Basic School Research Articles

Feverphobia: Frecuency and related factors associated

Fever is common in childhood and there is a high level of concern on behalf of caregivers to manage it, this is called "feverphobia". The objective was to evaluate the presence of feverphobia and associated factors in the study population. Methods: observational, cross-sectional, prospective, and analytical study during 2021 to 2022 through an ad hoc survey self-administered to parents and/or caregivers of patients under 6 years of age who consulted the emergency room of the Dr. Roberto del Río Children's Hospital in Santiago, Chile. The association between sociodemographic variables, knowledge, attitudes, and fears regarding febrile children was analyzed by Chi square and Fisher’s test in addition to univariate logistic regression analysis. A total of 381 surveys were carried out. 98% presented some degree of feverphobia. A fever below 38°C was defined by 40.6%. Physical measures were used by 56% of caregivers. The main sequelae feared were convulsions in 82% and 42.7% reported that it could be lethal. A total of 92.1% used unreliable sources of information and 66% had never received education from health personnel on this subject. Logistic regression showed that being a parent, basic or high school level and a thermal threshold below 38°C were the most associated variables. Feverphobia is a current phenomenon in our population and health education to the parents and caregivers could prevent it.

Perceived Effectiveness of Alternative Strategies to Corporal Punishment in Ghanaian Basic Schools

Perceived Effectiveness of Alternative Strategies to Corporal Punishment in Ghanaian Basic Schools

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

The effectiveness of using distance learning (Madrsti platform) in light of the Corona pandemic and the obstacles to application from the point of view of Arabic language teachers in basic government schools in Marka District

Analyzing the challenges basic school teachers face in integrating Information and Communication Technology into teaching and learning activities in a developing country

Analyzing the challenges basic school teachers face in integrating Information and Communication Technology into teaching and learning activities in a developing country

Implementasi Literasi Baca Tulis Siswa Kelas Rendah Di Sekolah Dasar

The purpose of this research is to describe the implementation of literacy reading and writing students of class I in the Basic State School 2 Banjar Tegal, Buleleng district, buleleng-Bali. The research approach is qualitative research with the type of phenomenological research. This research data is a description of implementation the literature reading and written students of grade I in Basic state school 2 Banjer Tegal. The research instruments used are interview guidelines and documentation. The results of the study show that the student's literacy is in the developmental phase. As for the teacher's efforts in developing literacy, the following are: 1) When literacy hours are carried out especially for students with low literacy levels, the teacher invites the student to read the story first from the teacher, whether it's a folk story book, fairy tale or fiction. Then the teacher guides the students to recount the story that has been read by the class teacher in their own language. In the course of recounting the story content, the professor invites students to learn to read some of the pronouns from the contents of the story which makes it difficult for students to read, 2) the teacher uses the media of literature board made of board covered with plates as a place to paste pictures, letters and tribes. With the literacy board media, teachers easily introduce letters and pronouncements to the student whom the teacher first puts a picture on the literation board.

Age-Series Distortion: this situation in three cities of Southern Minas Gerais

The article sought to survey age-grade distortion indicators in three municipalities located in the state of Minas Gerais: Bueno Brandão, Inconfidentes and Ouro Fino. Thus, throughout this text, definitions of Brazilian basic education, the contextualization of the municipalities surveyed and the collection and organization of age-grade distortion data from these municipalities were addressed. The research has a qualitative approach, using documentary research as its methodology and a method for collecting quantitative secondary data from the database of the Anísio Teixeira National Institute for Educational Studies and Research (INEP), taking the period from 2016 to 2020 as its time frame. The aim of this article was not to try to understand the potential causes of age-grade distortion in the three municipalities. This could be the fruit of future research, as new questions have arisen in the course of this work. This article is unique in that there are no publications with grouped data on age-grade distortion for the three municipalities studied in the way presented here. The results found were important for gaining a better understanding of the educational data and the context in which the basic education schools in the three municipalities are located.

Effect of Gamification Element on Students Academic Performance In Mathematics In Basic Schools In Kwara State

Gamification elements are excellent tools for promoting specific behaviors and enhancing academic performance. Method: The study used a non-equivalent group design using a 2x2x2 factorial, quasi-experimental pre-test-post-test format. The population for this study were all junior secondary students in Kwara State. The target population for this study was all junior secondary students in basic 2 (J.i.S 2) in Kwara-North. Two junior secondary schools in Kwara-North L.G.A. were chosen using a purposive sample technique because they have functional and well-equipped computer labs. School B was the control group, whereas School A was the experimental group. The two groups were intact classes. The instruments used for data collection were: The Mathematics Concepts Performance Test (MCPT) and the Quizalize gamification application. To ensure the reliability of the instrument, a pilot study was carried out the acquired results were tested using split-half Reliability coefficients, and a value of .89 was obtained. The findings of the study revealed that the adoption of gamification element has an impact on junior secondary school students’ mathematics performance, female students performed better than male students after the treatment was administered. It was recommended among others that the gamification element is successful in lowering the level of abstractness connected with the teaching and learning of some mathematical concepts at the junior secondary school level of education, mathematics teachers should incorporate it into the classroom.

A model of variant teaching for basic school students in the field of artificial intelligence

Today, the need to educate schoolchildren in the field of artificial intelligence is emphasized at the state level. However, issues related to the selection of content and organization of teaching in the field of artificial intelligence to students in basic secondary school are still controversial. Basic general education faces the problem of finding ways to improve teaching methods for schoolchildren in the field of artificial intelligence.The scientifically based implementation in the field of artificial intelligence training at the level of basic general education is associated, firstly, with the development of a model for teaching in the field of artificial intelligence in the conditions of variant school education, secondly, with the identification of approaches to organizing such teaching, thirdly, with the selection and structuring of teaching content in the field of artificial intelligence as part of an informatics course in basic secondary school, fourthly, with the integration of the teaching content in the field of artificial intelligence into various organizational forms of school education. This determined the purpose of the study.As a result of the study, approaches to the formation of the content of variant teaching in the field of artificial intelligence were identified, a model of variant teaching in the field of artificial intelligence at the level of basic general education was created, the principles of implementation of the proposed training model was highlighted, thematic modules for basic and in-depth training in the field of artificial intelligence were identified, educational and methodological materials were developed (theoretical educational material, practical tasks, laboratory work, methodological recommendations, etc.) for variant teaching in the field of artificial intelligence in the basic secondary school. Testing of the educational and methodological materials was carried out at sites in certain educational organizations in Moscow.

Exploring how Teachers’ Gender Biases and Students’ Self-Efficacy Beliefs Impact Mathematics Instruction

The issue of gender biases among mathematics teachers and the self-efficacy beliefs of students is an intriguing subject. This study sought to explore how teachers' gender biases and students' self-efficacy beliefs impact mathematics instruction in the Adenta Municipality of the Greater Accra Region of Ghana. A sequential explanatory mixed method design was utilized in collecting data from 100 Basic school mathematics teachers and four hundred (400) Junior High School students through a closed-ended questionnaire and semi-structured interview guide. The study discovered that gender-related stereotypes and biases among teachers perpetuated gender-based misconceptions, affecting the self-efficacy of female students who were perceived to be weaker in mathematics. The study recommended comprehensive teacher training and awareness programs to help address gender-related stereotypes and biases in mathematics instruction.

Evaluation of the Adoption and Implementation of Technology-Enhanced Mathematics Lessons in Basic Schools

The study evaluated the adoption and implementation of technology-enhanced mathematics lessons in basic schools in the Ho West District of the Volta Region of Ghana. Grounded in the Technology Acceptance Model. The target population was all basic school teachers in Ho West District. The adopted research design was a descriptive survey research design with a quantitative approach. A stratified random sampling technique was employed and 450 basic school teachers were used as samples for the study. Data were collected using a close- ended questionnaire with a reliability coefficient of 0.77 was analyzed using frequencies, percentages, means, standard deviations, independent samples t-tests, and Pearson’s moment correlation. The results revealed that a teacher recognizes instructional technology as useful for their mathematics instruction. Hence, challenges from teachers, least access to instructional technology tools, training, time for lesson preparation, technical issues, and resistance from their students and colleagues were identified. The study recommends that regular assessments are made on the teachers’ perceptions to tailor professional development needs. Additionally, teachers should be supported by their head teachers to tackle issues specific to individual teachers.

Formative assessment of students' educational results in informatics in basic school

Formative assessment of students' educational results in informatics in basic school

Dimensional model of socioemotional learning built on a large‐scale sample of Chilean students

AbstractEven though Social and Emotional Learning (SEL) has become a central domain in education, there is still a lack of clarity in the underlying conceptual models guiding educational efforts and insufficient empirical evidence supporting these models. The Chilean Agency for Quality in Education developed a socioemotional questionnaire as part of the Comprehensive Learning Diagnosis (DIA), administered in educational institutions nationwide. Its underlying conceptual model considers nine SEL competencies structured into three dimensions: Individual, Communal, and Civic, mapping onto the Chilean educational curriculum and learning goals relative to SEL. Even though this model was built based on a thorough revision of existing approaches to SEL and assessment tools, this dimensional structure has not been empirically tested. This study explores a dimensional model of SEL based on a large‐scale sample of Chilean students assessed through the DIA (882,553 7th–12th graders). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to determine the dimensional structure, also testing for invariance by educational level (basic vs. secondary education) and gender. EFA evidenced a three‐dimensional structure, with factors labeled as individual, relational, and socio‐moral based on their composition. CFA confirmed these dimensions with adequate fit indices. Factorial invariance of the identified model was found between basic and secondary school students, and between boys and girls. The study allowed for the construction of a theoretical model of SEL based on a large‐scale sample. The identification of a moral factor as a key dimension of SEL constitutes a novel and promising perspective, in line with recent research providing new insights into SEL. Further evidence regarding the reliability and validity of the instrument should be analyzed. Also, the proposed SEL model should be tested in different countries and populations to broaden our understanding of SEL and inform educational policies and practices.

CONDITIONERS OF DEMOCRATIC MANAGEMENT IN PUBLIC BASIC EDUCATION SCHOOLS

This article is the result of a Doctoral Thesis in education whose object of study was to analyze institutional evaluation as a mechanism that enhances democratic management, investigating resonances of this relationship in public basic education schools. One of the paths was the identification of factors that have acted as conditions for democratic management. One of the conditions for the democratic management of public schools concerns management reforms, implemented in Brazil in recent decades, influenced by the neoliberal model of public administration. The second condition refers to the formation of educational policy discourse, which has been influenced by global and international networks in the process of formulating national policies, especially multilateral agencies that offer sponsorship for the implementation of certain national policies. A bibliographical research pointed out similar difficulties in different regions of Brazil regarding the limitations of implementing Democratic Management, highlighting the need to break with clientelistic and authoritarian management practices.

“We Have to Charge Levies, Else We Will Close Down the Schools”. Delivering Ghana’s education capitation grant programme within chronic resource constraints: impacts and implications

ABSTRACT Financial barriers to education such as the payment of school fees have long been identified as a key driver of the perennially high out-of-school rates in developing countries. Accordingly, Ghana implemented the education capitation grant (CG) policy in 2005 as part of efforts to universalise access to primary education. At its core, the policy abolishes the payment of school fees and levies and replaces these with a government-funded per capita allocation to every basic school. Despite its critical role in widening access to education, the CG programme has received very little scholarly curiosity. The extant studies have largely focused on the CG programme's impacts on enrolment and retention. The funding component of the programme has generally been under-researched. This qualitative study, therefore, examines the implication of funding challenges for the delivery of the CG programme. Relying on one-on-one semi-structured interviews with 16 head teachers and 16 chairpersons of School Management Committees (SMCs), the article shows how a system of long-lasting funding constraints has compelled school administrators to adopt unsanctioned coping strategies such as charging fees and padding enrolment figures. Ultimately, these coping strategies undercut the CG’s objectives of removing financial barriers to basic education in Ghana and also raise critical questions about the viability of the CG’s goal of addressing the wealth bias that has characterised accessing education.

ПРЕДПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ ИНЖЕНЕРНОЙ НАПРАВЛЕННОСТИ: МОДЕЛИ И ЭФФЕКТИВНЫЕ ПРАКТИКИ ВЗАИМОДЕЙСТВИЯ С РАБОТОДАТЕЛЯМИ

The article reveals the prerequisites for the development of pre-vocational education in the Russian Federation and makes a short excursion into the problem of training engineering personnel in our country. The author also reviews scientific research devoted to the formation and development of pre-professional education, and also gives a brief description of some models of pre-professional engineering education that are successfully practiced in the educational space of the Russian Federation: pre-university, Rosneft classes, School of Engineering Reserve, Ural Engineering school”, basic schools of the Russian Academy of Sciences, engineering classes, medical classes, etc. In conclusion of the article, the author identifies such a promising model of pre-professional education as educational tourism, and characterizes various aspects of the further development of pre-professional engineering education in the Russian Federation.

Factors Responsible for Pupils’ Low Academic Performance in Abura-Asebu-Kwamankese District, Ghana

This study dealt with factors responsible for pupils’ low academic performance in Ubura-asebu-Kwamankese District in Ghana, using the study employed the descriptive survey design. The study selected twelve basic schools with low performance as sample. The sample size included 12 head teachers, 96 teachers and 36 parents. The study used both a questionnaire and interview schedule to collect data. Descriptive statistics analyzed the quantitative data while the qualitative data took place thematically. The study established that numerous factors affected students' academic achievement. These include elements from home and school environments and concerns relating to teachers. Parents' level of education, family structure and socioeconomic status are important factors in determining pupils’ performance. Particularly, class size and teachers’ motivation played significant roles in the teaching and learning process. There is a need for stakeholders’ cooperation to strengthen pupils’ learning environments for pupils to realize expected performance. Parents should enhance their children's education by fostering conducive environments at home. Furthermore, parents should maintain frequent interaction with teachers to establish the progress of their children at school and provide appropriate support in collaboration with teachers. The district needs to employ additional teachers to reduce chances for large class sizes. Finally, circuit supervisors should enhance their oversight to ensure strict adherence to instructional practices and educational standards.

The Role of Teachers in Implementing Inclusive Education in Basic Schools in Kurdistan Region-Iraq

The Role of Teachers in Implementing Inclusive Education in Basic Schools in Kurdistan Region-Iraq

The effectiveness of using educational robots in enhancing engineering mathematics skills among students in basic school

Educational robots foster engaging, democratic, and collaborative learning environments, enhancing students' mathematical and engineering abilities by enabling them to interact, solve problems, assimilate information, and communicate effectively within the classroom. This study aims to examine the impact of educational robots on the development of engineering mathematics skills. The study uses a quantitative approach with a quasi-experimental design for a single pre- and post-test group. The sample consisted of 40 fifth grade students who initially studied geometry using traditional methods, followed by studying the same content using the educational robot. The study found that robot-based education significantly improved engineering mathematics skills. It was concluded that using educational robotics as a tool for teaching mathematics improved computational thinking, engineering mathematics, motivation, creativity, cooperation, and teamwork. It is possible to argue that the study's results corroborate relevant research showing how educational robots raise students' academic performance and improve their critical thinking. These results lend credence to the idea that educational robots improve learning beyond traditional approaches by actively involving students, giving subjects greater concreteness, and capturing their interest and attention. The study recommends the creation of new mathematical activities using educational robots across various mathematical contents and educational stages, further enhancing engineering mathematics among students.

The role of social networks in reducing educational loss among primary level students from the point of view of Al Sera basic school teachers in the South Hebron Directorate of Education (Qualitative study)

The role of social networks in reducing educational loss among primary level students from the point of view of Al Sera basic school teachers in the South Hebron Directorate of Education (Qualitative study)

Access to Contraceptives among Venezuelan Migrant Women Residing in Peru: Analysis on a Population-Based Survey.

Introduction: The emigration of Venezuelans has seen a significant increase in recent years. The aim of this study was to identify factors associated with access to contraceptives in migrant women from Venezuela residing in Peru. Methods: An exploratory cross-sectional study was conducted using data from the Second Survey of the Venezuelan Population Residing in Peru. Access to contraceptives (yes/no) was established as the dependent variable. A Poisson regression model was performed for complex samples, and crude (PRc) and adjusted (PRa) prevalence ratios were reported. Results: A total of 3617 migrant women were analyzed, with 50.12% reporting access to contraceptives. Factors associated with greater access to contraceptives included being between 20 to 29 years old, having a university education, the entry period after the declaration of COVID-19 quarantine was associated with lower access to contraceptives. Conclusions: Access to contraceptives for Venezuelan migrants should be provided to all, as it is a free service in Peru. Additionally, education and family planning should be provided from the basic or middle school level to prevent unintended pregnancies in the future. Complete coverage should be provided regardless of the time of entry into Peru.