Education Of Pupils Research Articles

Cultivating Early Literacy: Impact on Grade One Academic Achievement

Teaching pupils to read requires patience, creativity, and a deep understanding of their learning styles. By fostering a supportive and engaging environment, educators can instill a lifelong love for reading in young learners. This study aimed to assess the Grade 1 pupils’ foundational literacy skills with their academic performance. It was conducted among the Grade 1 pupils of Zamboanguita District 2, Division of Negros Oriental, for the school year 2021–2022. The study utilized the descriptive-correlational research design and employed a standardized questionnaire provided by the Division Office. The statistical tools used are percentage, mean, mean percentage score, Pearson product-moment coefficient of correlation, and t-test for independent data. The study revealed that the Grade 1 pupils’ foundational literacy skills in listening comprehension, letter-sound identification, initial sound discrimination, and familiar word reading are just around the borderline of passing. It was also revealed that their academic performance based on their grades is satisfactory. Moreover, pupils’ foundational literacy skills are determinants of their’ academic performance.

Science Process Skills and Level of Knowledge of Primary Education Pupils

The research deals with the influence of inquiry-based science education (IBSE) implementation into science instruction in the 3rd grade of elementary school on the levels of pupils’ knowledge and science process skills. The research sample consisted of 395 pupils and 170 primary education teachers. The main research method was a pedagogical experiment. Other research methods were non-standardized didactic tests, observation and a questionnaire. The obtained results showed that the pupils’ science process skills increased in the experimental group due to the influence of IBSE. The research results may contribute to the effective implementation of this educational concept in the instruction of natural sciences at elementary schools, with the assumption of increasing pupils’ scientific literacy in international measurements.

Development of Smart Link Book as a Medium for Interaction Between Special School Institutions and Parents Through User Centered Design

By redesigning linking books, this study seeks to enhance the user-communication experience (UX) between school-aged children with special needs (SLB) and their parents. Understanding special education pupils’ growth, needs, and progress depends heavily on effective parent-school communication. Current link books, however, frequently fall short in terms of providing information in a user-friendly and inclusive manner. This research employs a user-oriented design approach to comprehend the requirements and preferences of parents and special education students. We found possible issues in the current bridge books through content analysis and engagement methods. The findings of this study will be used to guide the redesign of link books so that they are more user-friendly and available to everyone. The creation of a new linking book prototype involved the application of iterative design techniques. This prototype includes design components like inclusive language, understandable graphics, and improved accessibility features. Then, to gauge reactions and identify areas for development, this prototype was tested with the help of parents of SLB students and the students themselves. It is intended that the findings of this study would help those who create connecting books for special schools and other educational institutions that wish to enhance communication with special needs student groups. Better design will allow us to establish more efficient lines of communication between parents and schools, enhancing parental support for the academic growth of special education kids.

To Compare the Perspectives of Teacher Educators and Pupil Teachers for Infrastructure in Teacher’s Training Colleges

Teachers keep the foundation stone of formal learning. This learning should be built up with planning and affection. A great deal of thoughts of teachers is required in a friendly environment. For this, we need well trained teachers. In ITEP, Teacher education colleges are given comprehensive guidelines for infrastructure improvement. Good infrastructure will definitely improve the level of teacher education. A researcher conducted an online survey for a sample of teachers and students. The purpose of this study is to compare the perspectives of the respondents regarding teacher training infrastructure. This study also points out the importance of various features of the teacher training infrastructure from the point of view of the respondents and encourages the respondents to express their opinion on better use of the infrastructure.

Why Plato needs psychology. Proposal for a theoretical framework underpinning research on the cognitive transfer effects of studying classical languages

Psychology is one of the seven hub sciences, which involves great responsibility for psychologists but also great opportunities for both psychologists and other scholars; that was the theme of the 17th European Congress of Psychology organized by the Slovenian Psychologists’ Association. This article contains a detailed example of how psychology functions as a hub science today. The research topic finds its origin in the seemingly unrelated discipline of classics. Latin and Ancient Greek have been taught in Europe for centuries, and even today there are many pupils in secondary education who study them. This custom does not go uncriticized, as the classical languages are often perceived as irrelevant in the modern world. Classicists have therefore been forced, and continue to be forced, to defend the very existence of their discipline. One of the arguments they have adduced, is that the study of classical languages has a beneficial impact on pupils’ linguistic and general cognitive abilities. This claim is closely related to the general issue of transfer of learning which has long preoccupied philosophers and psychologists. The only way to verify such a claim, is to resort to a psychological approach. This article presents the first fully elaborated theoretical framework for the cognitive impact of classical language education, which paves the way for sound and rigorous research on this topic. The framework starts from cognitive transfer as a central construct and goes on to combine insights from various psychological and non-psychological literatures. As such, a fruitful interaction comes about: Not only does psychology contribute to classical language impact research, the latter will also enrich cognitive psychology and psycholinguistics by broaching new terrain.

No food for thought-How important is breakfast to the health, educational attainment and wellbeing of school-aged children and young people?

There have been reports from teachers of pupils in the United Kingdom arriving at school hungry. Poor nutritional intake during childhood can increase the risk of developing both short- and long-term health problems. Breakfast consumption has been associated with several outcomes including better diet quality and healthier weight status. Nevertheless, skipping breakfast is a frequent behaviour in young people, particularly adolescents, and those from lower socio-economic groups, who are less likely to meet dietary recommendations and nutritional targets. The aim of this narrative review is to explore the contribution of breakfast consumption at home or at school and the impact of breakfast skipping on nutrient intakes in school-aged children (aged 4-18 years), and their effect on weight and cardiometabolic health. We will also summarise evidence for a link with cognitive function and educational attainment. A broadly positive effect of breakfast intake on diet quality, weight status and school-related outcomes was found in the literature, although inconsistencies in findings and methodological limitations within the evidence base are notable. Further research is warranted to better understand impact of breakfast intake and school breakfast provision on longer-term learning, educational attainment and health outcomes. This also needs to consider the cost benefit, type of breakfast and any unintended consequences such as encouraging multiple breakfasts. Breakfast consumption could improve the nutritional intakes of the most vulnerable young people and may help to address inequalities in educational outcomes at least in the short term.

Opening Up Opportunities: Trainee Teachers Experiences of Teaching Pupils with Visual Impairment

AbstractPostgraduate Certificate in Education (PGCE) secondary art and design trainees facilitated an art education project for pupils at a specialist school for visual impairment (VI) in the Northwest of England. This paper focuses on the ways in which the art education project was designed to better prepare PGCE trainees for working with pupils with VI. There is an exploration of a series of reflections at the end of the art education project and again upon completion of the PGCE course. Feedback provided by PGCE trainees indicated the ways they were able to transfer the skills learnt regarding teaching pupils with VI into practice, as they embark upon their careers. Existing literature highlights variation across initial teacher training (ITT) in relation to what is taught regarding special educational needs, this is generally due to time constraints on one year ITT courses. The findings indicate these experiences have implications for practice. through following their journey, initially PGCE trainees were apprehensive about working with pupils with VI. However, facilitating the art education project enabled PGCE trainees to become more confident working with pupils. PGCE trainees were able to develop as teachers.

Views of educators working with pupils with Down syndrome on their roles and responsibilities and factors related to successful inclusion

BackgroundWhilst the majority of primary-school aged children with Down syndrome are educated in mainstream schools, little is known about the roles of Teachers and TAs in their education provision or their views on issues related to their effective inclusion. AimsThis study explored the perceptions of Teachers and TAs working with pupils with Down syndrome in mainstream primary schools in the UK using an online survey. Methods and ProceduresResponses from 105 TAs and 94 Teachers were collected. Outcomes and ResultsTeachers and TAs tended to view themselves as primarily responsible for a range of teaching and learning activities. TAs were more likely to have attended Down syndrome specific training and were frequently viewed as primarily responsible for delivering teaching, alongside other teaching and learning activities. TAs were less likely than Teachers to agree with statements relating to satisfaction with support from internal teaching staff and external agencies, and more likely to disagree with statements relating to sufficient time for planning and preparation. Both Teachers and TAs indicated positive attitudes to inclusion, though TAs felt more confident and competent in meeting the needs of pupils with Down syndrome. Conclusions and ImplicationsData suggest a lack of clarity and consistency in relation to the roles and responsibilities of Teachers and TAs supporting pupils with Down syndrome, and concerns relating to several factors associated with successful inclusion. These findings are discussed in relation to the Down Syndrome Act (2022) and guidance for educators working with pupils with Down syndrome. What this paper addsThis paper reports the views of teachers and TAs working with pupils with Down syndrome in primary schools across the UK, including their satisfaction with factors which support successful inclusion, gathered through an online survey. The data demonstrates differences in teacher and TA views on who is primarily responsible for teaching and learning activities for pupils with Down syndrome. Factors associated with successful inclusion cover training and support, planning and preparation as well as attitudes, confidence and competence of educators. In general, educators reported the need for Down syndrome specific training and sufficient time to plan and prepare. Overall TAs reported higher levels of confidence, competence and ability to meet pupil’s needs. Ultimately this paper highlights the views of those responsible for educating pupils with Down syndrome and the need for clear guidance around roles and responsibilities and training to ensure successful inclusion of pupils with Down syndrome in the UK.

Close and Conflictual: How Pupil–Teacher Relationships Can Contribute to the Alienation of Pupils from Secondary School

This article presents previously unreported findings from a larger grounded theory study which explored the intersection between pupil–teacher relationships and secondary pupils who are experiencing school alienation. Mixed data were gathered, using a questionnaire exploring teachers’ perceptions of their relationships with their students, alongside semi-structured, exploratory interviews with teachers and alienated pupils. A critical realist grounded theory design was employed, identifying closeness and conflict as causative mechanisms contributing new insights into the phenomena of school alienation. This approach allowed for data to be triangulated, constantly compared, and used to verify findings. This study discovered some pupils experience a more pronounced subset of alienation, where teachers perceive their relationships with such pupils as being less close and more conflictual when compared to their peers. It also identified that these pupils place an emphasis on negative experiences early into the formation of relationships with their teachers. Such experiences are viewed as critical incidents which are difficult to forget by alienated pupils. A diagram summarising this mechanism is presented, and the paper concludes with some professional strategies for teachers to help repair the relationship and reduce pupils’ feelings of alienation.

Impact of religious education on Pupil’s Behavior: A case study of selected secondary schools in Lusaka District, Zambia

The study examined impact of religious education on pupils’ behaviour in the selected secondary schools in Lusaka district, Zambia. Specific objectives were; (a) To assess effectiveness of teaching religious education in secondary schools, (b) To establish the relationship between religious education syllabus and shaping pupil moral development, (c) To determine whether the Zambian government has policy framework interventions that support the role of religious education in building Zambia as a Christian. In order to meet the objective, descriptive and explanatory research design was used. Both qualitative and quantitative research approach were used to analyze and interpret data. Data was collected through oral interviews, questionnaires and observations. Furthermore, contributions by some Pentecostal churches and other religious were of importance to the education sector. The study sampled head teachers, teachers of religious studies and pupils of religious education. The sample size for the study was 100 respondents. The findings of the study were that values and practices helps progress in education. The role of Religious Education prepares learners to be morally upright and influences them to fear God and respect fellow human beings. Additionally, the findings revealed that the teaching of religious education is a critical component that enables the school going youth to acquire morality by instilling the right attitudes for social obligations and responsibilities in the society. Based on conclusions of this study, the researchers came up with the following recommendations; Religious Education should be taught in all secondary schools and Zambia at large due to its power to reduce frequency of disciplinary cases in schools, to impart practical ability for learners to discriminate between right and wrong and choose what is right in day-to-day life. The other recommendation is that the government of Zambia and other related agencies should train more Religious Education teachers as the increase of RE teachers will make it possible for the subject to be taught across secondary schools.

Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions

Enhancing teaching and learning for pupils with dyslexia: A comprehensive review of technological and non-technological interventions

The Health and Attainment of Pupils in Primary Education

ObjectivesHAPPEN (The Health and Attainment of Pupils in Primary EducatioN) aims to empower schools to make meaningful changes by gaining a better understanding of pupil’s physical, psychological, emotional and social health. HAPPEN has had 30,000+ children across Wales take part to develop an e-cohort that is supported by public engagement and involvement.
 MethodsPupils (aged 7-11 or years 4/5/6) complete a self-report survey within school about aspects of their health and wellbeing. HAPPEN is directly aligned to the new Curriculum for Wales and has a strong utilisation of consultation, engagement and collaboration with school staff and local authorities. Schools receive an individual report presenting group-level data on pupils’ health and wellbeing while creating a dataset of health and wellbeing across Wales. This data has been linked to routine data and has the potential to make signficant impact in Wales.
 ResultsHAPPEN data has most recently been used to explore children’s health and wellbeing during the Covid-19 pandemic. This included a retrospective cohort study using an online cohort survey (January 2018 to February 2020) linked to routine PCR SARS-CoV-2 test results to explore health-related behaviours in children (2018-2020) and association with being tested and testing positive (2020-2021). This found associations relating to parental health literacy and monitoring behaviours. As well as this, free school meal status was used as a proxy for deprivation in an exploratory study on the impact of school closures on the health and well-being. The physical health (eg, physical activity and diet) of children eligible for FSM may be affected by prolonged school closures. HAPPEN research is driven by the wants and needs of its user-group.
 ConclusionHAPPEN exists to empower schools and practitioners to improve the health and wellbeing of children across Wales by feeding into policy and practice. This infrastructure has facilitated the creation of a dataset that can be linked to answer past and future questions including an evaluation of current free school meal roll-out.

Earmarking policy: how it affects the Indonesian health and education sector

This research analyses the implementation of earmarking policies in Indonesia that allocate 20% of expenditure for the education sector and 5% for the health sector by using the difference in difference method in the before and after the pandemic period. This research uses life expectancy at birth, number of maternal deaths, and the budget allocation for health as a representation of the health sector. To represent the education sector, this research uses primary education pupils, the primary school pupils-teacher ratio, and the budget allocation for education. This research also using propensity score matching and chow breakpoint test for robustness checks. The results of this research show the health and education sectors improved during the implementation of earmarking policy.

Perundungan di Pesantren: Fenomena Sosial pada Pendidikan Islam

This research aims to understand the phenomenon of negotiation at the gymnasium, the factors that influence it, its impact, as well as its prevention and management strategies. The research uses a qualitative approach by collecting data through in-depth interviews with centers. The results of the research show that negotiations at the gym can occur because of individual factors, families, social status differences, and mass media. Talks at the gym have a serious psychological impact on the victim, including depression, anxiety, and low self-esteem. In addition, there are negative implications for the educational climate in the training, such as the low participation of centers in educational activities and the emergence of uncertainty. It involves the active role of teachers, caregivers, and parents in identifying signs of negotiation, providing psychological support and support to victims, and involving all pupils in character education that promotes Islamic values such as empathy, tolerance, and justice. It is hoped that the results of this research can be used as a foundation for trainees and related stakeholders to create a safe, harmonious, and dignified educational environment during training.

Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education

This study aims to investigate the complexity of the practices of pedagogies of affect in physical education in response to urgent mental health issues among children and young people. As a proxy for measuring the effects of pedagogies of affect on pupils’ outcomes, self-determination theory (SDT) has informed teaching approaches for student motivation and psychological wellness and, thus, it could be an indicator perspective for mental health. Previous SDT studies in physical education have shown the relationship between pupils’ perceptions of need-supportive and need-thwarting teaching behaviours and affective outcomes. Nevertheless, no attempts have been made to test this teacher–pupil relationship involving observations of naturalistic teaching behaviour. Accordingly, this study examined how these observed teaching behaviours relate to pupils’ affective outcomes represented by basic psychological need satisfaction and frustration, (de)motivation, positive and negative affect, and sense of coherence. Employing a cross-sectional design, this study conducted observations of one indoor lesson per class and administered a set of questionnaires to pupils. In total, 20 teachers and 381 pupils aged 11 to 15 from seven different Scottish secondary schools participated in this study. The results showed that the factor of the observed structure before the activity was significantly related to affective outcomes, while the observed controlling teaching behaviour was related to negative outcomes. Although non-significant relationships between some factors of observed teaching behaviour and pupils’ variables were also found, this observational study is significant as it provides direct evidence of teacher–pupil interactions in the real-life context for developing pedagogies of affect.

Music teaching in primary schools of Albacete, Spain, during the COVID-19 pandemic

AbstractThe role, functions and duties of teachers have dramatically changed with the COVID-19 pandemic. This sudden change has posed enormous challenges for schools, students and teachers. This article deals with the situation of music teaching in the Spanish province of Albacete (Castilla-La Mancha)1 in the first two terms of the course 2020–2021 through face-to-face lessons. A questionnaire, created on music teaching in elementary schools, was answered by 96 teachers, teaching an amount of 35,365 primary education pupils in Albacete. The results of this research show that the everyday teaching has experienced relevant changes, especially in instrumental practice.

The Attitude of Pupil Teachers Towards Computers

The Attitude of Pupil Teachers Towards Computers

Demonstration Methods in Primary Schools: A Study of Academic Achievement in Physical and Health Education

This research aimed to investigate how the demonstration method influences the academic performance of primary school students in physical and health education in Kwara State, Nigeria. The study followed a quasi-experimental design, involving 79 pupils from two public primary schools. The research utilized the 'Physical and Health Education Achievement Test (PHEAT)' as the assessment tool, which was carefully validated and tested for its reliability, showing a reliability index of 0.76 using the test-retest method. Two hypotheses were formulated and examined using Analysis of Covariance (ANCOVA). The results of the study revealed a significant positive impact of the demonstration method on pupils' academic achievement in Physical and Health Education. However, when considering gender as a factor, the interaction between treatment and gender did not show a significant effect on pupils' academic achievement in the same subject. In conclusion, the findings suggest that using the demonstration method can enhance the academic achievement of primary school pupils in physical and health education, irrespective of their gender. Based on these results, it is recommended that teachers receive training in utilizing the demonstration method while teaching Physical and Health Education.

A Study to Assess the Effectiveness of Structured Teaching Programme on Knowledge Regarding Academic Stress and Its Management Among Secondary School Students B.V.V.S. High School Bagalkot

Background of study: Stress is very common in students’ life. secondary school students are very vulnerable to get stress, it’s very important to give knowledge regarding academic stress and its management, stress occurs due to the personal inadequacy, fear of failure, interpersonal difficulties with teachers, teacher pupil relationship and inadequate study facilities. Aim: To evaluate the effectiveness of structured teaching programme on academic stress and its management. Methods: Present study is Quasi pre- experimental study among 50 secondary school students using proportional stratified random technique. Tool is structured close ended knowledge questionnaire. The data was analysed by using descriptive and inferential statistical in terms of mean, frequency distribution, percentage, paired t test and chi square test. Results: Percentage wise distribution of assessment of knowledge of secondary school students regarding Academic stress and its management. In pre-test out of 50 secondary school students, highest percentage (36%) had very poor knowledge and lowest percentage 8% had good knowledge. After STP In Post Test highest percentage 31% of secondary school students had very poor knowledge and Lowest 11% of had good knowledge. As calculated “t” value 2.30 ˃ Table ‘t’ value 1.96 for Degree freedom 59 and at 5% level of significance. Conclusion: This study clearly show that the structured teaching programme was significantly effective in improving the knowledge level secondary school students regarding academic stress and its management. Keywords: academic stress, coping strategies, Knowledge, secondary school students, Structured teaching programme

Contrastive Analysis of the Characteristics of Vietnamese Words with Hmong Language ones and Reasons for Making Mistakes in Using Vietnamese words of Hmong Primary School Pupils

Vietnamese and Hmong languages are both isolated, syllabic, and tonal languages. However, Vietnamese words and Hmong language words have similar and different characteristics. Therefore, we have analyzed and contrasted the characteristics of Vietnamese words with Hmong language ones, analyzing language interferences that are the causes of errors in using Vietnamese words of Hmong primary school pupils. This research aims to contribute to improving the quality of Vietnamese language teaching for Hmong primary school pupils in primary schools in Vietnam ethnic minority and mountainous areas.