and constant performance in morning chronotypes. These effects were independent of sleepiness-alertness levels. The results suggest that individual differences between chronotypes may be important for tasks performed during morning classes, but not during afternoon ones, and that performance across school days may depend on time of day in evening chronotypes.

Гигиеническая оценка умственной работоспособности студентов медицинского вуза в зависимости от времени занятий и питьевого режима

Today, the issue of preservation, maintenance and development of mental performance is of great importance due to social transformation and the school and higher education system upgrade. The growing body of information, continuous modernization of the training programmes, the use of various technical training aids that result in intensification of cognitive activity have a negative impact on the students' mental state. The study was aimed to assess the medical students' mental performance indicators in relation to the time of the day and the daily fluid intake. A total of 300 students were enrolled, who had both morning and afternoon (after lunch) classes. Mental performance of medical students was assessed using the Anfimov's table. It was found that the students' mental performance depended not only on the start time, but also on the water consumption regime. The main trends of water consumption in young adults were defined: moderate water consumption (1–2 L per day) prevailed, low water consumption (less than 1 L per day) was ranked second, and high water consumption (more than 2 L per day) was the rearest.

ANALISIS KOMPONEN UTAMA UNTUK MENENTUKAN VARIABEL YANG BERPENGARUH TERHADAP CITRA PROGRAM STUDI ARSITEKTUR UNIVERSITAS SURAKARTA

Main component analysis can be used to facilitate agencies in making decisions in improving the services to be provided because with the main component analysis it can focus on only a few main components of the many variables that affect the level of public image. The research approach used is a quantitative approach with a descriptive method. This research was conducted at the Architecture Study Program at the University of Surakarta (UNSA), with primary data as a source of data which was conducted by distributing questionnaires to applicants in the Architecture Studies program at the University of Surakarta which contained 6 questions representing 6 specific variables. The data obtained from this study were analyzed using the principal component analysis method. With the principal component analysis method, two main components are formed, namely the first main component, the variable coefficient of X1 (relatively cheap tuition fees), X2 (There are afternoon classes or employee classes), X3 (Lecturers who are competent in their fields), X4 (Accreditation). ) respectively are 0.499, 0.456, 0.360 and 0.473 with variable scores/values X1, X2, X3, X4 are 0.702, 0.641, 0.506 and 0.665. These four variables are included in the internal components that form the image of the Surakarta University Architecture Study Program. The second main component, the coefficients of the variables X5 (complete supporting facilities) and X6 (strategic campus location) are -0.489 and 0.659 respectively and scores are -0.571 and 0.768, these two variables are included in the external components of the program image. Surakarta University Architecture Studies. The total diversity of image-forming of the Surakarta University Architecture Study Program on the internal component is 32.98% and the external component is 22.62%, so it is known that the internal component is the most dominant component and has more influence on the image-forming of the Surakarta University Architecture Study Program than the external component

Understanding the impacts of floods on learning quality, school facilities, and educational recovery in Indonesia.

This research is among the first pieces of work to use the comprehensive school safety (CSS) framework to assess the impacts of floods on quality learning and education infrastructure. The CSS framework is employed here to identify the level of disruption to education services following floods in Jakarta, Indonesia, in 2013. The paper poses three key questions, concerning: (i) disruption to children's access to quality education during the flood emergency in 2013 and the early recovery phase; (ii) the impact of the floods on a school's physical infrastructure; and (iii) the effectiveness and level of success of the 2013 flood responses by relevant stakeholders. Combining quantitative and qualitative strategies, the paper examines the experiences of 100 schools in Jakarta. The findings suggest that the CSS framework offers a more nuanced approach to assessing post-disaster education needs. Moreover, it is also relevant for examining the relationship between the COVID-19 pandemic and relative losses in the education sector.

THE EFFECTIVENESS OF CLASS DIVISION BASED ON STIFIN (INTELLIGENCE MACHINE) AT THE SUKMA MEDAN COLLEGE OF MANAGEMENT SCIENCES, ESPECIALLY IN KIP STUDENTS IN THE SECOND SEMESTER OF THE AFTERNOON CLASS

Stifin is a tool for detecting intelligence and a person's brain type, it is used to find out a person's character and to find out what learning methods are suitable for each student. This type of research is a quantitative descriptive study using a survey method conducted online. Primary data collection in this study was carried out by distributing online questionnaires to 34 respondents who were students of KIP STIM SUKMA MEDAN which included students studying in the second semester in afternoon classes with combined concentrations. Respondents from this study were students of right brain b and left brain b management study program which included 2nd semester students. In this study students who were respondents and were willing to fill out google forms. Based on the analysis above, it can be concluded that many students think that they are more familiar with character their personal after knowing their MK. but having the Constitutional Court and adjusting the class according to the Constitutional Court does not guarantee that all students are comfortable, because there is no difference in assignments or anything else between right brain class B and left brain B.

A Comparison of Students’ Attitude and Perception towards Morning or Afternoon Classes in Texila American University, 2021

This paper reports on the findings from focus groups conducted at Texila American University on the attitudes of its medical students towards morning lectures. Students felt that two things were vital for a good lecture: (1) that the lecturer goes beyond what is written in the lecture notes; (2) that the lecture is interactive, by which students meant that the lecturer asks if students understand concepts and adjust the delivery accordingly, and the lecturer answers the students’ questions. The students in the focus groups also discussed what makes for a bad lecture: (1) lecturers reading straight from slides; (2) lecturers who ‘blame the students’ by saying that students don’t work hard enough and are too lazy to turn up to lectures; and (3) lecturers who cover the material too slowly or too quickly. The most prominent reason given for not attending lectures was the timetabling of lectures in such a way that students had too few classes in one day to make the sojourn to university worthwhile and relating to feelings of tiredness each afternoon. Any university seeking to improve attendance at lectures should perhaps look as much to improving its timetabling practices as it does to improve the practices of its individual lecturers. Keywords: Focus groups, Lectures, Student attitudes.

INTERNALISASI KESANTUNAN BERBAHASA DALAM MATA KULIAH BAHASA INDONESIA

The main purpose of this study is to describe the internalization of language politeness in the morning class and evening class in the Indonesian language course. This study uses a qualitative research design with data in the form of speech expressed by MKU Indonesian students both orally and in writing. The politeness observance of the evening class is the obedience of agreement, rather than feeling, and approval, while the politeness of the morning class is the obedience of agreement, rather than feeling, and sympathy. For language politeness violations committed by afternoon class students were violations of politeness in the thimble of courtesy, thimble of sympathy, and thimble of humility, while what was done by morning class students were violations of thimble rather than feeling, thimble of humility, and thimble of kindness.Keywords: Politeness; language; student

0008 University-wide chronotyping shows late-type students have lower grades, shorter sleep, and more absenteeism

Abstract Introduction A person’s preferred timing of nocturnal sleep (chronotype) has important implications for cognitive performance. Students who prefer to sleep late may have a selective learning disadvantage for morning classes due to inadequate sleep and circadian desynchrony. We tested whether late-type students perform worse only for morning classes, and we investigated factors that may contribute to their poorer academic achievement. Methods Chronotype was determined objectively in 33,645 university students (early, n = 3,965; intermediate, n = 23,787; late, n = 5,893) by analysing the diurnal distribution of their logins on the university’s Learning Management System (LMS). Linear mixed models were used to test for differences between chronotype groups in grade point average (n = 33,645), actigraphy-estimated sleep behaviour (n = 261), and class attendance estimated using Wi-Fi connection data (n = 17,356). Results Late-type students had lower grades than their peers for courses held at all different times of day, and during semesters when they had no morning classes. Actigraphy studies confirmed LMS-derived chronotype was associated with students’ sleep patterns. Nocturnal sleep on school days was shortest in late-type students because they went to bed later than the other chronotype groups and woke up earlier compared with non-school days. Wi-Fi connection logs for classrooms revealed that late-type students had lower lecture attendance than their peers for both morning and afternoon classes. Conclusion Large university-archived datasets can be used to assess relationships between chronotype and academic performance. Late-type students had lower grades, shorter sleep, and were more likely to miss classes. Shifting classes later may improve sleep and circadian synchrony in late-type students. However, this probably will not eliminate the performance gap because they still had lower grades when they only had afternoon classes. Interventions that focus on improving students’ well-being and learning strategies may be important for addressing the late-type academic disadvantage. Support (If Any) Data storage and management were supported by the NUS Office of the Senior Deputy President & Provost and ALSET. The work was funded by the Ministry of Education, Singapore (MOE2019-T2-2-074) and the National Research Foundation, Singapore (NRF2016-SOL002-001).

Students' Perceptions of the Use Equation Editors in Completing Papers Calculus I Class

Perception is an individual's ability to respond, interpret, and distinguish a view of any information to a stimulus. So the aims of this study was to find out: (1) students' perceptions of the use of an equation editor in writing mathematical notation as assignments for calculus class I papers, (2) students' perceptions of writing calculus I paper assignments using the manual method (handwriting). The research subjects consisted of 16 students majoring in Extension Informatics Engineering (afternoon class) Semester I. The type of research was descriptive qualitative. Data collection techniques are interviews. The analysis stage is to analyze the results of the interviews. The results of the study concluded that: (1) 11 (eleven) students agreed to use the equation editor in writing calculus I paper assignments,the rest were still confused about the use of the equation editor; and (2) all students do not agree if the paper is written using the manual method (handwriting) because the results are not neat and take a long time.

Devour Me

Devour Me Yuki Fuwa (bio) Translated by Toshiya Kamei (bio) In this short story from Japan, the narrator—who is disappearing organ by organ—dissolves into a library as encompassing as the cosmos. Click for larger view View full resolution PHOTO BY GREG RAKOZY & ALFONS MORALES ON UNSPLASH I chose to live as a part of the school. I belong to the library. My devotion has led to organ donation. S. R. Ranganathan, who was considered the father of library science in India, authored The Five Laws of Library Science. Here’s the fifth, and last, law—the library is a growing organism. You know what’s ironic? A twentieth-century scholar predicted the future. The library actually grows as it chews, digests, and integrates all kinds of information. I was born into the third cybergeneration, so it’s a cinch for me to merge with the library. The linguistic barrier has crumbled down. I, watashi, and 我 . . . are all me. I’ve renounced my birth name and gender. Does an information entity need gender? The answer is no. Even so, everybody who comes here becomes feminine. Thanks to her influence. My liver is being taken from my body. It doesn’t matter. Let us visit the Asian History section today. I zip through aisles and hurry toward my destination. No, there’s no hurry. I accelerate like a particle and leap to the destination in a second. I’m glad that I’ve gotten rid of my physical body. That’s the best decision I’ve made. At the Asian History section, the Mongolian cavalry storms away. A patron has checked them out. She’s a thirteen-year-old girl. Nowadays hardly anyone reads physical books. As textual information is stored visually, most patrons prefer videos. I monitor the patron’s heart rate. At times, history shows them a scene of unparalleled atrocity. Checking the patron’s mental state, stopping the video in case somebody passes out in shock: these are also a part of my job description. Half an hour later, the patron disengages from accessing. Perhaps she will go back to the afternoon class. Since I transitioned to this side, I don’t know if my school still physically remains. How many brick-and-mortar schools are still left in the world? Physical schools you can touch. Schools accept only a select few. I play the rest of the video. Temüjin, the future Genghis Khan, will conquer vast territories of land. Another part falls from my body. This time my skin peels off. Maybe some building has collapsed somewhere. A few kids still intend to access the library. They must be afraid of going to their class. I could log them off forcibly, but I won’t do that. I turn into a ghost and access one of them. Pity kids with no freedom. They’re not allowed to discard their bodies yet. I send them a message: “With age comes privilege.” Then the patron’s mental patterns turn from red to green. There, there. Here we go. The library doubles as the health office for bullied kids who are afraid of going to school. Those kids can [End Page 60] hide in the forest of books, away from their classmates, parents, and teachers. I hop on my broomstick and speed across the sky. The Western Civilization section is full of mysteries, always brimming with curses, hexes, and spells. At last, my heart is removed from my body. But I couldn’t care less. I keep soaring to meet her—Mother. A city on the moon lies at the center of the universe now. The atmosphere snatches away my broom and puts me in a space suit. I zip across the dark expanse and land on the dome covering the lunar city. “It’s you again,” the dome says in a slow, feminine voice. It’s Mother. “Here I am.” “Do you feel like a girl now?” “I may feel like a boy tomorrow.” “Is that so?” The library’s motherboard is always connected. She re-creates the construction of the lunar city in real time. The soaring spires beneath the dome remind me of New York...

Implementasi Program Full Day School Dalam Meningkatkan Akhlak Peserta Didik

Full day school is a learning process program conducted a full day. Where student activities regarding the learning process are carried out more at school rather than at home, to avoid and minimize negative student activities after school. This study used field research which was classified into qualitative descriptive. The method of data collection used the interview, observation, and documentation. The method of data analysis used data reduction, data presentation, and concluding. After researchers conducted research at Pacet 1 Public Senior High School, the findings of researchers 1) Implementation of full day school programs in schools. The learning process starts at 6:45 a.m. to 3:30 p.m., taking breaks for two times. (b) the implementation of learning is carried out all day long for the interior and adding material, (c) the teaching staff and the placement of students in the morning class are differentiated in the afternoon class, (d) the implementation of learning in class is mostly carried out outside the classroom so that students do not get bored. 2) While the Implementation of the Full Day School Program in Improving the Morals of Students in Pacet 1 Public Senior High School, namely: (a) the addition and strengthening of religion wherein the material is directly related to morals, (b) the existence of superior programs such as: designed education Based on tawhid, education that is not limited to theory and which is easily applied by students in everyday life. (c) the methods used are: habituation method, exemplary, giving advice. 

Sleeping through a pandemic: impact of COVID-19-related restrictions on narcolepsy and idiopathic hypersomnia.

To assess the impact of coronavirus disease 2019 (COVID-19)-related restrictions on narcolepsy type 1 (NT2), narcolepsy type 2 (NT2), and idiopathic hypersomnia (IH). Participants with NT1, NT2, and IH followed in a university hospital completed an online 78-question survey assessing demographic, clinical, and occupational features of the population during the first COVID-19-related lockdown. A total of 219 of 851 (25.7%) respondents of the survey reported a mean increase of 1.2 ± 1.9 hours (P < .001) in night sleep time and a mean decrease of 1.0 ± 3.4 points (P < .001) on the Epworth Sleepiness Scale during lockdown. Bedtime was delayed by 46.1% of participants and wakeup time was delayed by 59.6%, driven primarily by participants with IH. Teleworkers (but not in-person workers) reported a mean increase of 0.9 ± 1.2 hours in night sleep (P < .001) and a mean decrease in sleepiness score of 1.6 ± 3.1 (P < .001). Cataplexy improved in 54.1% of participants with NT1. Sleepiness correlated with psychological wellness (r = .3, P < .001). As many as 42.5% enjoyed the lockdown, thanks to reallocation of time usually spent commuting toward longer sleep time, hobbies, and family time, and appreciated a freer napping schedule. Conversely, 13.2% disliked the lockdown, feeling isolation and psychological distress. Extended sleep time, circadian delay (in patients with IH), and teleworking resulted in decreased symptoms of central hypersomnias. These findings suggest that people with IH, NT1, and NT2 may benefit from a decrease in social and professional constraints on sleep-wake habits, and support advocacy efforts aimed at facilitating workplace and schedule accommodations for this population. Nigam M, Hippolyte A, Dodet P, etal. Sleeping through a pandemic: impact of COVID-19-related restrictions on narcolepsy and idiopathic hypersomnia. J Clin Sleep Med. 2022;18(1):255-263.

Maintaining Dialogue in Remote English Classes

This week, I’ve been thinking a lot about one of our students who has disclosed to my CT (Cooperating Teacher) that she has been living on her own for the past two semesters and works full time to support herself. Due to her work schedule, she goes through periods of time when she is unable to attend classes, and other periods of time when she can. She asked my CT to reach out to her other teachers about her situation so that they know why her attendance is sporadic. I worked with this student in our afternoon classes, which my CT had decided to reserve for making up work at the end of the marking period.

Literacy Description of Probability for the Senior Secondary School Students in Makassar City

This development research has obtained an assessment model of probability literacy in senior secondary school students. Such literacy is crucial because the statistical assessment as part of mathematics today in senior secondary schools tend to emphasize technical procedures with many mathematical formulae. Literacy of probability consists of five basic competencies, namely: (1) understanding the concept of probability, (2) insight into the application of the probability concepts, (3) skills in calculating the value of probability, (4) careful interpretation of the probability value, and (5) skills in visualization and communication of probabilities and conclusion that may be drawn from them. This study maps ability levels in these five competencies across Makassar City, identifying weaknesses in several questions about probability literacy that need to be revised. The emphasis on the concept of literacy is a major strategy to improve learning in secondary schools. These five competencies are mapped according to the type of questions that refer to the guidelines for implementing the skills of the 21st-century Curriculum 2013 in senior secondary school. The level of probability literacy achieved by high school students in Makassar is categorized as medium (47%-72%), highlighting an overall need for improved learning strategies that emphasize the five basic competencies. Additionally, morning classes are seen to correspond to a higher level of achievement than afternoon classes, for all five competencies.

“The relationship was a big success – the bond”: Exploring coaching strategies to foster life skills development in Eswatini

Coaches are uniquely positioned to foster both the implicit and explicit pathways of life skills development for youth sport participants. This study explored the coaching strategies that promote life skills development in Southern Africa, using rigorous, contextually-relevant, and culturally-attuned research and programming that is designed and implemented by local staff and a local researcher. This was achieved by studying a 3-week sport-based positive youth development program that was implemented at a community-based organization in a community in Eswatini. Participants were socially vulnerable youth (N = 48) in grades 6–7, coaches (N = 3), and the grade 6–7 afternoon class teacher. Data collection involved separate focus groups with the coach and youth participants, field notes from direct observation of the program sessions, and an interview with the teacher. Content analysis was used to inductively analyze the data, which was subsequently deductively categorized according to Bean and colleagues’ continuum of life skills development and transfer. Findings indicated that coaches employed both implicit (e.g. program design, positive coach-youth relationships, supporting mattering) and explicit (e.g. active learning strategies, discussion, reflection, focus on transfer) strategies to cultivate life skills development. Practical implications include the value of coaching strategies that are attuned to youth needs (e.g. lack of adult role models), cultural factors (e.g. local teaching norms, adult-youth relationship dynamics), and contextual challenges (e.g. behavior management). Future programming should consider situating coaching strategies in a holistic framework of experiential learning to optimize life skills development and transfer. Lay summary: Coaches are important figures in helping youth develop life skills through sport participation. This article discusses how, dependent on the cultural context and community challenges, coaching strategies need to be adapted to meet youth needs. This article identifies coaching strategies that meet youth needs in Southern Africa. Practical implications Coaching strategies need to be adapted to integrate cultural factors, address community challenges, and meet youth needs. Coaches and sport-based PYD program designers should consider the influence of the larger community and society in either promoting or hindering youths’ ability to transfer life skills to non-sport domains. Partnerships need to be created with the community in order to optimize youth life skills development. Coaching strategies should be situated within a holistic theory of experiential learning that can guide coaches in effectively facilitating life skills development and transfer.

An Analysis of Student Learning Anxiety During the COVID-19 Pandemic: A Study in Higher Education

The COVID-19 pandemic has become a global issue which has a broad impact, especially in the education world. This study aims to analyze students’ learning anxiety at the Universitas Raharja Indonesia during the COVID-19 pandemic. This research was conducted with regular student (morning classes) and non-regular student groups (afternoon classes) at the Universitas Raharja. The data collection technique was a closed questionnaire where respondents were given five alternative answers. The data were collected, analyzed descriptively, and categorized using the seven scales. The results showed that learning anxiety in the regular student group was 77.75% and in the non-regular student group was 81.05%. There was a difference in learning anxiety between regular and non-regular student groups, but it is not statistically significant.

A multidrug-resistant tuberculosis outbreak in a language school: Tokyo, Japan, 2019-2020.

Japan has successfully reduced the burden of tuberculosis (TB) in the past seven decades; however, there are still some issues in eliminating TB. Its presence in immigrants, particularly multidrug-resistant (MDR) TB, is one of them. In mid-September 2019, a teenage Chinese male student in a morning class of a Japanese language school in Tokyo, Japan, was diagnosed with sputum smear-positive pulmonary MDR-TB. The outbreak cases were analyzed in a cohort study. We investigated 138 students and 18 teachers, of whom 81 (51.9%) were male, 115 (73.7%) were aged from 20 to 29 years, and 124 (76.9%) were from China. Four other students in the same classroom and another in a different classroom from the index patient in the morning classes were also diagnosed with MDR-TB disease by the end of November 2020. In addition, 31 cases of latent TB infection (LTBI) were detected among the students and teachers. Students in the same classroom had the highest risk of TB infection (78.9%, 95% confidence interval [CI]: 54.4%-93.9%) with a relative risk of 8.6 (95% CI: 3.9-19.0), followed by students in the other classrooms of the morning classes (25.9%, 95% CI: 15.0%-39.7%) with a relative risk of 2.8 (95% CI: 1.2-6.8), compared with the afternoon class students (9.2%, 95% CI: 3.5-19.0) who had minimal contact with the index patient. National TB programs should adopt prophylaxis regimens for MDR-TB LTBI cases and provide prophylaxis to them, particularly if related to an outbreak. The Japanese government should screen immigrants for TB, particularly those from TB-endemic areas.