Female Pupils Research Articles

Occurrence of Schistosoma hermatobium amongst L.E.A. Primary School Pupils in Giri village, Abuja, Federal Capital Territory, Nigeria.

The epidemiological studies and clinical features of Schistosoma hermatobium were carried out on 100 pupils of Local Education Authority (L.E.A) Primary School in Giri Village, Abuja. The result of this study showed a total prevalence rate of 33%. The prevalence of Schistosoma hermatobium in relation to gender showed that the male pupils 33.9% were more infected than the female pupils 31.8% But there was no significant relationship between prevalence and gender (p> 0.05). However, the prevalence rate in relation to age group showed that age group 14-16 had the highest rate of prevalence (43.5%). Statistical analysis also showed that there is positive correlation between prevalence and the various age groups (p<0.05). This study showed that Primary six pupils had the highest prevalence of Schistosoma hermatobium in relation to class of study. (37.7%). However, there was no positive relationship between prevalence and class of pupil (p>0.05). This study reveals that Schistosoma hermatobium parasite is a concern in Giri area, Abuja, FCT. Therefore, this study recommends that the government should create awareness on the impact of this disease and to enlighten the children through health education programs on the mode of transmission of this parasite and how to control Schistosomiasis.

Aukštesniųjų klasių mokinių elgesio sunkumai mokykloje

Asmens gebėjimas konstruktyviai elgtis įvairiose socialinėse situacijose, laikytis visuomenės taisyklių ir normų nepažeidžiant kitų žmonių teisių ir laisvių bei mokėjimas bendrauti pasirenkant tinkamas bendravimo priemones lemia sėkmingą prisitaikymą visuomenėje ir visavertį ugdymąsi. Tačiau paaugliai mokykloje susiduria ir su įvairiais negatyviais socialiniais reiškiniais, kurie yra neišvengiami, o agresyvus mokinių elgesys prieš bendraamžius ar net prieš mokytojus yra realiai mokykloje egzistuojantis reiškinys, atspindintis šiuolaikinėje visuomenėje vykstančius procesus. Agresija suprantama kaip priešiškas elgesys, kuriam būdingas įžūlus pranašumo rodymas ar net jėgos naudojimas kito žmogaus ar žmonių grupės atžvilgiu, o jos raiška neatsiejamai susijusi su kiekvieno individo pastangomis įveikti įvairias konfliktines situacijas ir kliūtis siekiant užsibrėžtų tikslų bei prisitaikyti prie nuolat kintančios visuomenės. Todėl išsikėlėme tyrimo tikslą – ištirti aukštesniųjų klasių mokinių elgesio sunkumus mokykloje. Tyrimo tikslui įgyvendinti buvo suformuluoti uždaviniai: 1. Teoriniu aspektu apžvelgti mokinių elgesio sunkumų priežastis. 2. Nustatyti Klaipėdos „Žemynos“ gimnazijos aukštesniųjų klasių mokinių elgesio sunkumus mokykloje. Tyrimo metu taikyti metodai: teoriniai (mokslinės literatūros analizė), empiriniai (apklausa raštu naudojantis ASEBA ir YSR 11/18 (Achenbach, Rescorla, 2001) klausimynu) ir statistinė duomenų analizė. Tiriamųjų imtis buvo sudaryta remiantis netikimybine, patogiąja tiksline atranka. Tiriamųjų imtį sudarė N = 68 Klaipėdos miesto „Žemynos“ gimnazijos aukštesniųjų klasių mokiniai. [...]

أنماط التواصل الأسری الأکثر شیوعًا کما یدرکها عینة من الأبناء المراهقین The Most Prevalent Family Communication Patterns as Perceived by a Sample of Adolescent Offspring

هدف البحث الحالي التعرف على أنماط التواصل الأسري الأکثر شيوعا کما يدرکها عينة من الأبناء المراهقين بالمرحلة الإعدادية، والتعرف على الفروق وفقا لمتغيرات (النوع - مستوى تعليم الأم والأب - وحجم الأسرة)، وتکونت العينة من (200) طالبا وطالبة بواقع (100) ذکور، (100) إناث، تم اختيارهم بطريقة عشوائية من مدرسة عمر بن الخطاب الإعدادية، ومدرسة زهراء حلوان الإعدادية بنين، وقامت الباحثة بإعداد مقياس أنماط التواصل الأسري، وتم استخدام المنهج الوصفي المقارن، وأسفرت النتائج عن أن أکثر الأنماط الشائعة في الأسرة هي: (اللوام، العقلاني، المسترضي، المشتت، والمنسجم)، کما أوضحت النتائج عن وجود فروق دالة إحصائيا بين متوسطي درجات الذکور والإناث في النمط اللوام والمشتت لصالح الإناث والمسترضي لصالح الذکور، وعدم وجود فروق دالة إحصائيا بين متوسطي درجات الذکور والإناث في العقلاني والمنسجم وأنماط التواصل ککل، ووجود فروق دالة إحصائيا بين متوسطي درجات الأمهات في النمط اللوام لصالح ذات المستوى التعليمي المنخفض، والمسترضي والعقلاني والمنسجم لصالح المستوى التعليمي العالي، وعدم وجود فروق دالة إحصائيا بين متوسطي درجات الأمهات في النمط المشتت وأنماط التواصل ککل، بينما أوضحت النتائج کذلک وجود فروق دالة إحصائيا بين متوسطي درجات الآباء في النمط اللوام والمشتت لصالح المستوى التعليمي المنخفض، والمسترضي والمنسجم لصالح المستوى التعليمي العالي، وعدم وجود فروق دالة إحصائيا بين متوسطي درجات الآباء في النمط العقلاني وأنماط التواصل ککل، کما أسفرت النتائج عن وجود فروق دالة إحصائيا بين متوسطي درجات الأسر الکبيرة والصغيرة في النمط اللوام لصالح الأسر الکبيرة والمسترضي لصالح الأسر الصغيرة، وعدم وجود فروق دالة إحصائيا بين متوسطي درجات الأسر الکبيرة والصغيرة في النمط المشتت والعقلاني والمنسجم وأنماط التواصل ککل. وتم مناقشة النتائج التي انتهى إليها البحث الحالي والانتهاء بمجموعة من التوصيات والبحوث المستقبلية. This research aimed at identifying the most common communication pattern as perceived by a sample of adolescent offspring. It also investigated differences in this regard according to gender (males - females), fathers' and mothers' educational levels (high - low) and family size (big - small). The sample consisted of (200) male (100) and female (100) pupils. They were randomly recruited from Omar Ibnul-Khattab prep school and Zahraa Helwan prep school for boys. The researcher prepared the family communication patterns scale. The descriptive comparative research design was utilized. Results indicated that the most perceived common communication patterns by adolescent offspring were the conciliating, rationalistic, harmonizing, reproaching, and blaming, respectively. Additionally, there were statistically significant differences between the mean scores obtained by male and female adolescents in both reproaching and dispersing patterns in favor of the females. Differences in the conciliating pattern were in favor of the males. There were no statistically significant differences between the mean scores obtained by male and female adolescents in the rationalistic, harmonizing and total communication patterns. There were statistically significant differences between the mean scores obtained by mothers with high or low levels of education in the reproaching pattern in favor those mothers with low educational level. Differences in the conciliating, rationalistic and harmonizing patterns were in favor of mothers with high educational level. There were no statistically significant differences between the mean scores obtained by mothers with high or low levels of education in the both dispersing and total communication patterns. There were statistically significant differences between the mean scores obtained by fathers with high or low levels of education in the reproaching and dispersing patterns in favor fathers with low educational level. Differences in the conciliating and harmonizing patterns were in favor of fathers with high educational level. There were no statistically significant differences between the mean scores obtained by fathers with high or low levels of education in the both rationalistic and total communication patterns. Regarding family size, there were statistically significant differences between the mean scores obtained by big or small size families in the reproaching pattern in favor of big size families. Differences in the conciliating pattern were in favor of small size families. No statistically significant differences in the dispersing, rationalistic, harmonizing and total communication patterns were obtained. These results were discussed and some recommendations and suggestions for future research studies were provided.

Predictors of Self-Concept in Elementary School Pupils

Research consistently shows the connection between self-concept in children and youngpeople and their social relations, which is also reflected in pupils’ attitudes towardseducation. This paper analyses how family relations, peer relations and attitudestowards education contribute to the global self-concept of male and female pupilsof 8 to 14 years of age. The research was conducted by using an extended versionof the Questionnaire for Planning Social-pedagogic Interventions. The researchsample consisted of 3,335 pupils from 43 Croatian elementary schools. This studyexamines the hypothesis on differences in self-concept predictors between male andfemale elementary school pupils, suggesting that in comparison with male pupils, theself-concept of female pupils is more dependent on social relations and the level ofengagement in education. It was established that self-concept is relatively stable forboys of 8-14 years of age while it becomes weaker among girls of 8 -14 years of age.Statistically, for both male and female pupils, self-concept significantly depends on theassessment of the quality of family relations, peer relations, and the attitude of pupilstowards education. The most important self-concept predictor among male pupilsis their relationship with their peers, and among female pupils it is family relations.In addition, relationships with significant others and attitudes towards educationcontribute more strongly to the self-concept of female pupils than it does with theirmale peers.Keywords: attitude towards education; family relations; peer relations; significantothers in school age

ATTITUDE OF PUPIL -TEACHERS TOWARDS INTERNSHIP AS A PART OF B.ED. CURRICULUM

Teacher training programmes are set up to help prospective teachers navigate the world of student teaching, state standards, exams and teacher interviews. A pupil teacher is a college, university or graduate student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education. Internship is an integral part of his professional preparation. Internship in teaching includes practice – teaching and wide variety of field experience under the guidance of a competent or expert supervisor. The internship is very essential for todays teacher because it gives proper training to the pupil-teacher for better understanding of all the students. It builds confidence among the pupil-teachers. The present study aimed at finding out the significant difference of gender, stream and qualification in the attitude of pupil teachers towards internship. For this purpose the investigator used Attitude Scale prepared by the investigator himself. The data was collected from 80 pupil teachers from District Valsad . In order to analyze the data the investigator used three-way ANOVA. The main findings of the study were, there exist significant difference in the attitude of male and female pupil teachers towards internship. There existed significant triple interactional difference of gender, stream and academic qualification in the attitude of pupil teacher towards internship. There found no significant difference of stream, qualification, gender and stream, gender and qualification and stream and qualification in the attitude of pupil teacher towards internship as a part of B.Ed. curriculum. The findings of the study have significant implications to the teachers, supervisors, principals and policy makers who directly or indirectly involved in the system.

CIRCULATORY INDICES AND THEIR RELATIONS WITH PHYSICAL STRENGTH OF KINH AND SAN DIU HIGH SCHOOL PUPILS IN TAM DAO DISTRICT, VINH PHUC PROVINCE

This research on morphological and physical strength was conducted on 795 pupils of high school (from 16 to 18 years), the ethnicity of Kinh (50.06%), San Diu (49.94%) in Tam Dao district, Vinh Phuc province. The objective of this research was to identify some morphological and physical strengths of male and female pupils aged 16 - 18, contributing to building Vietnamese biological values in the current period. The research results show that there were differences in morphological indicators: height was based on age and sex factors. The physical strength of the study was subjected to the normal group according to BMI. Circulatory indicators (heart rate, arterial blood pressure) had a proportional relationship to the morphological and physical index.

Bullying experience of pupils in Nigerian primary schools.

Childhood bullying leads to life-long scars and hinders adult development. Schoolchildren involved in bullying are at risk of developing behavioural difficulties, physical health problems and suicidal ideation. This research aimed to evaluate the bullying experience of pupils in Nigerian primary schools.The study is a cross-sectional analytic survey conducted from June to November 2019. A total of 1080 pupils in participated in the study. A self-report questionnaire containing 3 questions was used for collecting data. Analysis of the collected data was done using percentage and Chi-Squared at 0.05 probability level.Results indicate that 51.4% of the male pupils and 50.8% of females reported being victims of bullying. 51.8% of the males and 49.5% of females were found to be perpetrators of bullying. 39.6% of the males and 42.9% of the females were bystanders of bullying. 35.1% of the males and 34.1% of females have experienced any 2 of the categories while 11.2% of the males and 12.4% of the females have experienced all the categories of bullying. Results show a non-significant difference between male and female pupils on bullying victimization (χ2 = .036, P = .849), bullying perpetration (χ2 = .589, P = .443), and bullying bystander problem (χ2 = 1.194, P = .275).In conclusion, school bullying is an increasing problem among Nigerian schoolchildren. Initiatives must, therefore, be taken by the Nigerian government to further prevent and counter bullying problem in Nigerian primary schools. Interventions aimed at helping schools to develop effective policies to reduce bullying behaviour among pupils should be initiated.

Building the readings scale to teach reading and writing to the student of the first grade

The study aimed at designing the readiness scale of learning to read and write for first grade students when they entered school, and to reveal the impact of the scale in the development of their abilities and the degree of readiness to learn to read and write. The sample of the study consisted of (64) male and female pupils from the first-grade students in Dar Al Arqam Islamic Model School in Gaza. The questions and its vocabulary were constructed in the light of readiness skills for learning to read and write. The scale consisted of (30) questions divided into (5) skills: (visual discrimination, auditory recall, auditory discrimination, auditory recall, auditory interpretation). It was applied to the research sample, the researchers found that there were statistically significant differences at the mean level (α = 0.05) in the average readiness to learn literacy between males and females in favor of females. The researchers recommended the need to hold training courses for teachers of kindergarten to deal with the skills necessary for reading and writing readiness.

Rates and causes of mortality among children and young people with and without intellectual disabilities in Scotland: a record linkage cohort study of 796 190 school children

ObjectivesTo investigate mortality rates and causes in children and young people with intellectual disabilities.DesignRetrospective cohort; individual record linkage between Scotland’s annual pupil census and National Records of Scotland death register.SettingGeneral...

أثر استراتیجیة التعلم المستند إلى الدماغ فی تدریس الاقتصاد المنزلی على تنمیة التفکیر التحلیلی لدى تلمیذات الصف الأول الإعدادی The Effect of Brain-based Learning Strategy in Teaching Home Economics on Developing Analytical Thinking among the First Year Preparatory School Students

هدفت الدراسة إلى الکشف عن أثر استراتيجيه التعلم المستند الى الدماغ في تدريس ماده الاقتصاد المنزلي على تنميه مهارات التفکير التحليلي لدي تلميذات الصف الاول الاعدادي. واعتمد البحث الحالي نظرا لطبيعته على المنهجين الآتيين: المنهج الوصفي التحليلي: والذي تم من خلاله الاطلاع علي نتائج البحوث والدراسات السابقة ذات الصلة بموضوع البحث لإعداد دليل المعلمة، وبناء أدوات البحث. المنهج شبه التجريبي: وذلک وفقا لتصميم المجموعات المتکافئة ( مجموعة تجريبية ومجموعة ضابطة ) لتحديد أثر المتغير المستقل وهو التدريس وفقا لاستراتيجية التعلم المستند الى الدماغ على المتغير التابع وهو التفکير التحليلي.وأجريت هذه الدراسة على عينة عشوائية قوامها (54) تلميذة من تلميذات الصف الأول الإعدادي بمدرسه المرشدي عمر الإعدادية إدارة غرب طنطا التعليمية بنواج، وتم تقسيمهن إلي مجموعتين متکافئتين إحداهما مجموعه تجريبية وعددها (27) تلميذه والأخرى ضابطه وعددها (27) تلميذه. وفيضوءماتوصلإليهالبحث الحاليمننتائج،قدمتالباحثة مجموعة من التوصيات منها:إجراء مزيد من الدراسات المتعلقة بنظرية التعلم المستند للدماغ فى کافة المواد الدراسية ومراحل التعلم المختلفة، وتوظيف نتائج هذه الدراسات فى تطوير المناهج وطرق التدريس وتدريب المعلمين. ضرورة إحتواء مناهج الأقتصاد المنزلى کمادة حياتية لمواقف تعليمية تعمل على إثارة التفکير التحليلي بحيث يتم توضيح کيفية تدريسها من خلال أدلة المعلمين. عقد دورات تدريبية لمعلمات الاقتصاد المنزلي لتدريبهنعلى تنمية مهارات التفکير عامة والتفکير التحليلي خاصة. استخدام استراتجية التعلم المستند للدماغ فى تدريس مقررات الأقتصاد المنزلى وإعتمادها کأسلوب تدريس. دعوة الجامعاتوکلياتالتربيةلتضمينهذهالإستراتيجيةفيبرامجإعدادالمعلمينقبل الخدمة وذلک ضمانا لتحقيق نتائج أفضل في دعم تعلم الطلاب. The present study aimed to reveal the effect of brain-based learning strategy in teaching home economics on developing analytical thinking skills among the first-year preparatory school students. The current research made use of the following two methods: the descriptive analytical method for reviewing the previous research and studies related to the topic of the research in order to prepare the teacher’s guide and develop the research tools, and the quasi-experimental method (pre-post test control group design for equivalent groups) to determine the effect of the independent variable, namely teaching in the light of the brain-based learning strategy on the dependent variable (analytical thinking). The study was adminsitered to a random sample consisting of (54) female pupils from the first-year preparatory school at Omar Al-Morshedy Preparatory School, West Tanta Educational Administration in Nouaj. The participants were categorized into two equal groups, one of them is an experimental group (27) students and the other is a control one (27) students. In the light of the results attained, the researcher presented a set of recommendations, namely conducting more studies related to the brain-based learning theory in all subjects and different stages of learning and employing the results of these studies in developing curricula, teaching methods, and teachers’ training; the necessity of utilizing the Home Economics Subject as a life subject for educational situations for stimulating analytical thinking as it must be explained through teachers' guides; Holding training courses for home economics teachers to train them in developing thinking skills in general and analytical thinking in particular; Using brain-based learning strategy in teaching home economics courses and adopting them as a teaching technique; and inviting universities and faculties of education to include this strategy in pre-service teacher preparation programs to ensure better results in supporting student learning.

Prevalence and intensity of neglected tropical diseases (schistosomiasis and soil-transmitted helminths) amongst rural female pupils in Ugu district, KwaZulu-Natal, South Africa.

BackgroundInadequate water supply and sanitation adversely affects the health and socio-economic development of communities and places them at risk of contracting schistosomiasis and soil-transmitted helminths (STHs). The aim of this study was to quantify the prevalence and intensity of schistosomiasis (bilharzia) and STHs amongst female school-going pupils in Ugu district.MethodsA descriptive cross-sectional study was conducted in Ugu district amongst primary school pupils from 18 randomly selected schools in 2010. A structured questionnaire was used to collect information on the history and knowledge of bilharzia of 1057 pupils. One stool and 3 consecutive days of urine samples were collected per participant and screened for helminth ova. Findings were compared with those reported by the parasite control programme, which collected data in the same area in 1998.ResultsThe prevalence of Ascaris lumbricoides and Trichuris trichiura was 25% and 26%, respectively, and their corresponding mean intensities of infection were 21 and 26 eggs per gram. The prevalence of Schistosoma haematobium was 32%, and its mean intensity of infection was 52 eggs per 10 mL urine. Of the pupils, 60% knew about schistosomiasis, 9% reported red urine in the past week and 22% had had dysuria before. Although the prevalence of ascariasis and trichuriasis had decreased since 1998 (62% and 59%, respectively), the prevalence of schistosomiasis had increased to 32% (p < 0.05).ConclusionFemale pupils in rural schools remain at risk. A mass treatment campaign, increased public awareness and improved sanitation are required to reduce these infections and sustain a reduction of STHs and schistosomiasis.Keywordsprevalence; intensity; schistosomiasis; soil-transmitted helminths; Ascaris lumbricoides; Trichuris trichiura; Schistosoma haematobium; parasite control programme; water contact.

A large population-based study of the mental health and wellbeing of children and young people in the North of England.

Background:There has been a recent reported rise in prevalence of mental health problems among children in the United Kingdom, alongside increased referrals into specialist services. There is a need for up-to-date information regarding changing trends of young people’s mental health to allow for improved understanding and service planning.Objectives:This article aims to provide an overview of the current mental health and well-being of years 8, 9 and 11 secondary school–aged pupils from two large regions in the North of England.Method:This was a cohort cross-sectional study. Measures including the Strengths and Difficulties questionnaire, the EQ-5D-Y, social media use questions, and a mental health service use questionnaire were completed by participants.Results:In total, 6328 questionnaires were returned from 21 secondary schools. One in 10 participating pupils scored ‘very high’ for total mental health difficulties. Significant differences on well-being scores were found between both gender and year groups.Conclusion:In recent years, the proportion of children facing mental health problems has increased. In particular, high levels of female pupils and year 11 pupils report facing difficulties. It is important to develop targeted, accessible interventions, and to continue to collect up-to-date measures for this population.

تأثیر استخدام المصادر التاریخیة فی تنمیة مهارات التفکیر التاریخی من خلال مادة الدراسات الاجتماعیة لدى تلامیذ الحلقة الأولى من التعلیم الأساسی

هدف البحث إلى معرفة تأثير استخدام المصادر التاريخية في تنمية مهارات التفکير التاريخي من خلال مادة الدراسات الاجتماعية لدى تلاميذ الحلقة الأولى من التعليم الأساسي. ولتحقيق هدف البحث تم إعداد مواد المعالجة التجريبية وفقا للمصادر التاريخية، کما تم إعداد أداة البحث: اختبارا لمهارات التفکير التاريخي. وقد طبق البحث على عينة مکونة من (40) تلميذا وتلميذة بالصف السادس الإبتدائي مثلت المجموعة التجريبية. وأسفرت النتائج إلى وجود فرق دال إحصائيا عند مستوى (01,0) بين متوسطي درجات تلاميذ المجموعة التجريبية في التطبيقين القبلي والبعدي لاختبار مهارات التفکير التاريخي لصالح التطبيق البعدي، ويرجع ذلک إلى؛ أن استخدام المصادر التاريخية ساهم في تنمية مهارات التفکير التاريخي، ويوصي البحث بالعمل على استخدام المصادر التاريخية في تدريس الدراسات الاجتماعية في المراحل التعليمية المختلفة. Aim of research Measuring effect of using historical sources on developing historical thinking skillsThrough The Social Studies for pupils of the first cycle of basic education. To implementing the aim of the research, experimental treatment materials were prepared according to historical sources, and the research tool was prepared: a test of historical thinking skills. The research was applied to a sample of (40) male and female pupils in the sixth grade of primary school, representing the experimental group.The field experiment result: there are statistical semantic dissimilarities at the level α ≥ 0,01 between the grade-point averages (testing historical thinking skills) for pupils of experimental group, due to the fact that the use of historical sources contributed to the development of historical thinking skills, and the research recommends working on the use of historical sources in Teaching social studies at different educational levels.

استخدام تطبیقات الآیباد (iPad) وفاعلیتها فی تنمیة المفاهیم الهندسیة لدى تلمیذات المرحلة الابتدائیة بالمملکة العربیة السعودیة

المستخلص: هدف البحث إلى التعرف على فاعلية استخدام تطبيقات الآيباد (iPad) في تنمية المفاهيم الهندسية ومهارات التفکير البصري لدى تلميذات المرحلة الابتدائية بالمملکة العربية السعودية ، ولتحقيق هذا الهدف استخدمت الباحثة المنهج التجريبي ذو التصميم شبه التجريبي ، حيث قامت الباحثة بتطبيق مواد وأدوات البحث المکونة من دليل المعلمة لاستخدام تطبيقات الآيباد (iPad) على الوحدة المختارة من کتاب التلميذة لمادة الرياضيات للصف الرابع الابتدائي وبناء الاختبار التحصيلي للمفاهيم الهندسية ومهارات التفکير البصري وتطبيقه على عينة البحث المکونة من (60) تلميذة، مقسمة إلى مجموعتين، إحداهما تجريبية عددها (30) تلميذة درست الوحدة باستخدام تطبيقات الآيباد ، والأخرى مجموعة ضابطة عددها (30) تلميذة درست نفس الوحدة بالطريقة التقليدية في التعليم، وقد أظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05≥α) بين متوسطي درجات تلميذات المجموعة الضابطة والمجموعة التجريبية في القياس البعدي للاختبار المفاهيم الهندسية ککل لصالح تلميذات المجموعة التجريبية، وأيضا في القياس البعدي للاختبار مهارات التفکير البصري ککل لصالح تلميذات المجموعة التجريبية، وفي ضوء نتائج البحث أوصت الباحثة بعدة توصيات؛ من أهمها توفير أجهزة الآيباد في المدارس للمعلمات؛ من أجل تحسين ممارسات التدريس بالمرحلة الابتدائية والابتعاد عن الطرق التقليدية، وعمل دورات تدريبية وورش عمل بشکل مکثف للمعلمات؛ لتدريبهن على استخدام تطبيقات الآيباد في التعليم. Abstract The research aimed to identify the he effectiveness of using the iPad applications in developing geometrical concepts and visual thinking skills among primary school pupils in the Kingdom of Saudi Arabia. To achieve this goal, the researcher used the experimental approach with semi-experimental design, where the researcher applied the research materials and tools consisting of the teacher’s guide to using the iPad applications on the unit selected from the student’s book for mathematics for the fourth grade of primary school, building the achievement test of engineering concepts and visual thinking skills applying it to the research sample consisting of (60) students divided into two groups, the experimental that contained (30) where they have studied the unit using the iPad, and the other one is the control which contained of another (30) students in which they have studied the unit conventionally. Results showed that there are statistical significance variation at significance level of (α≤0.05) between the mean scores of female pupils of the control group and the experimental group in the post-measurement for testing of engineering concepts in favor of the experimental group pupils, and also in the post-measurement of visual thinking skills to the favor or experimental group pupils. In light of the research results, the researcher concluded some recommendations; among of which is to provide iPads in schools for female teachers; as to improve the primary schools teaching practices and avoid the conventional methods, conduct intensive training courses and workshops for teachers to orient them in using the iPad applications in education.

The Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS): A New Adapted Version of the AMAS to Measure Math Anxiety in Young Children.

In the past decade, there has been increasing interest in understanding how and when math anxiety (MA) develops. The incidence and effects of MA in primary school children, and its relations with math achievement, have been investigated. Nevertheless, only a few studies have focused on the first years of primary school, highlighting that initial signs of MA may emerge as early as 6 years of age. Nevertheless, there are some issues with measuring MA in young children. One of these is that, although several scales have been recently developed for this age group, the psychometric properties of most of these instruments have not been adequately tested. There is also no agreement in the number and identity of the factors that underlie MA at this young age. Some scales also consist of several items, which make them impractical to use in multivariate studies, which aim at the simultaneous measurement of several constructs. Finally, most scales have been developed and validated in US populations, and it is unclear if they are appropriate to be used in other countries. In order to address these issues, the current studies aimed at developing a short, new instrument to assess MA in early elementary school students, the Early Elementary School Abbreviated Math Anxiety Scale (the EES-AMAS). This scale is an adapted version of the Abbreviated Math Anxiety Scale (AMAS; Hopko et al., 2003), which is one of the most commonly used scales to measure MA and has been shown to be a valid and reliable measure across a number of countries and age groups. The psychometric properties of the new scale have been investigated by taking into account its dimensionality, reliability, and validity. Moreover, the gender invariance of the scale has been verified by showing the measurement equivalence of the scale when administered to male and female pupils. We have also demonstrated the equivalence of the scale across languages (Italian and English). Overall, the findings confirmed the validity and reliability of the new scale in assessing the early signs of math anxiety and in measuring differences between genders and educational contexts. We have also shown that MA was already related to math performance, and teacher’s ratings of children’s math ability at this young age. Additionally, we have found no gender differences in MA in our samples of 6- and 7-year-old children, an important finding, given the strong evidence for gender differences in MA in older age groups.

A study protocol for a clustered randomised controlled trial to evaluate the effectiveness of a peer-led school-based walking intervention on adolescent girls\u2019 physical activity: the Walking In ScHools (WISH) study

BackgroundAdolescent girls in the UK and Ireland are failing to meet current physical activity guidelines. Physical activity behaviours track from childhood to adulthood and it is important that adolescent girls are provided with opportunities to be physically active. Walking has been a central focus for physical activity promotion in adults and may effectively increase physical activity levels among younger people. Following on from a pilot feasibility trial, the purpose of this cluster randomised controlled trial (c-RCT) is to evaluate the effectiveness of a novel, low-cost, peer-led school-based walking intervention delivered across the school year at increasing physical activity levels of adolescent girls.MethodsThe Walking In ScHools (WISH) Study is a school-based c-RCT conducted with girls aged 12–14 years from eighteen schools across the Border Region of Ireland / Northern Ireland. Following baseline data collection, schools will be randomly allocated to intervention or control group. In intervention schools, female pupils aged 15–18 years will be invited to train as walk leaders and will lead younger pupils in 10–15 min walks before school, at break and lunch recess. All walks will take place in school grounds and pupils will be encouraged to participate in as many walks as possible each week. The intervention will be delivered for the whole school year (minimum 20–22 weeks). The primary outcome measure is accelerometer-measured total physical activity (counts per minute) (end of intervention). Secondary outcomes will include time spent in sedentary behaviour, light, moderate and vigorous intensity physical activity, anthropometry measures, social media usage and sleep. A mixed-methods process evaluation will also be undertaken.DiscussionThe WISH Study will examine the effectiveness of a low-cost, school-based, peer-led walking intervention in increasing physical activity in adolescent girls when delivered across the school year. If the intervention increases physical activity, it would benefit adolescent girls in the defined target area with potential for wider adoption by schools across the UK and Ireland.Trial registrationISRCTN; ISRCTN12847782; Registered 2nd July 2019.

الفروق فى صعوبات القراءة بین التلامیذ ذوى صعوبات التعلم والمهمشین فى المرحلة الابتدائیة The Differences in Dyslexia between Children With Learning Disabilities and the Marginalized at Primary Stage

هدف البحث إلى الکشف عن الفروق في صعوبات القراءة بين التلاميذ ذوى صعوبات التعلم والمهمشين. وتألفت عينة البحث من (33) تلميذا وتلميذة بالصف الخامس الابتدائى,تنقسم إلي (17) تلميذا وتلميذة من ذوى صعوبات التعلم و (16) تلميذا وتلميذة من المهمشين ، حيث تم اختيار ذوى صعوبات التعلم عن طريق العينة القصدية, وطبق عليهم اختبار القراءة الصامتة إعداد/السيد السکران والسيد سليمان (2008), اختبار المصفوفات المتتابعة الملون إعداد / جون رافن تقنين /عماد حسن (2016) ,استمارة المسح السريع لاستبعاد ذوي المشکلات الاقتصادية والأسرية والصحية والتعليمية والثقافية إعداد: السيد سليمان و محمد أبو راسين(2008), اختبار بندر جشطلت البصرى – الحرکى . إعداد / لوريتابندر (1938)، تعريب / مصطفى فهمي ، سيد غنيم (1968)، تقنين / مستشفى جمال ماضي أبو العزايم(1990),وقد أسفرت النتائج عن وجود فروق دالة إحصائيا بين ذوى صعوبات التعلم والمهمشين فى الدرجة الکلية لاختبار صعوبات القراءة وبعد فهم الجملة لصالح المهمشين , وعدم وجود فروق دالة احصائيا بين ذوى صعوبات التعلم والمهمشين فى التعرف على الکلمة ,وفهم النص ,وفهم الفقرة . The current study aimed at defining the differences between students with learning disabilities and marginalized in the Dyslexia. The sample consisted of (33) male and female pupil at fifth grade .divided to (17) of learning disability students, (16) of the marginalized.Tools of the study were Reading learning disabilities diagnosis scale,2008 (set Elsayed El Sakran and Elsayed Soliman (2008),Intelligence scale Colored sequential matrix test Prepared by / John Raven Arabization / Emad Hassan(2016),The quick scan form for ignoring those of economic, familial, medical, educational and cultural problems,2008(set by: El-Sayed Soliman and Mohamed Abo Raseen). The motor-visual bender gestalt test,1938 (set by: Mostafa Fahmy and Sayed Ghoneam ) Rationing Jamal Madi Abu Al-Azayem Hospital (1990), And result of the study were There are significant statistical differences between children with learning disabilities and those who are marginalized in the overall degree to test reading difficulties and after understanding the sentence towards the marginalized and There are no significant statistical differences between children with learning disabilities and marginalized in word recognition, understanding the text, understanding the paragraph.

تاثير استخدام الألعاب التعليمية والتعلم التعاوني في تعلم بعض مهارات بساط الحركات الأرضية بالجمناستك الفني للصف الخامس الابتدائي

تعد الألعاب التعليمية هي وسيلة فعالة في زيادة سرعة تعلم المهارات والألعاب المختلفة لأن التعلم من خلالها دائماً ما يكون مصدر ارتياح ورضا للمتعلم وهي من الانشطة المسلية المفيدة بدنياً وعقلياً ونفسياً واجتماعياً ، وهناك نوع من التعلم يتطلب تعاونا اجتماعيا يسمح بتقسيم المتعلمين الى مجموعات صغيرة أثناء ممارسة الانشطة التعليمية وهو ما يتحقق في التعلم التعاوني , اما مشكلة البحث من خلال الزيارات الميدانية التي قامت بها الباحثتان لعدد من المدارس لاحظت عدم الاهتمام بالجمناستك الفني من حيث الاداء بشكل عام في المدارس الابتدائية وعدم استغلاله في تعليم التلميذات بعض المهارات وقلة استخدام الالعاب التعليمية والتعلم التعاوني وعدم توظيفهما في التعلم , ويهدف البحث التعرف على تأثير الالعاب التعليمية والتعلم التعاوني في تعلم بعض مهارات بساط الحركات الارضية بالجمناستك الفني للصف الخامس الابتدائي وإعداد وحدات تعليمية تتضمن الالعاب التعليمية والتعلم التعاوني وتأثيره في تعلم بعض مهارات بساط الحركات الارضية بالجمناستك الفني للصف الخامس الابتدائي قامت الباحثتان باختيار المنهج التجريبي لملائمته لطبيعة المشكلة , اما عينة البحث البالغ عددهم (10) تلميذات لكل مجموعة في مدرسة نور الشمس الابتدائية المختلطة محافظة بغداد / الكرخ الاولى, وتم تنفيذ التجربة الرئيسة خلال (8) اسابيع وبواقع (3) وحدات تعليمية في كل اسبوع لتكون مجموعها (24) وحدة تعليمية للمجموعتان التجريبيتان , وتمت معالجة البحث احصائيا بنظام SPSS واستنتجت الباحثتان ان كلا الاستراتيجيتان في التعلم وهما التعلم باستخدام الالعاب التعليمية والتعلم التعاوني وكذلك الاسلوب المتبع من قبل المدرسة قد حققا نتيجة معنوية في تعلم مهارات بساط الحركات الارضية قيد البحث, واستنتجت الباحثتان أن لاستخدام الالعاب التعليمية والتعلم التعاوني الدور الفعال في تعلم مهارات بساط الحركات الارضية بالجمناستك الفني من خلال تفوق المجموعتان التجريبيتان على المجموعة الضابطة في تعلم المهارات وتوصي الباحثتان ضرورة استخدام الاستراتيجيتان في الدرس لما له من ثأثير إيجابي في تعليم المهارات الاساسية بالجمناستك.

EFFECT OF FORMATIVE CLASSROOM ASSESSMENT IN SAUDI ARABIAN ELEMENTARY SCHOOLS

Purpose: This study investigates the effect of formative classroom assessment (FCA) on elementary school pupils in Saudi Arabia.Methodology: The duration of the study covered one entire academic year. The work was based on an experimental design of two tests: pre- and post-test. The number of participants was 120 pupils of mixed gender. The participants were purposively sampled for this study. The study’s two tests were based on the Basic Science Achievement Test (BSAT). The pupil’s test feedback was validated by experienced teachers in the field.Results: The results demonstrated that FCA had a significant effect on elementary school pupils by improving academic test scores. This research further showed that FCA had an increased positive effect on female pupils’ academic exam scores when compared to male pupils.Contribution to Theory Policy and Practice: The study recommends enforcing regular and continuous FCA for elementary-level school pupils with appropriate and adequate FCA training for teachers in order to improve pupils’ academic achievements.

"Farmers Don't Dance"

In this article we examine the influence of rurality on the construction of masculinity and femininity for, and by, pupils in a rural secondary school in Scotland. Using data from semi-structured interviews with male and female pupils and a teacher, as well as observations of classroom interactions over a period of 12 months, we highlight how girls take up multiple and complex gendered identities in a rural context and we emphasize the tensions they experience as they negotiate a feminine identity in a rural space constructed and described as masculine. Findings suggest that this construction is, at times, supported by teachers’ practices and their interactions with pupils. We conclude by discussing the implications for teachers in rural schools and point to the need to support girls to ensure that their educational opportunities are not limited by the deep-rooted associations that exist between rurality and masculinity.