Grade Class Research Articles

THE STATION ROTATION METHODOLOGY

The active methodologies to ensure teaching learning, are pedagogical approaches that seek to involve students actively in the learning process, promoting the construction of knowledge in a more significant and participatory way. The active methodology by revolutions consists of a learning approach in which students are divided into small groups and work in stations of different activities. Each station usually contains a specific task or design for students to perform within a certain period of time. After this period, students move to the next season and so on, until they have passed all the stations. The research was conducted with a 7th grade class of elementary school from a municipal school located in the rural area of ​​Vianópolis, Goiás. The data collection was due to the observation of the students during the activities and a questionnaire that they answered after the application of methodology. The results indicate that the use of this methodology promotes a stimulus to discussion, creation and reflection on the content addressed, making the students protagonists of their learning. The activity allowed students to work independently and collaboratively, exploring different themes, skills and aspects of content. In addition, it promoted students' active engagement and learning autonomy. Attitudes such as providing listening to students, valuing their opinions, exercising empathy, answering questions, encouraging them, among others, were observed and favoring the creation of a favorable environment for teaching learning. The structure of the Station Methodology by rotation is flexible and should be adapted according to the learning needs and objectives of each discipline and class. The important thing is that students have the opportunity to actively interact with content and develop collaborative, reflective and criticism

Earth Sciences in the secondary education of Bulgaria

About 50 years ago, the study of geology has been removed from the curricula of the Bulgarian secondary education system. The young generations have to receive from the Geography textbooks (centred more on Human Geography) only unsystematic knowledge about some physical geographical features related to geological processes and structures, as the generalized Earth’s shape and structure, volcanoes, earthquakes, the geomorphology, and the elementary knowledge of plate tectonics as the basic paradigm of modern Earth sciences. Even basic knowledge of minerals, crystals and symmetry, rocks, and fossils was evicted not to speak about the sedimentation, igneous and metamorphic rocks, formations, and processes. With the present paper a short review of the secondary (high school) education in European and American schools is made. On its basis together with the rich experience in former textbooks of Geography and Geology (before 1970), suggestions are made for the replacement of the curricula and textbooks of Geography for the 8th to 10th classes (grades) by curricula and textbooks of Earth Sciences based on the modern knowledge of the Planet Earth System.

Effects of acute rope skipping exercises of different exercise modes on cognitive function in 9–10-year-old children

To explore the effects of acute high-intensity interval rope skipping exercise and acute moderate-intensity continuous rope skipping exercise on cognitive function in 9–10-year-old children, this study aims to inform the selection of appropriate jump rope methods for cognitive training in physical activities. A total of 60 students from two classes of fourth grade in a primary school were selected as research subjects. After matching according to gender, they were randomly divided into HIIT group, MICT group and control group. The Digit Span Test (DST), Attention Network Test (ANT) and Stroop Color Word Test were conducted three days before the intervention and 5 min after the intervention. During the intervention, the HIIT group performed a high-intensity intermittent rope skipping exercise (required fast jumping with feet together, practice for 1 min and rest for 1 min, jump continuously for 5 groups, and the exercise intensity is ≥ 85% of the maximum heart rate), while the MICT group performed a moderate-intensity continuous rope skipping exercise (required to medium jumping with feet together, jump continuously for 5 min, and the exercise intensity is 60–80% of the maximum heart rate), and the control group rests in place. After the intervention, both HIIT and MICT groups showed increased DST total scores, improved executive control network efficiency, and faster inhibitory control response speeds, with no significant changes in accuracy. The HIIT group also exhibited increased orienting network efficiency and no significant changes in accuracy. Acute rope skipping exercises using HIIT and MICT methods can improve the working memory, executive control network efficiency and inhibitory control ability of children aged 9–10 years old. Additionally, conducting acute rope skipping exercises using HIIT method can also enhance their orienting network efficiency.

Investigating the development of number sense in a 6th grade class in Taiwan

Investigating the development of number sense in a 6th grade class in Taiwan

Anxiety symptoms, sleep disturbance, and academic achievement among Afghan female school students: A cross-sectional study

BackgroundAnxiety is a common psychological disorder in school-aged children and adolescents. The present study aimed to assess the prevalence of anxiety symptoms and sleep disturbances and their relationship with academic achievement among female students in Herat, Afghanistan. MethodsA cross-sectional survey of 737 female students (mean age 11.8 years old) was conducted across 10 randomly selected schools in Herat, Afghanistan, covering Grades 1 to 6. Students were randomly chosen within these schools. The Depression Anxiety Stress Scale for Youth (DASS-Y) and Pittsburgh Sleep Quality Index (PSQI) assessed anxiety and sleep disturbance, while academic achievement ratings were provided by schoolteachers. ResultsUsing the DASS-Y and the PSQI, 65.5% reported anxiety symptoms and 46.4% reported sleep disturbance. Low academic achievement correlated significantly with anxiety (r = 0.228) and sleep issues (r = 0.161). Multiple logistic regression analysis identified predictors for anxiety and sleep disturbance. Predictors for anxiety included being aged 13–16 years, having lower class grade, being of low economic status, and having unemployed parents. Predictors for sleep disturbance included being aged 13–16 years, having lower class grade, having an uneducated father, being of low economic status, and having unemployed parents. ConclusionThere is a high prevalence of anxiety symptoms and sleep disturbances among female school students in Herat, Afghanistan. Significant correlations exist between students' academic achievement, anxiety, and sleep disturbances. Addressing anxiety and sleep disturbances among Afghan female school students could be facilitated by revising current government policies concerning students' health. Educational campaigns focused on sleep hygiene and anxiety management for both students and their parents may also prove beneficial.

ENSINO DE ÂNGULOS E POLÍGONOS COM USO DO SOFTWARE GEOGEBRA

The objective of this work is to describe a didactic-pedagogical sequence developed to teach angles and polygons in an 8th grade class of Elementary School of a state public school in Palmeira dos Índios, Alagoas, Brazil. The sequence is part of the Extension Project "Mathematics and Active Methods" and addresses some common difficulties in teaching geometry, such as the abstraction of formal concepts and the lack of understanding of students of the connection of these concepts with real situations. Studies indicate that the use of digital technologies facilitates visualization and interaction with mathematical concepts, promoting more dynamic and meaningful learning. In view of this, the sequence, applied in four classes, involved activities contextualized to the sport, using the GeoGebra software. The results show that, although some students still face difficulties, the interactive and contextualized approach improved engagement and understanding of formal mathematical concepts, especially geometric ones.

FORMING CONSCIOUS ATTITUDE OF PRIMARY CLASS STUDENTS TOWARDS WORK THROUGH TECHNOLOGY LESSONS

In this article, the organization of technology classes in elementary grades, what should be paid attention to in forming practical work skills in students through technology classes, and the basics of forming moral qualities in students along with education through.

Results From Complex Abdominal Reconstruction at Non-Academic Institution can Favorably Compare to Major Academic Centers: An Abdominal Core Health Quality Collaborative Database Review.

Many complex abdominal hernias are referred to tertiary academic institutions for evaluation and treatment. The purpose of this study was to compare clinical outcomes from complex abdominal hernia repairs and abdominal wall reconstructions at a community hospital vs high volume academic centers participating in Abdominal Core Health Quality Collaborative (ACHQC). Patients undergoing elective complex abdominal hernia repair were identified in our community setting and treated between 2016 and 2019. These results were then compared to Academic centers in the ACHQC database. Complex hernia definition was limited to those who have undergone any myofascial advancement procedure for homogeneity. Informed consent was obtained, and study was IRB approved. All data was de-identified. A total of 180 patients underwent complex abdominal hernia repair at our community hospital. The ACHQC database identified 6299 patients meeting criteria at participating academic centers. Demographics were similar between the two groups including hernia grade, size and wound class. Academic centers tended to have patients with previous component separations (25.7% vs 10.6%) and immunosuppressed (7.2% vs 2.8%), while the community hospital patients included more patients with tobacco use (18.9% vs 12.1%) and hypertension (65% vs 54.9%). Operative times were significantly less at the community hospital, patients requiring >240 minutes of time for repair at academic centers (39.6% vs 5%). Postoperatively length of stay was significantly shorter at the community hospital group averaging 3.7days vs academic centers of 6days (P < .05). Although overall complications were less in the community hospital group (26.5% vs 19.4%). Readmission within 30days was nearly twice as frequent in the community hospital group (14.4% vs 7.7%). Community hospitals can provide comparable care and surgical expertise as major academic centers in regard to complex hernias in a large majority of cases. There is a need for dedicated care coordination and continuous review of supporting staff and outcomes is necessary to assure quality care. There is still a need to identify which patients would benefit from treatment at an academic center as opposed to a community hospital in order to maximize patient access and outcomes at both types of hospital setting. Further investigation needs to be performed regarding criteria for which patients should be transferred to academic centers for their complex hernia care. Identifying patients who would benefit from treatment at Academic Centers as opposed to Community hospitals should continue to be investigated.

LAIKO JUOSTOS UŽDUOČIŲ TAIKYMAS MOKANT SUPRASTI ISTORINĮ LAIKĄ PRADINĖS MOKYKLOS TREČIOJE KLASĖJE

School history content in recent years has been shifting away from the "grand" story of history towards historical literacy, based on critical thinking and historical research skills. This encourages the explora-tion of the possibilities of developing these skills from primary school onwards, using a variety of ac-tive learning methods in social education classes. The aim of the study was to determine whether the targeted use of timeline tasks in the educational process can improve the historical time comprehension skills of third grade pupils in Lithuanian primary schools. The focus of the study was the use of timeline tasks in the understanding of historical time. The aim of the study was to explore the changes in the historical time comprehension skills of 3rd grade pupils in a primary school when timeline tasks are purposefully applied in the educational process. An action re-search study was carried out, 16 educational activities were organized in two primary school third grade classes. In one classroom, 8 activities involved the purposeful use of timeline tasks. Students' historical time comprehension skills in the category of timeline application were assessed through quantitative and qualitative content analysis of the questionnaires completed by students. It was found that before the educational activities, some of the pupils in grade 3 had not reached the level of devel-oping understanding of historical time at level A in the category of application of the timeline. A com-parative analysis of the data after the educational activities showed that the pupils in Class X who worked on the timeline tasks during the educational activities achieved higher results than their peers in Class Y who did not work on the timeline tasks during the educational activities. The results of the study suggest that the use of timeline activities in history learning enables students to better orient themselves in historical time and to achieve higher learning outcomes. Keywords: understanding historical time, timeline application, primary education, action research

UPAYA MENINGKATKAN MOTIVASI BELAJAR SISWA DENGAN LAYANAN BIMBINGAN KELOMPOK BERBANTUAN EXPRESSIVE WRITING PADA SISWA KELAS VII A SMP 1 BAE TAHUN PELAJARAN 2022/2023

The purpose of this research is improve student learning motivation in grade VII A students of SMP 1 Bae Kudus in academic years 2022/2023 before and after using guidance and group consulting services and to understanding the steps of student motivation learning using expressive writing technique able to improve students learning motivation in grade VII A students of SMP 1 Bae Kudus in academic years 2022/2023. This research is group consulting research consist of two cycles. Each cycle consist of 4 steps; planning, action, observation, and reflection. The Subject of this research is the students of grade VII A numbering 10 students. This research is group consulting research consist of two cycles. The Result of the research showed score obtained in students learning motivation increased by 12 from the initial score obtained during the pre-cycle, the average score was 9 with the Very Poor (VP), Cycle I average score was 14 with the enough (E) Category, and in cycle II the average score was 21 with the Excellent (EX) Category. Conclusion of this research is the students learning motivation can be improved after application guidance and group consulting services with expressive writing technique to class grade VII A Students of SMP 1 Bae Kudus as evidenced by the result of collaborator observations of the researcher in the implementation of cycle I obtained an average score 55 in the Poor (P) category. Cycle II obtained an average of 88 with the Excellent (EX) Category). So Guidance and group consulting services using expressive writing technique carried out by researcher from cycle I to cycle II increased by an average of 33.

An Experimental Study on the Effect of AIGC on High School Students’ English Words Memory

Vocabulary memorizing is the foundation of English learning, and improving students’ vocabulary memorizing efficiency occupies an essential place in English learning. However, the current vocabulary teaching activities are stereotyped in design and superficial in practice and fail to achieve the teaching goal of improving students’ vocabulary learning ability. With the development of AI, its function for learning is obvious. Therefore, based on AIGC, this study designs an experiment with 60 students from two parallel classes in grade one of a high school in Pingjiang County as the research object. The author adopts the literature method, investigation method, and experimental method. After referring to lots of related literature at home and abroad and conducting the investigation and analysis of the current situation of English vocabulary learning, the design principles and strategies for this experiment are put forward. At the end of the practice, the English vocabulary test and questionnaire survey were used as research tools to collect experimental data, and the SPSS27.0 software was used for statistics and analysis. The results show that AIGC can stimulate students’ interest in vocabulary memorizing, promote memorizing efficiency, and enhance the ability to use the vocabulary.

The effect of an educational program based on the strategy of generating ideas (Scamper) in the teaching of history on developing critical thinking skills among gifted students in the center of Erbil Governorate.

The research aims to identify the impact of an educational program based on the strategy of generating ideas (Scamper) in developing critical thinking skills among gifted students. The experimental approach and the two equal groups with pretest and posttest design have been adopted which requires the two groups, one experimental group and the other control group, and two zero hypotheses were formulated to achieve the research objectives. The research community consisted of students of the seventh grade of day schools in the center of Erbil Governorate for the academic year (2021-2022), where (Shinirwe Mixed Basic Education School for the Gifted Students) was chosen, and two classes were chosen randomly from four classes in the seventh grade to be: (a) The Experimental Group and (b) The Control Group, where it included (40) students, of whom (20) twenty students were distributed to the experimental group and (20) other twenty students were distributed to the control group. The experimental group studied according to the educational program based on the strategy of generating ideas (Scamper), while the control group studied according to the traditional (usual) method. To achieve the objectives of the research, the critical thinking standard of (Watson and Kleiser) was used where the number of its paragraphs in its final form has reached to (147) paragraphs distributed on critical thinking skills (hypothesis skill, interpretation skill, discussion skill, reasoning skill, conclusion skill). This is after verifying the validity and reliability using the Cronbach's alpha coefficient, where the reliability coefficient was (0.87) and the reliability coefficient by the two-half method, and after its modification, the value of the stability coefficient was (0.85). Among the most important results reached are the following: There is a statistically significant difference at the level of significance (a = 0.05) between the average grades of the experimental group and the control group in developing critical thinking skills, in favor of the experimental group. In light of the results reached, the two researchers recommended the necessity of adopting an educational program based on the (Scamper) strategy in teaching history, and a number of proposals were proposed.

Valve unit instead of intensive care unit admission after transcatheter edge-to-edge tricuspid valve repair

Abstract Background Standardization of periprocedural pathways reduces the length of hospital stay and thus healthcare costs and increases patient safety. Post-procedure admission to the intensive care unit (ICU) after transcatheter edge-to-edge tricuspid valve repair (T-TEER) has been the standard of care. Due to the COVID-19 pandemic related decline in high-care hospital beds, our center established primary admission to a dedicated general cardiologic care ward, the valve unit (VU). Aim To assess benefits and risks of admission to the VU instead of ICU after T-TEER. Methods This retrospective observational study included 270 consecutive patients who underwent T-TEER between March 2017 and June 2023 at our university hospital. Patients were admitted to the ICU post-procedure up to April 9th 2020 as standard (ICU-group, n = 53). Subsequent patients were planned for admission to a dedicated VU (VU-group, n = 217). We compared the groups and assessed length of hospital stay and in-hospital complications. In the VU-group, we examined unplanned transfer to the ICU (cross-over) and its predictors. Results Monitoring at the VU included continuous telemetric ECG-recording, oxygen saturation assessment, periodical blood pressure measurements and 24-hours physician presence. In contrast to the ICU, only non-invasive blood pressure measurements, less frequent laboratory controls and less intense fluid monitoring took place. The postinterventional hospital stay of patients with planned VU admission was significantly shorter compared to patients with planned ICU admission (median 4 (interquartile range (IQR) 3 - 5) vs. 4 (IQR 4 - 5) days, p = 0.030). Remarkably, overall complication rates were low and cardiogenic shock, infections, bleeding, vascular complications, delirium and acute kidney injury requiring dialysis were similar in both groups. 37 patients that were planned for VU had to cross over to unplanned ICU admission (17.1 %). Patients that had crossed over to unplanned ICU treatment had significantly higher risk for acute kidney injury (20.0 vs. 10.0%, p = 0.039) and in-hospital mortality (5.6 vs. 0%, p = 0.045). Higher systolic pulmonary artery pressure (sPAP) (OR 1.048, 95 %-CI 1.015 – 1.082, p = 0.003), NYHA functional class &amp;gt;= III (OR 9.176, 95 % CI 1.141 – 74.396, p = 0.037), and pre-interventional tricuspid regurgitation (TR) grade V (OR 2.941, 95 % CI 1.089 – 7.970, p = 0.033) were found to independently predict cross-over to unplanned ICU treatment. Conclusion Postinterventional admission to the VU instead of ICU after T-TEER shortens postprocedural hospital stay. A small proportion of had an unplanned transfer to ICU, which was accompanied by slightly higher complication rates. This cross-over affects patients with more advanced disease indicated by high pulmonary pressures, NYHA class and TR grade. Thus, admission to a valve unit is favorable for most patients after T-TEER, but those with advanced disease should be monitored more closely.

Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach

This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017–2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.

The Analysis of English Teacher Talk Modification in Classroom Interaction of 2nd Grade Students at MTsN 6 Kubang Putiah

This research was due to some problems that were found in MTsN 6 Kubang Putih. First, teacher gave less pauses during her talk in the classroom. Teacher talk should be give more pauses for students’ comprehension. Second, the teacher did not do self-repeat frequently. She only does it sometimes. Self-repeat in teacher talk also need to be done frequently. Self-repeat is when the teacher repeat her sentence or word for the students to get a better understanding. This research was descriptive qualitative. , the subject of the research is the teacher and students of English class of the second grade in MTsN 6 Kubang Putih in academic year 2021. There is six class and one class consist of 30 students. The researcher focused on teacher’s talk in the classroom interaction in English class. The researcher used purposive sampling to choose the student to be interviewed or participant. The data of the present study are collected through observation in the classroom and conducting interview. The researcher found that the modifications seen in teacher talk in language classrooms, including a slower rate of speech, longer and more frequent pauses, exaggerated and simplified pronunciation, more basic vocabulary, less subordination, more declaratives and statements versus questions, and more self-repetition, were all present. This supports the findings from Chaudron and Dodu's study of modification of teacher talk in language classrooms. The findings of this research highlighted the importance of teacher modifications in language teaching. It is essential for teachers to vary their speech rate, use pauses, and stress particular words in order to emphasize the messages they are trying to communicate within the classroom. Self-repeat can aid learners in understanding the instructional content better. Additionally, teachers should incorporate simple vocabulary within their discussions, and use more declarative senteces. Modifying the teacher talk is an effective strategy in helping learners better comprehend the material being presented.

The Effects of Cooperative Learning on Creative Writing and Self-Efficacy in Portuguese and Mathematics

Cooperative learning is a pedagogical practice widely endorsed in the literature to enhance students’ creative writing skills. This methodology promotes the development of originality, fosters openness to new ideas, provides opportunities for interaction and tossing ideas around, and subsequently contributes to boosting creative textual production. This study aims to assess the impact of incorporating cooperative learning strategies on developing creative writing skills and enhancing self-efficacy among 6th-grade students. Additionally, this study reflects on using cooperative learning methods in the classroom setting, namely the roundtable and the cooperative graffiti. The participants were 34 students from two classes of the 6th grade of the 2nd cycle of basic school: an experimental group, where cooperative learning applies, and a control group, conducted using a traditional lecture. The study used a quasi-experimental design, incorporating pre-test and post-test. The non-parametric Wilcoxon signed-rank test was used to assess within-group changes in pre-test and post-test scores for both the experimental and control groups. The findings from both classes suggest that cooperative learning is more effective than a traditional lecture in building creative writing skills and self-efficacy in Portuguese (first language) and maths.

Occurrence of overweight, obesity and their associated risk factors among primary school pupils in Samarra/Iraq: a cross-sectional study.

To find the prevalence of overweight and obesity and the risk factors for increasing weight among young students. The cross-sectional, descriptive study was conducted during the 2018-19 academic year in Samarra, Iraq, after approval from the ethics review committee of Anbar University, Al Anbar, Iraq, and comprised primary schoolchildren aged 7-13 years regardless of gender. After collecting sociodemographic data, based on body mass index values, the children were categorised into malnourished <5th percentile, normal 5-84th percentile, overweight 85-97th percentile, and obese ≥97th percentile. Data was analysed using SPSS 27. Of the 450 subjects, 243(54%) were girls and 207(46%) were boys. Obesity was found in 54(12%,) subjects, while 83(18.4%) were overweight. Class grades of the schoolchildren, mothers' education, type of food taken to school, money to buy from the school canteen, consumption of soft drinks, and eating snacks were significantly related to body mass index percentile (p<0.05). Overweight and obesity were prevalent in school children, and a number of factors contributed to the problem, highlighting the need for health education interventions.

Pengaruh Media Papan Berpaku Terhadap Pemahaman Konsep Luas Bangun Datar Siswa Kelas 3 Sekolah Dasar Islam Terpadu Syifaurrahmah

This research examines the influence of nailed board media on understanding the concept of area of flat shapes in class 3 at SDIT Syifaurrahmah. This research uses a quantitative type of research with a nonequivalent control group design pretest posttest design. Where class 3 has 82 students, with a research sample consisting of 54 students, namely class A and class B. The class consists of 27 students in class 3A 27and 27 students in class 3B. Based on the result of the analysis of grade data and teacher interviews, the researcher considered that class 3A needs to get treatment that will be used as an experimental group, because the average grade of class 3A needs to get treatment that will be used as an experimental group, because the average grade of class 3A is lower than class 3B. The research instruments used were interviews and tests. The data used used the comparison test and paired sample T test. The results of this research were the pretest score was 32.89, while the average posttest score was 80.26, so this shows that there was an improvement after using nailed board media. With the media of the nailed board, learning becomes more fun and students more easily understand the material, especially the wide shapes of flat shapes.

THE DEVELOPMENT OF ENGLISH SPEAKING SKILL OF GRADE 7 CHINESE STUDENTS USING GAMES BASED TEACHING METHOD IN ANHUI PROVINCE, CHINA

This study aimed to investigate whether game-based teaching improved the English-speaking skills of 40 7th grade Chinese students in Anhui Province, China, and further investigated their satisfaction. A middle school conducted a cluster random sample to select students from 7th grade classes. We gathered the quantitative data by administering speaking skill tests through the T-test for dependents, and we analyzed and interpreted the student satisfaction data from questionnaires based on two distinct research objectives: We aimed to contrast the English-speaking abilities of 7th grade Chinese students before and after implementing game-based instruction, and to scrutinize the students' contentment with their fellow 7th grade Chinese peers. The results show that speaking skills have significantly improved with the mean difference. And the student’s satisfaction was high. This indicated that all participants demonstrated improvement in speaking skill scores, and students' satisfaction was also positive. The study's findings revealed that game-based teaching could help students improve their English-speaking skills.

The impact of moderate-intensity basketball intervention on the physical self-esteem and school adjustment of first-year high school students.

This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p<0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p<0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.