Grade Of Basic Education Research Articles

Gamification in the development of reading fluency in fifth grade of basic education in Ecuador

Reading fluency is reading a text with precision, adequate speed, and accurate intonation. This work aims to increase reading fluency by employing practices that articulate gamification through online tools such as Cokitos and Wordwall, among others. Forty students from a middle school located in the Manta canton, Manabí, Ecuador, participated in the study. The paradigm adopted was constructivist, with a quasi-experimental approach. The instruments used were a pretest-post reading fluency observation form and an expert interview. The results include an educational intervention aimed at stimulating reading fluency and the changes achieved in the participants' reading speed. It is concluded that the online articulation of Cokitos and Wordwall in pedagogical sequences with gamification contributes to improvements in students' fluency, although to be significant, they may require improvements in the conditions of technological access and stability in institutional development.

Literacy and literacy in the early grades of elementary school: a necessary dialog in liquid times

The aim of this article is to highlight the importance of associating two complex and distinct phenomena that can complement each other in the teaching-learning process in the early grades of basic education: literacy and literacy. To this end, we chose to carry out a qualitative literature review, focusing on the appreciation and interpretation of the written word, based on Bauman's theory of Liquid Modernity (2001; 2007; 2009). We chose to conduct our studies through this lens, examining the studies undertaken by other authors, along with an appreciation of the relevant legislation, whenever necessary. As a result, we understand that, although literacy can exist without literacy, opting for this methodological path would be to deprive children of understanding the world around them in a comprehensive way, hindering the construction of a critical-reflective identity that is so necessary for exercising citizenship fully in a world of novelties.

Assessment of mathematics teaching units in the 7th and 8th grades of basic education: how effective are they in meeting SENAFOR (National Training Service) expectations?

Cette recherche a pour objectif de faire l’état de lieu des unités pédagogiques de mathématique enfin de découvrir l’impact du service de SENAFOR (Service National de Formation) sur le terrain particulièrement dans la province éducationnelle Mont-Amba Pool Lemba II. Pour ce qui est du présent travail, nous avons opté pour la méthode fonctionnaliste qui nous a permis d’analyser la fonction capitale que joue la cellule de base dans les écoles pour faire fonctionner les unités pédagogiques qui jouent un rôle moteur sur la formation continue des enseignants qui à leurs tours assurent la qualité de l’enseignement particulièrement dans le domaine des mathématiques au sein des écoles de la province éducationnelle de Mont-Amba dans le pool éducationnel Lemba II. Il ressort de nos recherches que le service du SENAFOR n’est pas efficace sur le terrain d’après les objectifs pédagogiques assignés dans son arrêté départemental du SENAFOR n°DPS (CCE) 001/022/84 du 17 mars 1984 particulièrement dans le domaine de mathématique. Mots clés: état de lieux, unités pédagogiques, SENAFOR, mathématiques, éducation de base

Temperament and symptoms of stress and depression among adolescents: The mediating role of psychological flexibility

Early appearing temperamental differences and the psychological flexibility skills of individuals are proposed factors influencing stress and depression among adolescents. We test the theoretical assumption that temperament may form a basis for facing the outer world, while the development of psychological flexibility being another such basis and a mediator in well-being outcomes. Using data on 740 adolescents (Mage = 15.7 years, 57% female) assessed at the beginning and end of the final grade of basic education, structural equation modeling (SEM) with mediation analysis was conducted to examine the associations between the key temperament dimensions, changes in psychological flexibility, and changes in symptoms of stress and depression. The results indicate that both temperament and psychological flexibility had unique, direct associations with changes in symptoms of stress and depression. There were also indirect links between temperament and changes in symptoms achieved via psychological flexibility: adolescents with negative affectivity (NA) showed an increase in symptoms of stress and depression mediated by lower psychological flexibility, while adolescents with effortful control (EC) and extraversion (EX) showed a decrease in symptoms, mediated by higher psychological flexibility. More research with longer-term follow-up study designs is needed to explore these associations thoroughly. Temperamental patterns play a significant role in the development of psychological symptoms. However, these associations are modified by psychological flexibility. Together, temperamental dimensions and psychological flexibility form cumulative patterns influencing psychological symptoms. The practical implications of the findings are discussed in this study.

School Performance and Behaviour Profiles Among Finnish Adolescents, and Their Relations with Temperament Traits: A Person-centred Approach

ABSTRACT The aim of this study was to examine what kind of school performance and behaviour profiles could be identified among students in the final grade of basic education in the Swedish speaking parts of Finland (N = 1149, grade 9), how these differed in temperament and how temperament could explain profile differences in first language (L1, Swedish) grades, behaviour grades, and results from standardised reading tests. Latent profile analysis revealed three groups of students with distinct L1 performance and behaviour profiles. One profile with good grades in L1 and behaviour, and good test results – one with satisfactory grades in L1, good grades in behaviour, and poor test results – and one with low grades in L1 and behaviour, and relatively good test results. High perseverance and low impulsivity were related to good L1 and behaviour grades. The findings implicate that student’s behaviour impact both the assessment of the subject and behaviour.

The Practice Degree of Scouting Activities of Upper Basic Education Grades in the Public Schools in Jordan based on Radar Methodology from the Viewpoint of Male Scout leaders and female Guides

The study aimed at identifying the practice degree of scouting activities of upper basic education grades in the public schools in Jordan based on Radar methodology from the viewpoint of male scout leaders and female guides. The sample cosisted of (600) leaders.To achieve the goal of the study, a questionnaire developed consisting of (50) items in the four fields of: (leadership, politics and strategy, individuals, the partnership and resources), the validity and reliability of the questionnaire was assured.
 The results of the study concluded that the practice degree of scouting activities of upper basic education grades in the public schools in Jordan based on Radar Methodology from the viewpoint of male scout leaders and female guides came moderate in general, Also the results showed that, there were significant differences due to the variable of scout qualification and variable of geographical location.

The Theoretical Framework for Enhancing the Level of Islamic Educational Values in the Islamic Education Textbook for the Sixth Grade of Basic Education in Libya as Realized by the Educational Inspection

The study aimed to determine the level of Islamic educational values in the Islamic education textbook for the sixth grade of basic education in Libya from the point of view of educational inspection based on Ibn Khaldun's educational theory. To achieve the objectives of the study and to answer the problem of the study, the researcher followed the mixed approach, which includes content analysis for the academic year 2020–2021. The aim of this paper is to discuss the demographics of the inspectors in the Islamic education material. For analysing the demographic characteristics of the study sample from the Islamic Education textbook for the sixth grade of basic education in Libya, 21 questionnaires were distributed to the inspectors of the Islamic education material in the municipality of Az Zawiyah. The sample size was calculated and the required analyses were conducted using the appropriate analysis tools, IBM SPSS v.23, and the results showed the validity and reliability of the sample at 0.929%, which is a high validity coefficient through which we can trust the tool. The results of the study showed a normal distribution test for the axes of the study; therefore, the data was appropriate for the study well in relation to the study sample. The values of the skewness scale and the values of the kurtosis scale for all the axes of the study are at the normal level, and this indicates that all values follow the normal distribution to a sufficient degree to achieve the objectives of the study. The values of the kurtosis scale, and in this framework, the expected results of the study are to know the number of repetitions, and through these repetitions, it is easy for the educational inspection to determine the level of educational values in the Islamic education textbook for the sixth grade of basic education in Libya and compare them with the education theories.

THE PREVAILING VALUES IN THE ARABIC LANGUAGE BOOK FOR THE SECOND GRADE OF BASIC EDUCATION

This research attempts to identify the types of prevailing values included in the Arabic language book for the second grade of basic education in Libya, as well as knowing the most prevalent values in this book through the analytical method. And content analysis using White's classification, which was applied to the research sample that included the book's (16) topics, and the current research used repetition as a unit to enumerate or appear each of the items The results showed a table showing the value scale of the Arabic language book for the second grade (the subject of the research), where the values were arranged in descending order of importance, based on the repetition of each value. The repetition of the value units for any value was considered an indication of the importance given to it in the reading books. The value that obtained the most number of repetitions was given more importance than the value that obtained the least percentage. In order to achieve the goal of this research, the two researchers extracted the average frequencies of value thought and considered the first fifteen values of this scale, as representative of the prevailing values (the most prevalent) in the Arabic language book for the second grade of basic education in Libya (values at the top of the value scale, because each of them You have obtained more repetitions than the average of (9.7).

Sleep-wake patterns and disturbances in Portuguese primary school children: a comparison between 1995 and 2016.

It is often assumed sleep duration has decreased and sleep schedules have delayed over the last decades, as society modernized. We aimed to investigate changes in the sleep patterns of school-age children over time. We compared the sleep timings, durations, and disturbances of primary school-age children in 1995 and roughly two decades later, in 2016. Data from 666 children attending the 3rd and 4th grades of basic education were combined from two different cross-sectional school-based studies conducted within the same educational region of mainland Portugal using the same parent-report questionnaire (Children's Sleep-wake Patterns Questionnaire). Mean sleep duration did not differ significantly between the two time points (schooldays: t = .118, p = .906; free days: t = 1.310, p = .191), albeit the percentage of children sleeping the recommended number of hours decreased significantly in 2016 when compared to 1995 (schooldays: χ2 = 4.406, p = .036; free days: χ2 = 16.859, p < .001). Wake-times advanced on free days in 2016. Difficulties on settling to sleep alone and returning to sleep were more prevalent in 2016, as well as fearing the dark and needing lights on or parent's presence to fall asleep. Sleep onset-related disturbances appear to have increased from 1995 to 2016. One possible explanation for this increase might be the change in parental practices preventing children from learning to fall asleep autonomously.

Characterization of moral disconnection mechanisms used by students attending an official Educational Institution of the Department of Sucre- Colombia

El objetivo del presente estudio fue caracterizar los mecanismos de desconexión moral (DM) utilizados por un grupo de escolares pertenecientes a una Institución Educativa pública del Departamento de Sucre- Colombia. Se aplicó el cuestionario MD para medir la desconexión moral (Bandura, Barbaranelli, Caprara &amp; Pastorelli, 1996). Participaron 192 escolares (chicos y chicas) que cursaban 5to de primaria y 9no de secundaria. Los resultados evidenciaron que los mecanismos de DM más utilizados para justificar actos de agresión y de violencia son: transferencia de la responsabilidad, difusión de la responsabilidad, distorsión de las consecuencias y la culpabilización de la víctima. Es entre los 10 y 12 años de edad que se reportó con mayor frecuencia el uso de estos mecanismos, destacando que chicos y chicas utilizan por igual los mecanismos de distorsión de las consecuencias y la difusión de la responsabilidad. Los resultados permitirán proponer planes de intervención pertinentes a la realidad de los contextos educativos de la región.

The role of psychological inflexibility in adolescent satisfaction with the educational track and school dropout intentions

This study aimed to obtain novel understanding of the associations between psychological inflexibility and adolescents' engagement with upper secondary studies. The participants were 885 Finnish adolescents (mean age 15.74 at the outset) whose psychological inflexibility was measured with the short form of the Acceptance and Fusion Questionnaire for Youth (AFQ-Y8) in the fall of the final (ninth) grade of basic education. School engagement was measured as satisfaction with the educational track and as school dropout intentions, and they were measured twice in the first study year after the transition to upper secondary education. The results showed that high psychological inflexibility in the ninth grade was associated with lower levels of school satisfaction and higher levels of dropout intentions at the beginning of upper secondary education. Furthermore, high psychological inflexibility predicted increased dropout intentions during the first year of upper secondary studies for adolescents in upper secondary general education (i.e., academic track), but not for students in upper secondary vocational education (i.e., vocational track). Generally, dropout intentions increased during the first study year for students on academic as well as vocational tracks, whereas satisfaction with the educational track decreased only among students in the vocational track. Overall, our results suggest that psychological inflexibility plays an important role in adolescents' engagement with upper secondary studies. The results imply that by practicing psychological flexibility skills it may also be possible to promote adolescents’ school engagement.

Influence of critical reading on the quality of meaningful learning in the area of language and literature

&#x0D; &#x0D; &#x0D; This project was conducted at the Benemérita Sociedad Filantrópica Educational Unit in the seventh grade of basic education, school year 2015 - 2016. The objective of the research was to examine the influence of critical reading on the quality of meaningful learning through a bibliographic study and statistical field analysis. The research used surveys that were applied to teachers, administrators and students of the school, the data analysis detailed the lack of interest shown by students towards reading, making the comprehension of reading complex. From the students' perspective, the readings done in class become theoretical and tedious, which leads them to be easily distracted in the teaching-learning process. This has created barriers at the moment of encouraging active interaction among class members. On the other hand, it was found that some teachers did not apply dynamic activities that relate educational content with different experiences, minimizing the development of meaningful learning in students. This series of aspects led to the elaboration of a proposal that allows teachers to apply innovative activities that can be adapted to the different educational content present in the area of Language and Literature.&#x0D; &#x0D; &#x0D;

Análisis de las Propiedades Psicométricas de la Escala de Comer Emocional (Emotional Eating Scale [EES-C]) en Adolescentes Mexicanos

Introducción: Comer emocional (CE) es una forma de alimentación desordenada y se define como el acto de consumir alimentos en respuesta a emociones negativas tales como tristeza, síntomas depresivos, estrés, ansiedad e irritabilidad. La Escala de Comer Emocional para Niños y Adolescentes (Emotional Eating Scale [EES-C]) permite identificar las emociones que originan o se presentan en el CE. Objetivo: Evaluar las propiedades psicométricas de la EES-C en adolescentes residentes en el Noreste de México; y analizar la relación del CE de acuerdo a sexo, edad y estado nutricional de los participantes.Material y métodos: Se realizó análisis factorial confirmatorio (AFC), se analizó la fiabilidad (consistencia interna) y validez convergente de la EES-C. Participaron631adolescentes que cursaban entre el 7º y 9º grado de educación básica residentes en el Noreste de México. Se realizaron mediciones de peso y estatura y se obtuvo el estado nutricional de los participantes.Resultados: Los índices de bondad de ajuste del modelo propuesto fueron aceptables: (CFI = 0,921: GFI = 0,907; AGFI = 0,876, SRMS = 0,055 y RMSEA = 0,068), así como la consistencia interna (α = 0,92). La edad promedio de los participantes fue 13,74 años (DE = 0,90), el peso osciló entre 30,9 y 130,4 kg (DE = 13,20).Conclusiones: El AFC del modelo propuesto tiene una consistencia interna alta y estructura factorial de cinco factores con un ajuste adecuado. Puede ser utilizada para medir el CE en adolescentes Mexicanos. Se recomienda contrastar este modelo en poblaciones similares.

Analysis of the psychometric properties of the Eating Behavior Self-efficacy Scale in Mexican adolescents

Introduction: self-efficacy plays an important role in eating behaviors; for example, excess weight is associated with low EC and poor nutrition. The Eating Behavior Self-Efficacy Scale (EACA) identifies the ability to control the intake of healthy, and of high-calorie foods. Objective: to evaluate the psychometric properties of EACA in adolescents residing in northeast Mexico, and to analyze the relationship of self-efficacy with sex, age, and nutritional status of participants. Methods: confirmatory factor analyses (CFA) were performed, and both reliability (internal consistency) and convergent validity of EACA were analyzed. A total of 467 adolescents who were studying the 7th to 9th grade of basic education, and who were residents in northeast Mexico were enrolled. Results: the goodness-of-fit indices of the proposed model were acceptable: CMIN/DF = 2.831; CFI = 0.952; GFI = 0.931; AGFI = 0.905; SRMS = 0.318, and RMSEA = 0.063), as was internal consistency (α = 0.90). Mean age was 13.54 years (SD = 0.93), and weight ranged from 30.9 to 130.4 kg (SD = 13.33). Conclusions: the CFA of the proposed model has a high internal consistency, and the four-factor structure has an adequate fit. It can be used to measure self-efficacy in relation to eating behavior in Mexican adolescents. It is recommended to test this model in similar populations.

Diagnóstico sobre o grau de conhecimento do tema Parque Nacional de Ilha Grande por professores e pedagogos de colégios públicos do entorno

Este estudo teve como objetivo principal diagnosticar o grau de conhecimento e forma de abordagem do tema Parque Nacional de Ilha Grande na práxis docente em colégios públicos da área de abrangência do Núcleo Regional de Educação de Umuarama, que fazem divisa com esta Unidade de Conservação. A metodologia empregada foi pesquisa qualitativa, na forma de questionários semiestruturados, com amostragem de 12 pedagogas e 24 professores do 6º ano do Ensino Básico. Os resultados apontam para um conhecimento ainda em construção entre os participantes sobre o tema estudado. Além de afirmarem não conhecer o Parque pedagogicamente, a maioria revelou que usufrui do atrativo para turismo e não observa os conflitos e relações cotidianas entre o Parque e sua comunidade escolar. Aos 22 anos desta Unidade de Conservação, constatou-se que ainda é necessária a valorização da formação complementar para compreender o próprio território, no contexto da Educação Ambiental.

Strength-based approach for building resilience in school children: The case of Gaza

This paper seeks to develop a “Strength-based proactive approach for building resilience in school children” under political crisis to be used by counsellors within Gaza schools to advance social and emotional learning programmes that enhance students' resilience and wellbeing. A mixed- methodological approach was used to collect and analyse data. The qualitative methods included data collection using literature review, (12) interviews with school principals and psychologists and (12) focus groups with parents, counsellors and teachers. The quantitative method included data collection using (619) students’ self-administered questionnaires. The study population consisted of all students of basic education grades in Gaza city. The study sample was random and consisted of (619) students. Statistical analysis was used to analyse the questionnaire and the content analysis was used to analyse qualitative data. Findings obtained in this study reflected that both qualitative and quantitative methods highlighted similar strength factors that support building resilience among school children in Gaza. They define children’s ability to adapt and succeed despite the difficult conditions surrounding them, child positive thinking, providing care, creating a supportive school environment, incorporating resilience topics in curriculum, engaging children in resiliency workshops, building strong relationships between school and family, joining peer groups, and building good relationship with neighbours and relatives. In conclusion, this study comes as the first effort to develop CSBPA model for counsellors in Gaza city and other cities experiencing similar political instability to apply effective approaches for fostering academic learning, resilience and wellbeing of school children.

Academic performance and mathematical processes under a causal model. Correlations found in three public institutions

This research implemented a model of structural equations aimed at determining the possible causal relationship between the mathematical processes mentioned in the national teachers council mathematics and academic performance in mathematics. The level of development of the mathematical processes promoted by the teacher was analyzed, in students of the fourth to seventh grades of basic education in three public educational institutions of the San José de Cúcuta, Colombia, characterized by obtaining levels of performance (respectively) in the Saber 11 tests of 2018. The sample size was 400 students enrolled in 2019. A questionnaire was proposed and validated that included sociodemographic information of students and then determined the presence and development of the various mathematical processes in classroom work. The results highlight that, of the five mathematical processes, reasoning, representation and problem solving are presented as determining variables of academic performance in students, while the processes of communication and connections are little work in the classroom by teachers. From the results obtained arises as future research, determine what teachers understand by mathematical problems? How do you promote problem solving in the classroom?

Kształcenie wychowawczyń przedszkoli w Prywatnym Seminarium dla Wychowawczyń Przedszkoli Marii Papiewskiej w Lublinie (1918 -1939)

Celem artykułu jest przedstawienie zagadnienia kształcenia w Prywatnym Seminarium dla Wychowawczyń Przedszkoli Marii Papiewskiej w Lublinie (1918-1939). W artykule podjęto w szczególności próbę analizy programu kształcenia zakładu w oparciu o materiały archiwalne, między innymi protokoły egzaminacyjne. Ze względu na charakter źródeł i specyfikę badań posłużono się metodami charakterystycznymi dla nauk historycznych. Wywód składa się z trzech części. W pierwszej przedstawiono biografię założycielki zakładu, Marii Papiewskiej. Druga część to rys działalności seminarium, w tym również założenia organizacyjne, kryteria przyjęć, charakterystyka uczennic. W części trzeciej omówiony został program nauczania. Seminarium było jedynym zakładem kształcenia wychowawczyń w Lublinie działającym do wybuchu II wojny światowej. Mimo tego, że kandydatki pochodziły z różnych środowisk i niektóre legitymowały się świadectwami ukończenia zaledwie pięciu klas szkoły powszechnej nie szczędzono wysiłków w celu uzyskania przez nie jak najwyższych kwalifikacji. Problem przygotowania nauczycieli przedszkoli wydaje się ponadczasowy. Niezmienne pozostają miłość do pracy z dziećmi oraz negacja rutyny i schematu.

Autopercepción del peso a través de figuras corporales en niños en edad escolar de Piedras Negras, Coahuila, México

The prevalence of overweight and obesity has increased worldwide. In this context, the lack of awareness of excess weight among overweight and obese children is a public health concern that needs to be explored in the Northern border of Mexico. Body mass index (BMI) was calculated from children from third to sixth grades of basic education. The Children's Body Image Scale was applied to evaluate perceived and ideal BMI comparing against calculated BMI. We also analyzed the frequency of accurate perceivers of actual weight and discrepancy of ideal weight against calculated BMI. We studied 155 children (43.8% were female) with a mean age of 10.2 years. Accuracy prevalence of BMI perceived respect to calculated BMI was 59.4%. Discrepancy prevalence of ideal BMI respect to calculated BMI was 44.4%. Comparison of perceived BMI respect to calculated BMI showed an overestimation on low weight category (33%) and subestimations in categories of normal weight (12.4%), overweight (85%) and obesity (81.6%). Comparison of ideal BMI respect to calculated BMI showed an absolute overestimation of low weight and underestimations in categories of normal weight, overweight and obesity of 5.6%, 100%, and 97.4%, respectively. The results of this work showed a consistent underestimation of children's body weight, particularly among those classified in categories of overweight and obesity in a demographic context in which the prevalence of both categories was of 38% in this study.

Estudo de caso de limites no emprego de computação na educação básica

Vivemos em tempos de muita informação considerado como sendo os tempos líquidos por Bauman. Nas escolas da Educação Básica, em geral, há o uso de computação nos processos de ensino e aprendizagem, porém nem sempre as Tecnologias Digitais de Informação e Comunicação (TDIC) são bem usadas. Este artigo tem como objetivo, apresentar um estudo de caso de uso inadequado de recursos das TDIC por alunos do nono ano da educação básica. Realizou-se uma pesquisa social, qualitativa, do tipo estudo de caso do fenômeno do mau uso da TDIC em uma escola particular da região sudeste. Observa-se que a resolução do problema envolveu a família com sucesso e a melhoria nos procedimentos de segurança da informação da escola.