Grade Students Research Articles

The reduction of physical activity among children continues to be a major concern globally, including in Indonesia. The purpose of this study is to analyze physical literacy in upper-grade elementary students (V and VI) from SD Negeri Cepoko and SD Negeri Sadeng 01, Semarang City, employing a descriptive quantitative survey method. The study employed a total sampling method, involving 89 participants. Physical literacy was assessed across three domains: physical competence (measured through TIAMSA, PACER, and Sit-Up tests), motivation and self-confidence, as well as knowledge and understanding. The results revealed that most students were classified as progressing, with only a quarter reaching the achieving category. At SD Negeri Cepoko, all students were categorized as progressing, whereas in SD Negeri Sadeng 01, a number of students particularly male students in grade V and female students in grade VI reached the achieving level. These results highlight disparities in physical literacy outcomes between schools and student groups. Hence, improvements in PJOK learning strategies, teacher development, and supportive learning environments are required to encourage sustainable participation in physical activity.

Attention deficit hyperactivity disorder (ADHD) is a common developmental disorder worldwide, occurring among children and adolescents across cultures and societies. ADHD manifests itself in difficulties with concentration, distraction, hyperactivity, and impulsive behavior. ADHD poses a challenge in school settings, affecting students' ability to follow lessons, adhere to instructions, and complete academic tasks. Omani schools are witnessing cases of ADHD, which calls for educational and health attention to develop effective strategies to reduce the prevalence of ADHD among school students. Therefore, this study aimed to identify the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) among Omani students with learning disabilities (LDs). A descriptive survey design was employed, with a sample of 861 students with LDs from different governorates in Oman. To assess ADHD symptoms, a standardized scale was developed based on the criteria outlined in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). The final version of the scale comprised 25 items distributed across two core domains: Inattention and Hyperactivity/Impulsivity. Findings revealed that 28% of students with LDs met the criteria for ADHD, with Inattention being the predominant subtype (58%). ADHD was more prevalent among male students (73%) and was most commonly observed in students in grades 1-4 (75%). Additionally, 63% of ADHD cases were identified in students with Arabic language difficulties, particularly in reading and writing. The study highlights the need for systematic ADHD screening among students with LDs and recommends the adoption of the developed scale for early identification and intervention.

Background: Health literacy, including its digital and vaccination-specific components, is essential for informed health decision-making in adolescence—a developmental period when health attitudes and behaviors are shaped and may persist into adulthood. Although the importance of these competencies is increasingly recognized, little is known about the relationship between digital health literacy (DHL) and vaccination literacy (VL) among adolescents. The aim of this study was to investigate the associations between DHL and VL among Lithuanian adolescents, and to evaluate the psychometric properties of the Digital Health Literacy Questionnaire (HLS19-DIGI) and the Vaccination Literacy Questionnaire (HLS19-VAC) in this population. Methods: A cross-sectional survey was conducted with 9–12 grades students from Lithuanian gymnasiums using HLS19-DIGI and HLS19-VAC instruments. Analyses included confirmatory factor analyses for validity, McDonald’s omega for reliability, ANOVA and chi-square tests for group comparisons, and linear regression to evaluate DHL—VL associations, adjusting for gender, grade, and frequency of digital resource use. Results: A total of 792 students (42.0% male; mean age 16.4 years) completed the survey. The HLS19-DIGI (CFI = 0.945, TLI = 0.923, RMSEA = 0.081) and HLS19-VAC (CFI = 0.986, TLI = 0.959, RMSEA = 0.089) showed satisfactory structural validity, and both scales had good reliability (0.757 and 0.803). Mean DHL and VL scores were 78.28 (SD = 24.24) and 82.64 (SD = 27.22), respectively. Over half of the participants had excellent DHL (55.7%) and VL (63.4%). DHL was a strong predictor of VL (β = 0.429, p < 0.001). The frequency of digital resource use was not significantly related to VL. Conclusions: Higher DHL is associated with higher VL, suggesting that skills in searching for, appraising, and applying online health information can enhance informed vaccination decision-making. Interventions delivered through trusted channels, such as schools and healthcare providers, should aim to strengthen both literacies, address misinformation, and foster critical evaluation competencies to support vaccine uptake in youth.

This study aims to determine the effect of the Numbered Heads Together (NHT) cooperative learning model on the learning outcomes of students in Grade IX Informatics at SMP Negeri 29 Padang. Initial observations showed that most students were still passive, lacked enthusiasm, their learning outcomes were below the minimum competency standard, and the learning process tended to be teacher-centred. The research used a quantitative approach with a quasi-experimental design, with class IX.8 as the experimental class and IX.6 as the control class, each consisting of 31 students selected through purposive sampling. The research instrument consisted of 25 multiple-choice questions that had been tested for validity and reliability. Data analysis was conducted using normality tests and Mann Whitney U non-parametric tests. The results showed that the average score of the experimental class was 77.54, which was higher than that of the control class, which was 66. The Asymp. Sig (2-tailed) value of 0.001 < 0.05 indicated a significant effect. Thus, the application of the NHT learning model has an effect on improving student learning outcomes.

Oral examinations are now part of China’s College Entrance Examination, yet many students lose points due to pronunciation errors that reduce intelligibility, largely stemming from the L1 transfer. High-school instruction seldom targets intelligibility-critical segmental features, partly because these features and their effects are under-researched. To address this gap, researchers analyzed the segmental pronunciation and intelligibility of 55 Grade-10 students in a Chongqing high school. Speech was collected via Voice Memo, annotated by trained raters for segmental errors, and rated for intelligibility; statistical analyses were conducted in IBM SPSS. Results show vowel errors outnumber consonant errors, with certain phonemes (e.g., /iː/, /ɪ/, /θ/) exceeding a 40% error rate. These errors frequently led raters to misidentify words, directly lowering intelligibility scores. Segmental error rates were significantly associated with intelligibility, indicating that targeted training on high-error vowels and consonants can yield measurable gains. The study offers practical guidance for pronunciation instruction, especially in dialect-influenced regions.

This study aims to identify tenth grade students’ attitudes towards vocational education in Jordan, as well as this attitude’s relationship with the gender variable. The analytical descriptive approach was used to achieve the goals of this study. A questionnaire consisting of 25 items was created covering six fields: the professional field, the administrative field, the health field, the economic field, the media field, and the educational field. This questionnaire was distributed to a sample of 1,184 male and female students in the schools of the Jordanian Ministry of Education in the first semester of the academic year 2022/2023. After conducting the appropriate statistical treatments to tenth grade students’ attitudes towards vocational education in Jordan, the results were a medium degree of correlation on the tool as a whole and on all of the areas of study mentioned. There was a lack of statistically significant trends within a 95% confidence interval α≤0.05 for the gender variables (male and female students).

Studying subjects in school had a relationship with students’ future career choices. However, science, technology, engineering and mathematics fields (STEM) careers are often considered to be less accessible by many children. The purpose of this study is to investigate the factors influencing the STEM career-oriented subjects’ choice of Vietnamese high school students. The survey was conducted with 1768 students in grade 10th (at the age of 16) in several high schools in 4 provinces represented for different geography regions of Vietnam by questionnaire combined with direct investigation using contact and interview methods with students. The results indicated that gender and students’ academic achievement in science studies were measured as factors to consistently and positively associate with students’ subjects choice toward STEM career orientation, accounting for other factors. The implications of this study in education are that teachers and educators should organize learning and teaching activities appropriate to male and female students in order to improve their academic achievement and their self-efficacy in science subjects. Hence, these supporting measures may foster students’ selection of STEM-related subjects to study and enhance students’ aspirations towards STEM careers.

The study investigated the impact of guided inquiry-based laboratory experiments enriched instructional (GIBLEI) approach on conceptual understanding of tenth grade students in biology. The study included two purposively chosen schools and used a quasi-experimental design with non-equivalent groups. A class was randomly assigned as the experimental group (EG) and the other as the control group (CG). Over an eight-week period, the EG received instruction through the GIBLEI approach, while the CG followed traditional laboratory experiments. Statistical analyses, including Welch’s t-test and analysis of covariance (ANCOVA), showed a significant improvement in post-test scores for the EG, demonstrating the effectiveness of GIBLEI. Furthermore, the Wilcoxon signed-rank test indicated a notable increase in understanding between the pre-test and post-test in the EG. The results of an independent samples t-test also showed no significant difference in performance between male and female students in the EG. This suggests that the instructional approach used in the study is equally effective for both genders, promoting an inclusive learning environment. These findings suggest that GIBLEI can significantly improve students’ understanding of biology concepts. Therefore, incorporating this approach into biology curricula may help enhance overall learning outcomes.

Trends in U.S. Adolescent Use of Vaping and Flavored Solutions for Marijuana Consumption, 2021-2024.

Heat impacts college student grades even in rich Singapore

PurposeGender nonconformity (GNC) describes the degree of misalignment between individual’s gender expression and gender norms and is often linked to negative health outcomes. We aimed to investigate the association between GNC and adolescent indoor tanning, the most preventable cause of skin cancer, among U.S. high school students.MethodsThis study examined cross-sectional data from the 2017 state Youth Risk Behavior Survey in Maryland. Participants included 25,432 female and 25,060 male students in grades 9 through 12. The primary outcome was the prevalence of self-reported 12-month history of indoor tanning before survey. The GNC was measured by self-perceived gender expression (from “very feminine” to “very masculine”) and sex (“female” or “male”). The logistic regression analysis for weighted survey data was performed to estimate the association between GNC and adolescent indoor tanning.Results Among 50,492 high school students in Maryland, the prevalence of indoor tanning was 6.8(95% CI, 6.4-7.3), and varied by demographic characteristics and sexual orientation. Among male students, indoor tanning was significantly associated with moderate GNC (AOR, 1.55; 95% CI, 1.13-2.13; P=0.007) and high GNC (AOR, 4.92; 95% CI, 4.04-5.99; P<0.001). However, among female students, indoor tanning was not associated with moderate and high GNC in the adjusted models. Furthermore, indoor tanning was also significantly associated with transgender identity, the AOR was 7.16 (95% CI, 5.89-8.72; P<0.001) compared with cisgender female students, and 9.31(7.44-11.64; P<0.001) compared with cisgender male students.ConclusionsGender nonconforming adolescent males and transgender adolescents report higher risk of indoor tanning than gender conforming adolescent males and cisgender adolescents respectively. Skin cancer prevention efforts targeted at gender minorities might reduce indoor tanning, a preventable risk factor for skin cancer.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12889-025-25033-9.

Optimizing student competence begins with empowering fundamental skills, namely critical and creative thinking skills. This study aims to investigate the correlation between critical thinking skills and creative thinking skills simultaneously on cognitive learning outcomes of 162 students in grades XI and XII who have learned cell and tissue material at the Movement School in Biringkanaya District, Makassar City in the even school year 2022/2023. Research data were collected using integrated essay questions as many as 10 items that were valid (4.73) and reliable (0.853). The data obtained from the research sample in the form of quantitative data will be analyzed with two kinds of analysis techniques, namely descriptive analysis and inferential analysis. The results of statistical inferential analysis showed a correlation between critical thinking skills, creative thinking skills, and cognitive learning outcomes of students in movement schools on cell and tissue material (=0.730, &lt;0.001, N= 162). The correlation is positive with a regression equation Ŷ= 7.796 + 0.322X1 + 0.402X2 with an effective contribution of 53.26%. Therefore, learning needs to empowering critical and creative thinking skills to support the optimization of students in facing the challenges of everyday life problem.

BackgroundThe implementation of nutritional interventions could improve eating habits, contributing to the prevention of overweight and obesity in children.ObjectiveTo modify eating habits through interventions involving food and nutritional education and emotional psychoeducation among school-age children.MethodsThis longitudinal study included a sample of 635 students from four public primary schools; these students were assigned to an intervention group (IG) or a control group (CG). Anthropometric measurements were performed to determine nutritional status, and body image perception, body dissatisfaction, stress, anxiety and depression were evaluated. A 14-week intervention and a final assessment were carried out. The effect size was calculated using Cohen’s “d” statistic.ResultsThe general prevalence of overweight and obesity was 46.3%. When the size of the intergroup effect of nutritional intervention was analyzed, a positive effect on fruit (d = 0.201) and dairy consumption (d = 242) was observed.ConclusionThe nutritional intervention effectively modulated school children’s food consumption.

This study examines how character-based ChatGPT, a form of artificial intelligence, affects challenges and opportunities for Pancasila and Civic Education (PPKn) teachers. It looks at how teachers instill Pancasila values in Generation Z students at Taman Harapan High School. The research uses a qualitative, case study approach. Data was collected through in-depth interviews with PPKn teachers, ICT teachers, the vice principal overseeing curriculum, and students in grades IX–XII. Findings were enriched by classroom observations and analysis of teaching modules and attendance records. Character-based AI can enrich learning by sparking critical discussion, expanding resource access, personalizing reinforcement, and increasing motivation. Risks include academic ethics, reduced contextual meaning, unequal access to devices and connectivity, and educators' readiness. Teachers must improve their digital literacy, content curation, and assessment strategies to use AI for strengthening, not replacing, character-building. The study recommends tiered training in ethical AI use, clear school technology policies, monitoring mechanisms for student AI use, and providing basic infrastructure.The contribution of this research lies in the formulation of a character-based digital pedagogy framework that is in line with the principles of Pancasila, while also providing a practical basis for schools in designing inclusive, safe, adaptive, and meaningful 21st-century learning interventions. The findings also emphasize the need for teacher-parent collaboration to guide the productive use of AI, the development of digital classroom SOPs, and the development of originality assessment rubrics. Going forward, further research is recommended to explore cross-subject integration models and test the effectiveness of interventions through classroom action research designs in the Indonesian context

Concerns have increased about online gambling among adolescents. Poor mental health may place adolescents at increased risk of engagement in online gambling, however, longitudinal evidence is limited. The purpose of this study was to examine how mental health relates to engagement in online gambling one-year later in a large cohort of adolescents. We used 2-year prospective survey data from 26,818 students in Grades 9 to 11 (secondary III-IV in Quebec) attending 121 secondary schools in four Canadian provinces (Alberta, British Columbia, Ontario, and Quebec) who participated in the COMPASS study during the 2017/18, 2018/19, and/or 2019/20 school years. Generalized linear mixed models were used to examine the likelihood of online gambling one-year later by baseline mental health outcomes (depressive symptoms, anxiety symptoms, psychosocial well-being, emotional dysregulation), controlling for student sex, grade, race, weekly spending money, and baseline online gambling. Online gambling in the past 30-days was reported by 2.1%, 2.3%, and 2.5% of students in study years 2017/18, 2018/19, and 2019/20, respectively. In the combined model, students reporting high depressive symptoms were significantly more likely to report online gambling one-year later (OR = 1.58, 95%CI = 1.19, 2.09) relative to those reporting low symptoms, controlling for baseline online gambling, the other mental health measures, and sociodemographic characteristics. This study provides prospective evidence that high depressive symptoms may place adolescents at an elevated risk of future engagement in online gambling. It may be worthwhile targeting students with high depressive symptoms in preventative efforts.

Attention of students is an important aspect of effective learning since it directly determines comprehension, memory and classroom participation. But focus is also an issue as it is easy to lose track with distractions, mental exhaustion and the repetitive ways of teaching. The purpose of this study was to determine the causes of inattention among 7th grade students of SMP Negeri 19 Surabaya in the 2024-2025 academic year. A sample of 33 students was used through completion of questionnaires and five students were used in semi-structured interviews to learn more about their lived experiences. The thematic analysis showed that the lapses of attention were not consistent but were always situational, with noisy peers, lack of clarity when explaining the concepts to the students, and fatigue being the most prevalent reasons. Students used to deal with losing focus by doodling, chatting or switching seats or making personal notes. The results show that the attention depends not only on the internal state of students but also on the classroom ecology and the quality of instruction. In theory, this research expands the knowledge on the maintenance of attention by autonomy-supportive environments. In practice, it implies that educators can make their classes more focused by incorporating interactive instruction, gamified learning, and brief brain-break exercises to establish dynamic and psychologically supportive learning environments.

This research examines the impact of the Small Group Discussion (SGD) technique on improving the speaking skills of the eighth-grade students at SMP Negeri 1 Sigi, with particular emphasis on vocabulary, pronunciation, and fluency. Employing a quasi-experimental design, the study compared an experimental group taught using SGD with a control group receiving conventional instruction. Both groups completed pre-tests and post-tests to assess their progress. The data were analyzed using the Wilcoxon Signed Ranks Test, Mann-Whitney U Test, and descriptive statistics. Results showed that the experimental group experienced a significant improvement in all targeted speaking sub-skills, with average scores increasing from 15.14 to 21.14, while the control group showed only a slight improvement from 15.49 to 16.07. Statistical analysis confirmed a highly significant difference (p 0.05) between the two groups, demonstrating the greater effectiveness of SGD compared to the conventional method in enhancing speaking skills. The study concludes that SGD fosters active engagement and self-confidence, providing a positive and supportive environment for language learning. These findings offer practical insights for English language teaching, endorsing SGD as an effective strategy to boost students' communicative competence.

This research aims to describe the implementation of the environment as a learning resource on the learning outcomes of Science and Social Studies (IPAS) for third grade students at SDN 51 Sungai Raya. The type of research used is descriptive quantitative. The research subjects were 25 third grade students. Data were collected through observation, learning outcome tests, and documentation. The data obtained were analyzed using descriptive quantitative methods by calculating the mean score, percentage, and categories of students’ learning outcomes. The results of the study indicate that the implementation of the environment as a learning resource has a positive effect on students’ IPAS learning outcomes. This is evidenced by the increased student engagement during the learning process and the achievement of learning outcomes categorized as very good. Therefore, utilizing the environment as a learning resource can serve as an effective alternative learning strategy to improve IPAS learning outcomes in elementary schools

This study aims to analyze the implementation of inclusive learning in Islamic Religious Education (PAI) in eighth grade students of SMP Negeri 1 Boyan Tanjung and its impact on students' understanding and application of religious values. The main focus of the study includes the strategies, methods, and approaches used by teachers, the challenges faced in their implementation, and solutions that can be applied to improve the effectiveness of inclusive learning. The research approach used was qualitative with descriptive methods. Data were collected through in-depth interviews, direct observation, and document analysis. The research subjects consisted of PAI teachers, eighth grade students, and the principal. Data were analyzed using data reduction techniques, data presentation, and interactive conclusion drawing. The results showed that inclusive learning strategies were implemented through differentiation, discussion methods, project-based learning, and a values-based approach. This implementation contributed positively to improving students' understanding of Islamic teachings and the application of religious values in everyday life. However, several obstacles were still encountered, such as limited facilities, lack of teacher training, and diversity of student abilities. This study concluded that the success of inclusive learning in PAI is highly dependent on the support of various parties, including improving teacher competence, providing adequate facilities, and the active role of schools and parents in creating an inclusive learning environment.

This article examines the results of an experimental study of how mono- and bilingual elementary school students learn to spell words with stress-tested root vowels, emphasizing the role of orthographic knowledge and linguistic intuition in the development of writing proficiency. The findings are based on a descriptive analysis of 48 mono- and bilingual first and second grade students divided into 4 groups, each consisting of 12 participants. The analysis yielded several important and non-trivial conclusions. The monolingual first graders showed a fairly high level of writing proficiency, and no correlation was observed between correct spelling of words and either correct stress placement or the choice of an appropriate check word. Among the first graders who were non-native speakers of Russian, the overall level of writing proficiency was lower, and a statistically significant correlation was found between correct spelling and the choice of a check word. The second graders (monolinguals and inophones) outperformed the first graders considerably, with no significant differences between the native and non-native speakers. The monolingual children displayed no correlation between correct spelling and the use of orthograms, while the inophones relied on the choice of a check word to spell without mistakes. Generally, monolingual students tend to read and write more frequently, both in the classroom and spontaneously, thus intuitively discovering the morphemic principle of Russian orthography. For bilingual students facing the constraint of limited speech input (insufficient understanding of “procedural” language rules), mastering orthograms is more essential to achieve writing proficiency. Therefore, bilingual students depend on school-taught verbalized (“declarative”) rules. In contrast, monolingual students use mainly their linguistic intuition to learn writing.