Attitudes Of Pupils Research Articles

The Attitudes of Pupils towards using Flipgrid in Learning English Speaking Skills

. The objective of this research is to conduct an investigation into the attitudes of primary pupils towards using Flipgrid in learning English speaking skills in a Year 4 Common European Framework of Reference for Languages (CEFR) classroom. The research used a mixed-methods approach using an explanatory sequential design. Data collection was via a questionnaire and semi-structured interviews with 60 CEFR primary Year 4 pupils with low English-speaking proficiency. The results of the questionnaire were analysed descriptively, whereas the data from the semi-structured interviews was analysed using thematic analysis. The findings showed that primary pupils in a CEFR classroom had a high positive attitude towards using Flipgrid to learn English speaking skills. This research has highlighted the potential use of Flipgrid in both learning and teaching English speaking skills in a CEFR classroom. More extensive research into the use of Flipgrid by secondary pupils in a CEFR classroom would be of further interest. Future research on this topic may provide greater insight into the different ways in which English educators can teach English speaking skills to secondary pupils. Moreover, the results could provide useful information to the Ministry of Education on the use of the e-learning approach in the learning and teaching of English speaking skills in the Malaysian CEFR classroom.

Comparative analysis of the views and attitudes of elementary and secondary school pupils from the Czech Republic and Slovak Republic on the division of the Czech and Slovak Federative Republic (ČSFR)

Comparative analysis of the views and attitudes of elementary and secondary school pupils from the Czech Republic and Slovak Republic on the division of the Czech and Slovak Federative Republic (ČSFR)

Personality’ orientation as a factor of mental states of secondary school students: empirical research

The research is devoted to the theoretical substantiation and empirical identification of the correlation of mental states with the orientation of the personality of secondary school students in the dynamics of age development. The influence of teachers 'professional orientation on the course of students' mental states is determined. Based on genetic psychology, a model of subject-subject space of interaction was developed: "teacher orientation-mental states-orientation of students". It is proved that the target settings of teachers are external determinants of mental states and affect the target settings of students. The mental states of school-age children during the entire period of study in primary and secondary school were studied. The equality of manifestations of mental states and target attitudes of schoolchildren is established, in particular: the affective level of target attitudes corresponds to the mental level of states when mental states and target attitudes act as experiences, emotional assessments; cognitive level of mental states and target attitudes, when mental states and one's own target attitudes at the conative level are realized. It is specified that mental states and target attitudes of the personality have similarity of directions: at positive mental states of pupil’s target attitudes are expressed by positive motives, at negative mental states - by negative motives.
 Thus, it is established that in the conditions of educational process of comprehensive school certain dynamics of mental states and target attitudes of pupils of different age groups is traced. The dynamics of target settings is confirmed, which is characterized by a tendency to increase the components of goal setting of schoolchildren from primary to senior school age. Thus, summarizing the results of the study by comparing the empirical distributions of the manifestations of mental states and target attitudes of students and it was determined that: the distribution of positive mental states of students coincides with the distribution of positive motives in the target settings of students, organization, communication, intelligence, methodological knowledge and skills, knowledge of psychology; the distribution of positive mental states of students does not coincide with the distribution of positive motives in the target attitudes of students and the professional orientation of teachers to motivate personal approval, good relations with the staff and administration; the distribution of negative mental states of students coincides with the distribution of negative motives in the target settings of students and the professional orientation of teachers to motivate personal approval; the distribution of negative mental states of students does not coincide with the distribution of negative motives in the target attitudes of students and the professional orientation of teachers on the organization and subject and the ability to engage in teaching without harm to privacy.
 In accordance with the obtained results, the main models of optimization of subject-subject interaction in the educational activities of schoolchildren are generalized from the standpoint of genetic-modelling method and genetically oriented psychotherapy.

Model of formation of the value attitude of high school students to the Russian language in the lyceum educational environment

At the present stage of the development of pedagogy, due to the tendency to axiologize education, special attention should be paid to the spiritual and moral development and education of the child's personality. In the process of studying at school, the subject of «Russian language» occupies a leading position, the metasubject educational functions of which make it possible to involve schoolchildren in the spiritual richness of Russian culture and literature, and the cultural and historical experience of mankind. In this regard, it is necessary to provide scientific and methodological support for the process of forming a value attitude of students to the Russian language, which allows organizing Training and Learning activities of high school students on a value basis. The purpose of this publication is to theoretically substantiate the conceptual model of forming the value attitude of high school students to the Russian language in the lyceum educational environment. Research methods and methodology. In the course of the work, the following methodological approaches were used: axiological, system-activity, environmental approaches, modeling method. Research results.1. The conceptual model of the formation of the value attitude of high school students to the Russian language in the conditions of the lyceum educational environment has been substantiated. 2. The substantive and procedural aspects of the process of forming the value attitude of high school students to the Russian language are characterized. Practical significance. The model of the formation of the value attitude of senior pupils to the Russian language in the process of classroom and extracurricular educational activities in the conditions of the lyceum educational environment, aimed at understanding the Russian language as a national and cultural value, may be in demand in further studies considering the value approach in education, the value-oriented aspect of teaching native language, as well as to be used in the development of special courses for students, graduate students and teachers on the problems of learning a language from an axiological standpoint.

Pupils’ attitudes toward distance education during the COVID-19 pandemic

The educational context has been disrupted by the ongoing COVID-19 pandemic. The aim of the study was to explore attitudes of pupils in Serbia toward distance education during the pandemic. Specifically, we aimed to explore the cognitive component of pupils? attitudes through their perception of positive and negative aspects of distance education, the motivational component based on the expressions of how distance education affects pupils? motivation to learn, and emotional component through verbal expressions of emotions toward distance education. The sample for the study included 110 pupils attending primary (5th to 8th grade) and secondary schools in Serbia. A semi-structured interview was employed. Data were analysed using qualitative content analysis. The findings suggest that majority of pupils have negative attitudes toward distance education and that they find insufficient interaction between teachers and pupils to be the major shortcoming of distance education. Positive aspects of distance education which could be preserved after the pandemic according to the participants? views are: communication between teachers and pupils using information technologies (IT), technical possibilities for a better presentation of learning topics and permanent availability of learning materials on online platforms. The study revealed the lack of intrinsic learning motivation and deficiencies in pupils? self-regulation of learning which are important to be overcome as they impede pupils? academic development both in distance and in classroom education.

Secondary School Pupils Attitudes Toward Soccer Activity At The Expense Of Other Group Activities

Secondary School Pupils Attitudes Toward Soccer Activity At The Expense Of Other Group Activities

Short and long term impact of a high-tech STEM intervention on pupils’ attitudes towards technology

STEM presents a challenge to education at large. The enrollment numbers in higher education STEM tracks are ever-decreasing numbers all around the globe. More so, young people’s interest in and attitudes towards STEM seem to be free falling. Educational interventions that can help boost the attractiveness of STEM are therefore needed, and diverse such interventions are implemented worldwide. We present a longitudinal impact study of a STEM education intervention focusing on the attitudes of pupils towards technology. The intervention involves young students visiting a high-tech truck (Techno Trailer) at their schools. Inside this truck grade 5 and 6 students (average age 11 years) experience diverse interactions with high tech material and exhibits, focusing on how technology can contribute to solving problems in industry and society. 1496 elementary school students aged 10–12 years old (grades 5 and 6) participated in the study. Some of their teachers were prepared for the visit through a preparatory workshop, while others were not. We used the PATT to measure the pupil’s attitudes towards technology. Three separate measurement occasions were included: just before, 3 days after and 3 weeks after the intervention. Differences between the measurement occasions reflect changes in attitudes over time. Overall, the study shows that the intervention rendered technology as less boring, more interesting and more viable as a career option for the pupils. For girls specifically, the intervention contributed to reversing the gender stereotypical view that technology is mainly a topic for boys. For boys we did not observer such an effect. The immediate educational impacts (3 days later) tended to decrease across time but most remained significant (3 weeks later) as compared to the base line. The results of this study show that short-term high-tech STEM education interventions can positively impact on students’ attitudes towards technology. At the same time, they show that such interventions in themselves are not enough and that they need to be part of a wider strategy to boost STEM attractiveness. Furthermore, our results highlight the added value of the preparatory workshop for teachers in terms of generating educational impact on pupils’ attitudes towards technology.

Развитие познавательного интереса школьников в рамках когнитивного обучения

The article actualizes the modern requirements for the quality of training schoolchildren in the framework of the new state standards in the field of education, describes the basic features of cognitive learning, analyzes the rules for the use of the concepts of “cognitive interest”, “cognitive activity”, and “cognitive learning”. Materials and methods. The material of the research is theoretical and empirical observations on the problem of the development of the cognitive interest of modern schoolchildren in the context of cognitive teaching in computer science. The analysis of the work of modern teachers made it possible to identify basic ideas and project them onto the learning process, taking into account the capabilities of the modern educational environment. Results and discussion. The author outlines that modern Russian education, focused on the development of universal learning activities and competencies of pupils, is in the process of reforming. It is also emphasized that the set of the analyzed approaches to defining the concept of cognitive interest made it possible to actualize the possibilities of cognitive learning and highlight its features. From the standpoint of the effectiveness of the development of cognitive interest, some methods, techniques and means of cognitive learning are described, the use of which in the educational process can contribute to a better preparation of pupils. Conclusion. The author comes to the conclusion that the set of requirements for modern graduates of educational institutions involves the development of innovative teaching technologies by teachers, their possession of such competencies that will make it possible to qualitatively organize the educational process, while developing a positive attitude of pupils to learning.

Pedagogical Content Knowledge in Music Education among public Elementary Teachers

Pedagogical Content Knowledge (PCK) is generally accepted to be necessary for teachers to deliver quality instructions and promote significant learning among pupils. Thus, research on Teachers’ PCK is highly relevant. Although there have been numerous researches exploring PCK in different areas such as Mathematics, Science and Language Education, limited studies have been conducted focusing on Teachers’ PCK in Music Education. This study examined the pedagogical content knowledge in music education among public elementary teachers in the District of Mariveles, Bataan, SY 2019-2020. In addition, this study also investigated the challenges faced by teachers in teaching music. Descriptive research design was utilized, and data were obtained through questionnaire and interview from 54 elementary teachers who were selected purposively. Gathered data were encoded and analyzed in SPSS using frequency, percentage and mean for descriptive data. One-Way ANOVA was used to identify significant variations on teachers’ pedagogical content knowledge in music when respondents were grouped by profile. Significant findings of the study revealed that that respondents have insufficient knowledge on the content and pedagogy of music in the elementary level. Data further divulged that teachers’ lack of knowledge on the subject, the negative attitude of pupils towards the subject, lack of facilities, and lack of teaching resources/materials were the main challenges faced by teachers in teaching music. Lastly, it was found that teachers’ content knowledge in music varied significantly when they were grouped based on the number of relevant seminars and trainings they attended. Also, teachers’ pedagogical knowledge in music was found to have significant variations when they were grouped based on the specialization and number of relevant seminars and trainings they attended.

Maths Sparks engagement programme: investigating the impact on under-privileged pupils’ attitudes towards mathematics

Abstract In this paper we explore the attitudes of under-privileged secondary school pupils in Ireland towards mathematics and investigate the impact of attending a 4-week engagement programme on these attitudes. The pupils involved in this research attended schools recognized by the Department of Education & Skills as socio-economically deprived. Pupils attending these schools, known as Delivering Equality of Opportunity in Schools (DEIS), are 40% less likely than their counterparts in non-DEIS schools to pursue mathematics at a higher level in state examinations (Smyth, E., Mccoy, S. & Kingston, G., 2015, Learning From the Evaluation of DEIS. Dublin: Economic and Social Research Institute). However, little research has reported on these pupils’ experiences of and attitudes towards mathematics at senior secondary level. An engagement programme entitled ‘Maths Sparks’ was purposefully designed for secondary pupils from DEIS schools, with the aim of positively influencing their attitudes towards and confidence in mathematics. The programme consisted of weekly out-of-school workshops exploring extra-curricular mathematics topics, designed and delivered by undergraduate mathematics students. Questionnaires were utilized to evaluate pupils’ attitudes towards mathematics before and after their participation in the programme. Despite its relatively short time frame, qualitative and quantitative analysis suggests an increase in participating pupils’ attitudes towards, enjoyment of and self-confidence in mathematics due to their participation in the programme. Findings also suggest that while these pupils liked the subject of mathematics, their experience of learning the subject in school was not always positive and was sometimes hindered by the absence of higher-level mathematics as an option in school. The high-stakes examination content and teachers’ beliefs in the ability of their students also sometimes negatively impacted learners’ intentions to pursue mathematics at a higher level. Findings suggest that longitudinal mathematics engagement programmes, which focus on problem solving, involve extra-curricular mathematical concepts and are presented by undergraduate mathematics students, may provide a valuable way of positively impacting pupils’ intentions to pursue the subject.

Protecting Children from Violent TV Programmes and Video Games in Tanzania

Violent Television programmes and video games have been consistently found to have negative impact on children’s education and behaviour. Past and current research on the attitudes of children watching violent television and video games show that children who watch violence in television and video games imitate the violent behaviours of the actors they watch in the television and video games. In Tanzania the influence of violent movies and video games on the education of children is an issue of great concern to parents, pediatricians, educators, researchers, and policymakers. However, very few studies have been undertaken to assess the debilitating effects of violent television programmes and video games on children’s education and attitudinal behaviour. This paper presents the findings of a study undertaken to assess the effects of violence in television and video games on children’s education and attitudinal behaviour. The study’s setting was Isenge Primary School, Pasiansi Ward, in the city of Mwanza. A total of 1,183 pupils were involved where 133 were randomly interviewed. The attitudes of the pupils were assessed by the Child and Adolescent Social Perception Measure (CASP). Results showed that the pupils’ attitudinal behaviours were substantially influenced by violent Television programmes and video games.

Attitudes towards being assessed in group work: The effects of self‐efficacy and collective efficacy moderated by a short educational intervention

AbstractBeing assessed in group work is a balance between cooperation and competition. Self‐efficacy and collective efficacy are important concepts in understanding how group work progresses and what attitudes assessment evokes. The aim of the study was to investigate the effects of a short educational intervention on the association between efficacy beliefs and attitudes towards being assessed in group work. In a randomized, controlled study of 22 pupil work groups, half of them got a short educational intervention. The work groups were formed for this study. The pupils answered a questionnaire before the intervention and after doing group work for 3 to 6 weeks with a study‐specific task. A moderated mediation analysis showed that attitudes towards being assessed in group work significantly are related to self‐efficacy mediated through perceived collective efficacy and that this relationship is stronger in the intervention group. In the context of work group assessment, we have shown that self‐efficacy and collective efficacy are two separate, but related concepts that are dependent on each other when it comes to pupil attitudes towards group work assessment, and that a relatively short educational intervention to teachers and pupils had an effect on the attitude. However, the older girls' attitude towards group work assessment was the least positive of all, which may indicate that the intervention depends on gender and age.

Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education

Curricular integration in formal teaching of citizen science can bring to the classroom aspects of scientific literacy that encourage the involvement of citizens. In particular, these include non-epistemic aspects related to the sociology of science (which are often not transferred to the classroom). Furthermore, this practice raises awareness among students, and encourages them to become participants in the attainment of the United Nations’ Sustainable Development Goals (SDGs). This article describes a proposal for the integration of a citizen science project into the secondary education curriculum that can be reproduced in any educational center. Eighty-three secondary school pupils (14–15 years old) took part in this research at a city-center school in Northern Spain. A questionnaire based on validated studies was created and used to analyze the changes in attitudes of pupils towards science and technology and their improvement in scientific literacy in terms of scientific processes and scientific situations. The results indicate a significant improvement in the attitudes towards science and technology among the participating learners, as well as a better understanding of scientific processes and situations. Likewise, the results reflect how the implementation of the citizen science project contributes to the SDGs.

THE DEVELOPMENT OF PUPILS’ OLYMPIC VALUES: KNOWLEDGE, SKILLS, ATTITUDES

Objective: The aim of this study was to investigate the knowledge, skills, and attitudes of 5th grade pupils regarding Olympic values. Methods: A qualitative study using the survey method was conducted from January until March, 2019. The participants of this study were 416 fifth grade pupils (49.0 % girls), ranging from 11 to 12 years old, from seven randomly selected general education schools in Klaipeda County (Lithuania). The questionnaire design was considered suitable for discovering the range of knowledge, skills and attitudes about Olympic values. The survey was created and pilot tested internally. The final version contained 35 questions, including five demographic questions and 30 questions related to the Olympic values. Results: The Olympic value, which was found to be the most developed, is Friendship: which is at a high level. The Olympic values of Excellence and Respect both were at an average level. The worst results were with the Olympic value of Fair Play. Conclusion: Pupils have a high level of knowledge of Olympic values (Excellence, Respect, Friendship, Joy of Effort, and Fair Play), but have poorer results regarding their skills and attitudes. The level of attitudes towards the Olympic value of Fair play is low.

Glagoljične preferencije učenika polaznika izvannastavne aktivnosti mali glagoljaši u razrednoj nastavi

U današnje doba globalizacije i interkulturalne komunikacije nameće se važnost očuvanja glagoljične baštine kao važnog dijela hrvatskog identiteta i kulture. Ona je posljednjih godina prisutna u društvenoj svijesti, znanosti, umjetnosti, poduzetništvu, ali i u djelatnosti odgoja i obrazovanja. Ipak, prema dosadašnjim saznanjima glagoljaške izvannastavne aktivnosti još uvijek su iznimno rijetke među djecom mlađeg školskog uzrasta. Cilj ovoga istraživanja bio je utvrditi stavove učenika polaznika izvannastavne aktivnosti Mali glagoljaši u četvrtome razredu osnovne škole prema navedenoj izvannastavnoj aktivnosti i njihove glagoljične preferencije prema nastavnim cjelinama. Utvrđeno je da ispitanici imaju izrazito pozitivan stav prema izvannastavnoj aktivnosti Mali glagoljaši (93%) te da su im omiljene cjeline Igre na glagoljici i Kreativne radionice. Učenici su izrazili pozitivan stav i prema cjelinama Pisanje brojeva i Glagoljska kaligrafija. Nije utvrđen negativan stav prema nijednoj cjelini, ali im se ipak Vježbe čitanja i Uvod u glagoljicu nešto manje sviđaju od ostalih. Rezultati ovog istraživanja postavljaju temelj za opravdanost osnivanja glagoljaških skupina u razrednoj nastavi, ali i uključivanje nekih glagoljičnih nastavnih cjelina ili njihovih dijelova u realizaciju predmetnih kurikuluma i kurikuluma međupredmetnih tema.

Attitudes of Czech primary school pupils towards people with intellectual disabilities: the role of experience and participant demographics

ABSTRACT This research study aimed to identify and analyse attitudes of Czech primary school pupils towards people with intellectual disabilities (ID). In total 2295 pupils aged 10 to 15 years participated in the study. The questionnaire based on the Likert scale design was utilised as the research tool. Its items were divided into four dimensions (interpersonal liking; social status and rights of people with ID; social integration; fear) using explorative factor analysis. The effect of pupils’ socio-demographic characteristics (gender, school year attended and their declared experience with ID person) was modelled using multiple regression analysis. Pupils’ attitudes towards ID were rather positive overall. Neutral/negative attitudes were found in the dimension called “social integration of people with ID”, or rather their integration into regular primary schools to join peers without disabilities. The “personal experience with person with ID” proved to be the most significant predictor of all outcomes and it affected pupils’ attitudes towards ID in the most positive way. Differences in pupils’ attitudes were determined in relation to the effect of gender and the school year attended. In relation to the research findings, the study limitations and recommendations for further research are discussed.

The structural diversity of teaching abilities of primary school teacher

Expand and deepening of detailed researches into the problems of training future primary teachers in physical education is very necessary under modern conditions. Scientists pay special attention to the creation and introduction of active methods of study, the skilful use of which would contribute to increasing efficiency in the acquisition by students of professional knowledge, skills in the organization of physical education process of pupils. Physical culture lessons in their modern format are insufficient in themselves to maintain health of children, because they are often carried out unskilled, uninteresting, which creates an additional study load, negative attitude of pupils to school physical culture is produced as a kind of secondary educational subject. There is a hopeless situation under such conditions, at first sight. Therefore, the way out of the situation that now has developed is to review fundamentally tasks, essence, functions, forms and technological foundations of physical education at school. First of all, it is necessary to go beyond the traditional perception of physical culture as means of conducting only appropriate lessons. Physical culture should be considered a key component of human culture and not only as the development of individual physical qualities of the body, as universal means and prerequisite for the formation of all qualities of the individual - ethical, emotionally and strong-willed, intellectual and creative, permissive-entertainment, spiritual in general. The activity components of the organizer of sports and mass work at primary school, listed in the research, are interconnected, constitute the main content of the structure of his abilities, although they are constantly improved in the processes of their manifestation. Also our observations convince that each individual teacher is most often dominated by some one of the components just named. One teacher is well produced with organizational tasks, another with Gnostic, and another with communicative tasks. This is the individual style of activity and the development level of his pedagogical abilities.

Factors Militating Against the Effective Teaching and Learning of Krio at the Junior Secondary School Level:

This study was aimed at investigating factors militating against the effective teaching and learning of Krio at the Junior Secondary School (JSS) Level in a sample of JSS pupils in selected schools in the Western Area of Freetown, Sierra Leone. Questionnaires were administered to both teachers of Krio and pupils offering the subject at the targeted level. These, alongside observation and focus group discussions, were used to determine the level of training and experience of the teachers; facilities which support the teaching and learning of Krio; attitudes of teachers, pupils and other stakeholders towards the teaching and learning of Krio; mode and frequency of assessment; provision of institutional support; and, the success rate of pupils at the Basic Educational Certificate Exams (BECE) in the selected schools. Three schools were targeted. In each of these schools, questionnaires were administered to 50 pupils, giving a total of 150 respondents. A total of eleven teachers were sampled. The study revealed that: The teachers of Krio in the selected schools were and trained and qualified. However, none of them studied krio as a major and only about one third read it as a minor. Teaching and learning materials are inadequate, and time allocated to the teaching of krio is insufficient. Attitude is a major factor which militates against the teaching and learning of krio in the selected schools. Written assignments, tests and exams are the main assessment tools. Institutional support (in-service trainings/workshops/seminars) plays a great role in building teachers’ capacity to teach the subject as all the teachers sampled did not study krio as a major subject. BECE results (krio -2010 and 2011) indicate that only a small percentage of the pupils at JSSIII opted for krio

Pengetahuan, Sikap, dan Perilaku Remaja di Pulau Lombok Terhadap Isu Pemanasan Global

This survey research aimed to understand the relationship between knowledge and attitudes of pupils on Lombok Island on the issue of global warming. The research sample of 267 students were randomly drawn from 6 state high schools in Lombok Island. Knowledge data were collected using tests, attitude and behavior data towards global warming were collected using a questionnaire. Data analysis used regression and correlation techniques. This study concluded: (1) there was a relationship between knowledge and the behavior of pupils on Lombok Island on the issue of global warming; (2) There was a relationship between attitude and behavior of pupils on Lombok Island on the issue of global warming; (3) there was a positive relationship between knowledge and attitudes with adolescent behavior on Lombok Island.

Effect of Scaffolding Instructional Strategies on Pupils’ Attitude to Basic Science and Technology in Rivers State, Nigeria

This study examined the effect of scaffolding instructional strategies on pupils’ attitude to Basic Science and Technology in public primary schools in Rivers State. Four purpose and four null hypotheses guided the study. Non-randomized pretest, posttest control group experimental design was adopted for the study. The population consisted of 42,409 basic four pupils; 147 pupils in the intact classes of the sampled schools using simple random sampling technique served as sample. The modified Fennema-Sherman Attitude Scale was used for data collection. The data was analyzed using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a significant difference in the Basic Science attitude mean score of pupils taught with modeling and cueing questions and those taught with conventional method; the Basic Science attitude mean scores of boys and girls, high achievers and low achievers taught with modeling and cueing questions do not differ significantly with those taught with conventional method; there is no significant interaction effect of treatment, gender and achievement levels on the attitude of pupils towards Basic Science and Technology (BST). Recommendations were made which include that scaffolding instructional strategy should be used in classroom teaching/learning interaction to enhance the teaching and learning of pupils as well as improve their attitude towards Basic Science and Technology.