High-level Abilities Research Articles

Mediation effect of mathematics vocabulary skills between reading comprehension abilities and mathematics performance

Mathematics requires both comprehension and competence, which, once developed, benefit learners in daily life. This descriptive-correlational and explanatory study filled the gap by determining the mediating effect of vocabulary skills on the relationship between comprehension abilities and mathematics performance of 146 grade 7 students, chosen through multi-stage sampling techniques, in two select schools in Cabuyao City, Philippines, in 2024–2025. The respondents answered valid and reliable instruments with ethical considerations. The study used weighted mean, standard deviation, multiple regression bootstrap technique, mediated regression bootstrap technique, and PLS-SEM. The outcomes showed high levels of mathematics vocabulary skills and reading comprehension abilities, while mathematics performance reached satisfactory levels among the students. Multiple regression bootstrap technique revealed mathematics vocabulary as the most important factor affecting students' mathematics performance, while reading comprehension abilities have no direct significant effect with the presence of mathematics vocabulary. Furthermore, mediated regression bootstrap technique and PLS-SEM displayed a significant total effect of reading comprehension abilities on mathematics performance and the indirect effect flowing through mathematics vocabulary skills was significant. Mathematical vocabulary skills entirely mediate the indirect effect of reading comprehension abilities on mathematics performance exemplifying full mediation. It suggests that mathematics vocabulary skills are essential in enhancing reading comprehension abilities, thereby reinforcing their crucial role in academic achievement. Educators are encouraged to integrate vocabulary-focused strategies, administrators to support professional development in math literacy, and local officials to fund programs that strengthen foundational language skills in mathematics.

Differences and Similarities in Component Skills Reading Profiles for Native and Immigrant Fifteen-Year-Old Students in Sweden

The present study aims to investigate differences and similarities in the component skills reading profiles (CSRPs) of 15-year-old native, second-generation and first-generation immigrant Swedish test-takers, focusing on processes related to fluency and processes related to awareness of reading strategies. The results revealed significant differences in the impact of these processes, in particular, in the comparison between Swedish-born students and first-generation immigrant students. The most striking results showed that, although reading fluency is very important for all students, it has a much larger impact on reading comprehension for first-generation immigrant students than for second-generation and native Swedish students. Furthermore, the analysis showed that students at the same level of reading proficiency but with different language backgrounds still differed significantly with regard to their CSRPs, even at relatively high ability levels. This indicates that students in the different categories who appear to have similar reading comprehension ability might nevertheless need different kinds of reading instruction to maximize their development of reading comprehension.

Metacognition and Self-System Among Biology Education Undergraduates at Islamic University of Riau

Metacognition and the self-system are critical components influencing an individual's learning success. The ability to reflect on and regulate one’s learning processes must be accurately identified and assessed to support instructional planning that enhances these skills. This descriptive study aims to examine the metacognitive abilities and self-system of fifth-semester students enrolled in the Biology Education Study Program at the Islamic University of Riau. Utilizing a survey method, data were collected from a sample of 30 students, consisting of 6 males and 24 females. The instrument, a questionnaire based on Marzano’s Taxonomy and comprising three indicators per variable, was validated through expert review. Data were analyzed using percentage-based categorization and further examined through a Pearson product-moment correlation test via SPSS 22. Results indicated that all metacognitive indicators fell into the high category, with clarity monitoring achieving the highest score (80.27%) and process monitoring the lowest (77.87%). For the self-system, examining importance and emotional response were categorized as high, while efficacy was rated moderate. A significant positive correlation was found between metacognition and the self-system (r = 0.536), with the regression equation Y = 36.662 + 0.478X. These findings suggest that students exhibit high levels of both metacognitive and self-system abilities, which are significantly interrelated.Keywords: biology education, metacognitive, self-system, undergraduate

Assessing adolescent emotional intelligence as a foundation for psychological health

Introduction. Emotional intelligence is one of the important components of a person's psychological health, the foundation for building a quality human life, which is based on productive relationships between people, which in turn create the opportunity to successfully realize their abilities in all areas. A person should have well-developed reflection skills, a sufficient level of self-awareness, arbitrariness to manage their emotions, empathy and interest in other people. This is especially true in early youth, which is considered sensitive to the formation of emotional intelligence. Consideration of the content of the development of emotional intelligence as the basis of psychological health in young people was the goal of this work. Materials and methods. Manifestations of emotional intelligence in high school students were studied on a sample of 10th grade students in secondary schools in Armavir, Krasnodar Territory (N = 120 people) using psychodiagnostic techniques: N. Hall's Emotional Intelligence Coefficient; emotional intelligence questionnaire "EmIn" D.V. Lyusin; methods "MPEI" M.A. Manoylova. Study results. Statistical analysis of the results showed the predominance of the average level on the scales and criteria of emotional intelligence. Low-level indicators for the criterion "managing the emotions of others" were noted by 32.5% of the sample, and for the criterion "managing your emotions" - 29.17% of the sample. Accordingly, high scores are presented according to the criteria of "awareness of one's emotions" (25% of the sample) and (23.33% of the sample). The majority of the sample also assessed the manifestations of emotional awareness at an average level - 58.33%, 27.5% of the subjects noted a high level of ability to understand the meaning of emotions and their influence on behavior. KEYWORDS Conclusion. The results obtained show the degree of formation of the emotional orientation of the personality, manifestations of psychological health based on the understanding and manifestation of emotions. The formed components and indicators of emotional intelligence among high school students contribute to the understanding of their own and other people's emotions, as well as to manage them. Experimental data can be used in the development of self-development trainings, adaptation and readiness, team cohesion.

ANALISIS KEMAMPUAN SISWA MENYELESAIKAN MASALAH MATEMATIS PADA KONSEP BARISAN GEOMETRI

Indonesian students' performance still tends to be low in solving mathematical problems. In order to explore this issue, further studies are needed to determine the ability of students to solve mathematical problems in various mathematical materials. Therefore, this study aims to describe students' mathematical problem solving ability on geometric sequence material. Descriptive qualitative method was used to describe three research subjects (students of SMAN 6 Bombana) who each represented high, medium, and low ability levels. Tests and interviews were given to collect data which were then analyzed to find out how students' work and errors in solving mathematical problems. The results showed that based on Polya's problem solving indicators, subjects with high and medium ability could solve the problem well, although subjects with medium ability needed two attempts (changing the solution plan) to get the correct answer. Meanwhile, subjects in the low category could not solve the mathematical problems presented in three attempts. In addition, two student errors were found in the solution process, namely: 1) incorrectly using the concept; and 2) incorrectly determining the ratio of the sequence. This study also found a positive participation of adversity quotient as a good mentality for students in solving mathematical problems.

Innovative Pedagogy: Project-Based Flipped Classroom in Computer Architecture for New Engineering Students

In today's rapidly evolving world, engineering graduates must have the necessary skills and knowledge to bring about significant changes in business, industry, and entrepreneurship. However, empirical evidence shows that engineering graduates have high levels of cognitive abilities that are still low, resulting in the achievement of suboptimal learning outcomes. The research design used a pseudoexperimental approach that analyzed the impact of project-oriented flipped learning models, direct flipped, and self-efficacy on higher-order thinking skills and learning outcomes. The study findings showed a marked difference in higher-order thinking skills and learning outcomes of students who participated in project-based flipped learning compared to those who participated in direct flipped learning. Students in the experimental group more fluently find new ideas in solving problems. The psychological aspect of students, namely selfefficacy, influences improving higher-order thinking skills and learning outcomes. The learning model applied accommodates students who have different levels of self-efficacy. Evidence shows that the project-based flipped learning paradigm improves learning outcomes in computer architecture materials by developing students' higher-order thinking skills.

DocKylin: A Large Multimodal Model for Visual Document Understanding with Efficient Visual Slimming

Current multimodal large language models (MLLMs) face significant challenges in visual document understanding (VDU) tasks due to the high resolution, dense text, and complex layouts typical of document images. These characteristics demand a high level of detail perception ability from MLLMs. While increasing input resolution improves detail perception capability, it also leads to longer sequences of visual tokens, increasing computational costs and straining the models' ability to handle long contexts. To address these challenges, we introduce DocKylin, a document-centric MLLM that performs visual content slimming at both the pixel and token levels, thereby reducing token sequence length in VDU scenarios. We introduce an Adaptive Pixel Slimming (APS) preprocessing module to perform pixel-level slimming, increasing the proportion of informative pixels. Moreover, we propose a novel Dynamic Token Slimming (DTS) module to conduct token-level slimming, filtering essential tokens and removing others to adaptively create a more compact visual sequence. Experiments demonstrate DocKylin's promising performance across various VDU benchmarks and the effectiveness of each component.

The Application of Item Response Theory for Development Tests of High Order Thinking Skills on Chemical Learning: Partial Credit Models Study

Purpose: This research aimed to develop testing instruments for the ability to think of high level of chemicals that are valid, relay, and have the quality of problem items in the good category. Design/Approach/Methods: The study used a quantitative approach with modifications to the Wilson, Oriondo, and Antonio models. Stratified random sampling techniques and 275 sample students. Polytomous data were analyzed using Partial Credit Models. Findings: The results of the analysis showed validity and reliability by 0.9 and 0.854, with 16 points of questions having a fit category of 79%. The difficulty index of 20 question points was 1 item in the category “Difficult” and 19 points in the category “Medium.” The ability of test takers (Ɵ) was in the range of −2 to +2, which was relatively good. The development of test instruments was qualified to be used to measure the thinking ability of high levels of chemistry. Originality/Value: This study discusses research on the application of Item Response Theory in developing test instruments for higher order thinking skills in chemistry learning. We hope that this study can trigger other research on Item Response Theory analysis and the role of teachers in developing test instruments in measuring students’ abilities in 21st-century learning.

The Interrelationship between Linguistic Abilities, Emotional Intelligence and Personality Traits in Students of Teacher Training Programs

Modern education imposes high demands on future educators, requiring not only knowledge and skills but also the ability to deeply understand emotions, communicate effectively, and adapt to various situations in a rapidly changing world. This study focuses on analyzing the relationships between linguistic abilities, emotional intelligence, and personality traits in students of pedagogical specialties with different academic orientations. The study employed three key methods: Gardner's Multiple Intelligences Test to assess linguistic intelligence, D. V. Lyusin's EmIn questionnaire to measure emotional intelligence, and G. Eysenck's Personality Inventory (EPI) to analyze individual character traits. The results revealed significant differences between the groups: humanities-oriented students demonstrated high levels of linguistic abilities and pronounced emotional intelligence, whereas students in the mathematical domain showed well-developed logical-mathematical abilities. These findings reflect the specific educational orientations of the respondents: humanities students prioritize the ability to establish deep emotional connections and build social interactions, while mathematics students focus on structuring information and interpersonal communication skills. The practical significance of the study lies in its potential application for designing educational programs that integrate linguistic abilities, emotional intelligence, and personality traits according to the academic orientation of future educators, thereby enhancing their professional training. Additionally, the findings can serve as a foundation for developing tools for psychological support for students.

Penerapan Pembelajaran TaRL Untuk Meningkatkan Hasil Belajar Matematika Peserta Didik Kelas XI SMAN 2 Mengwi

TaRL (Teaching at the Right Level) is a learning approach that does not focus on class level, but rather focuses on the level of cognitive ability of each student in the class. This approach provides students with the opportunity to learn according to their cognitive abilities by forming discussion groups based on low, medium and high ability levels, not based on class level or age. The aim of this research is to improve students' mathematics learning outcomes through the application of learning using the TaRL approach and the PBL learning model for class XI-G students at SMAN 2 Mengwi on statistics material for the 2023/2024 academic year. This type of research is Classroom Action Research (PTK) with two cycles. The harvest cycle consists of planning, implementing evacuation and reflection. The subjects of this research were students in class XI-G of SMAN 2 Mengwi in the 2023/2024 academic year. The data collection instruments used in this research were observation sheets, interviews and tests. The results of the research showed that in cycle I the percentage of students who completed was 50% then increased in cycle II with a completion percentage of 77%, because they had fulfilled the specified classical completeness, the research was stopped in cycle II. Based on these results, it can be concluded that there has been an increase in students' mathematics learning outcomes in statistics material by implementing learning using the TaRL approach.

Обґрунтування показників фізичного стану здобувачів освіти педагогічних коледжів

Topicality. The health of students of pedagogical specialties requires special attention from scientists. Over the past decade, its level has declined significantly. The physical condition of young people is influenced by factors such as a pandemic, distance learning, a large amount of information for self-study, and social aspects. Physical condition is a complex indicator that includes the level of motor and physical activity, as well as physical and functional fitness. While studying in vocational education institutions, students experience significant mental stress and are actively engaged in self-education. In accordance with the requirements of the Standard of Professional Higher Education, more than 25 % of the educational material is mastered independently, which, in turn, leads to an increase in the level of physical inactivity among young people, especially in the first and second years of study. The purpose of the study is to determine and substantiate the indicators of physical condition of students of a pedagogical college. Material and methods of the study. Pedagogical observation, method of bioimpedanceometry, method of physical condition assessment by E.A. Pirogova, pedagogical testing. Results of the research. Generalization of research indicators according to E.A. Pirogova’s methodology showed that 47.3 % of students had “average” level of physical condition, and 38.9 % – “above average” level. The bioimpedanceometry showed the following results: strength component – indicators are “below normal”; muscle component – indicators correspond to the “normal” values; fat component – within the “average” values; basic metabolism – within the ‘normal’ values; body mass index – within the “normal” values. The obtained indicators of bioimpedance prove that the physical development of future teachers of some specialties requires corrective actions. According to the results of pedagogical testing of physical fitness, a low level was recorded, which correlates with some indicators of the physical condition of the studied groups. The physical condition of the student can be considered an indicator of the effectiveness of physical education. The optimization of physical condition of student youth should be entrusted to physical training. Conclusions. Physical education of pedagogical institutions is not aimed at forming physical culture of a personality, but is aimed at forming a high level of humanitarian abilities. The applicant for education does not know the basics of a healthy lifestyle, in addition, he is not ready for physical activity in physical education classes, including extracurricular independent training sessions.

Analysis of risk factors and establishment of predictive models for neonatal necrotizing enterocolitis: a retrospective study

BackgroundNecrotizing enterocolitis (NEC) is a leading gastrointestinal condition in preterm infants, characterized by significant morbidity and mortality. Early recognition of risk factors is crucial for its prevention and prediction. This study focuses on identifying factors that contribute to the development of NEC in neonates.MethodsA case-control study that looked back at 144 newborns hospitalized to a Wuhan hospital between January 2010 and March 2023 for NEC was carried out. Over the same period, another 144 children without NEC were identified and selected as the non-NEC group for comparison, following a 1:1 pairing ratio. The relevant data from these two groups of newborns were compared. Univariate analysis was conducted using T-tests or χ2 tests, followed by multivariate logistic regression to determine independent risk factors and develop a clinical prediction model.ResultsA total of 288 neonates (144 NEC and 144 non-NEC) were enrolled. The independent risk variables for NEC, as shown by the multivariate logistic regression analysis (p < 0.05), were Small for Gestational Age (SGA), neonatal sepsis, neonatal hyperbilirubinemia, and non-human milk (HM) feeding. Furthermore, ROC (receiver operating characteristic) analysis showed that the AUC (area under the curve) of the Logistic regression model predicting the effect of neonatal necrotizing enterocolitis was 0.746, suggesting a high level of discriminative ability in differentiating efficacy. This model can be instrumental in facilitating early identification of infants prone to developing NEC in clinical settings.ConclusionIn conclusion, the risk factors associated with newborn NEC include SGA, neonatal sepsis, and non-HM feeding. Newborn hyperbilirubinemia may potentially serve as a protective factor against NEC.

Development and validation of medication literacy scale for adults: MELSA version II

BackgroundThe Medication Literacy Scale for Adults (MELSA) version I was previously developed among adults with high educational levels. However, the validity of the tool for the general populations was not established.ObjectiveThe aim of the study was to develop and evaluate the psychometric properties of the MELSA version II among community-dwelling Turkish adults with both low and high education levels.MethodsAfter the item development and content and face validity testing, test-retest reliability, explanatory factor analysis (EFA), confirmatory factor analysis (CFA), internal consistency, item response theory approach (Rasch analysis), and hypothesis testing were carried out.ResultsThe interclass correlation coefficient (agreement) was 0.753 between the test and the two weeks retest. Kuder Richardson-20 was 0.89 with a unidimensional structure, according to EFA, CFA, and Rasch analysis. Rasch analysis indicated the person reliability of the 9-item MELSA version II as 0.74. Participants with a high education level and a high level of self-reported reading ability for health-related information had a higher score on MELSA version II (p < 0.05).ConclusionThe 9-item MELSA version II is a web-based scale that is brief, valid, and easy to administer in person using an mobile device. It could be used in different countries and populations after conducting appropriate translation and cultural adaptation.

Условия труда, состояние здоровья и факторы профессионального риска преподавателей организаций высшего и среднего профессионального образования (обзор литературы)

Working conditions have a direct effect on health of employable population. This fact is evidenced by both Russian and foreign studies. At present, the educational process is being intensified and digital technologies are being implemented in education quite actively. All this creates high workloads on all educational workers, teachers included. Success and efficiency of teaching are determined by teachers’ health, which largely depends on working conditions. The aim of this study was to generalize and analyze Russian and foreign publications that focus on occupational risks, working conditions and their effects on health, life quality and psychoemotional state of teachers employed at higher education and vocational education institutions. Publications on the subject were searched in the largest electronic resources eLIBRARY, PubMed and on official web-sites of peer-reviewed scientific journals with subject items covering the issues selected for analysis. The search depth was 15 years (2009–2024). As a result, we established that most publications on assessing teachers’ working conditions and health covered professors and lecturers of medical higher education institutions. High work intensity was the main adverse occupational factor (hazard category of working conditions 3.1–3.3), which, according to some authors, tended to be higher for higher positions and lecturers with senior academic degrees. Other adverse occupational factors for teachers include physical (electromagnetic fields, workplace illuminance, and microclimate), chemical, and biological ones. Analysis of the obtained results has revealed that a new approach is required for preserving high levels of work ability, preventing diseases and neural-emotional burnout. Such an approach should be based on providing working conditions that conform to established safe standards and timely psychological support, organizing and conducting qualitative preliminary and periodical medical examinations. It is necessary to accomplish timely assessment of working conditions and health of teachers employed at modern educational establishments.

Working conditions, health and occupational risk factors of teachers employed at higher education and vocational education institutions (Literature review)

Working conditions have a direct effect on health of employable population. This fact is evidenced by both Russian and foreign studies. At present, the educational process is being intensified and digital technologies are being implemented in education quite actively. All this creates high workloads on all educational workers, teachers included. Success and efficiency of teaching are determined by teachers’ health, which largely depends on working conditions. The aim of this study was to generalize and analyze Russian and foreign publications that focus on occupational risks, working conditions and their effects on health, life quality and psychoemotional state of teachers employed at higher education and vocational education institutions. Publications on the subject were searched in the largest electronic resources eLIBRARY, PubMed and on official web-sites of peer-reviewed scientific journals with subject items covering the issues selected for analysis. The search depth was 15 years (2009–2024). As a result, we established that most publications on assessing teachers’ working conditions and health covered professors and lecturers of medical higher education institutions. High work intensity was the main adverse occupational factor (hazard category of working conditions 3.1–3.3), which, according to some authors, tended to be higher for higher positions and lecturers with senior academic degrees. Other adverse occupational factors for teachers include physical (electromagnetic fields, workplace illuminance, and microclimate), chemical, and biological ones. Analysis of the obtained results has revealed that a new approach is required for preserving high levels of work ability, preventing diseases and neural-emotional burnout. Such an approach should be based on providing working conditions that conform to established safe standards and timely psychological support, organizing and conducting qualitative preliminary and periodical medical examinations. It is necessary to accomplish timely assessment of working conditions and health of teachers employed at modern educational establishments.

The Profile Of Secondary School Students’ Written Mathematical Communication Through Problem Solving Assessment Viewed From Differences In Mathematical Ability

The aim of this study is to examine problem-solving assessments to measure the profile of students' written mathematical communication skills across low, medium, and high ability levels. The problem-solving assessment used includes a problem-solving test and an interview guide. This study is descriptive research with a qualitative approach. The research subjects consist of three students: one with low mathematical ability, one with medium mathematical ability, and one with high mathematical ability. High-ability students meet four indicators of written mathematical communication skills, which include writing down the known information and questions from the given problem and sketching a diagram, understanding mathematical ideas in planning and formulating rules or presenting formulas, interpreting information in carrying out the problem-solving plan, and reviewing/checking the correctness of the answers/conclusions. Medium-ability students meet one indicator of written mathematical communication skills, which is understanding mathematical ideas to plan and formulate rules or present formulas. Low-ability students do not meet any of the indicators of written mathematical communication skills

The Professional Self-Concept and Problem-Solving Ability in Different Career Stages Among Jordanian Registered Nurses

Background Professional self-concept and problem-solving abilities could differ over career stages, thereby enabling graduate nurses to plan appropriate care. Aim This study aimed to assess professional self-concept and problem-solving abilities over career stages and examine the association between professional self-concept and problem-solving ability among Jordanian registered nurses (RNs). Methods A descriptive cross-sectional correlational design was performed. A self-administered questionnaire was used to collect demographic data, the Nurses Self-Concept Questionnaire (NSCQ), and the Problem-Solving Inventory (PSI). Results Female was 162 (58.4%) of 277 RNs, with a mean age of 29.55 (SD 5.97). Professional self-concept and problem-solving abilities were moderate. Moreover, professional self-concept and problem-solving ability differed based on marital status, the educational track at university, monthly income, working area, shift system, and career stages. The results showed a negative relationship between the professional self-concept and problem-solving ability (r = −0.29, P < 0.001). Conclusion Jordanian RNs have a high general perception level of professional self-concept and moderate problem-solving ability. Nurses with a higher professional self-concept would promote their ability to solve problems.

The Efficacy of Video-Supported Student Self-Assessment in Dental Simulation Training - A Prospective Cohort Study.

Self-assessment is a higher-level ability required of health care practitioners, but rarely specifically taught in simulation environments. Retrospective evaluation of videos from simulated clinical environments could be useful for developing self-assessment proficiencies. The objective of this study was to evaluate the utility and validity of student self-assessment performed using self-recorded videos of simulated clinical activities. The study recruited second-year dental students and two educators of simulated periodontal instrumentation. The use of the instruments (curettes) for periodontal instrumentation was taught to students through instructional benchmarking videos. Following the practice on mannequins, students were given a periodontal instrumentation task to perform, video-record their performance, and self-assess following the bespoke assessment rubric. The anonymized students' videos were further assessed by two calibrated educators. To assess validity, independent Sample t-test was used to analyze the differences between student and tutor's assessment of the videos. Student perceptions of the utility of video self-assessment experience were gathered through a questionnaire and analyzed descriptively. Sixty-six students (N = 66) completed the self-assessment task and the questionnaire. There were no significant differences between student and educator evaluation of video data (p > 0.05). Students perceived that video assisted self-assessment following the rubric was easy and helpful and that educators' feedback on the video enabled them to better identify areas that needed improvement. The results of this study showed that there were minimal differences between student self-assessment and educator assessment of video recordings. Video was perceived as a valuable method of self-assessment, thus assisting in learning periodontal instrumentation.

Personality Traits and Cognitive Ability in Political Selection

Abstract A vast scholarship questions whether voters are sufficiently informed to act in their best interest at the polling booth, which may also have implications for the quality of political representation. In this study, we examine cognitive and non-cognitive ability tests conducted on (male) military conscripts by the Finnish Defense Forces, and compare local and national election candidates nominated by political parties and representatives elected by voters with each other and the general population. We show that non-elected candidates fare better in the tests than the population, on average, and elected politicians demonstrate even higher levels of ability. Local politicians’ cognitive and non-cognitive skills are on par with individuals who work in high-skill occupations or have at least an undergraduate degree and national politicians are even better. Our findings suggest that, despite the complex decision-making environment inherent in voter-oriented systems, a political class that is more competent, motivated, and honest than the general population emerges. We further discuss the scope for positive political selection of women, show that there is no evident trade-off between politician quality and descriptive representation, and present evidence on the mechanisms for and the policy effects of positive selection.

Розвиток координаційних здібностей у учнів 5 класів засобом спортивної гри доджбол

The aim of the work is to theoretically substantiate and experimentally test the effectiveness of the experimental methodology for developing 5th grade pupils’ coordination abilities by means of dodgeball game. Material and methods. The pedagogical experiment was conducted at Romny Secondary School of I-III degrees No. 5 of the Romny City Council at Sumy region. The pedagogical experiment involved 29 pulils of 5th grade, who were divided into a control group (CG, n=14, 5-A grade) and an experimental group (EG, n=15, 5-B grade). The duration of the pedagogical experiment was from January to May 2024. Pupils of both CG and EG had Physical Education classes twice a week according to the Model Educational Program "Physical Culture. Grades 5-6" for secondary education institutions (Pedan et al., 2022). The variable module "Dodgeball" was used in both groups (CG and EG) during Physical Education classes at the beginning of the main part of the lesson (up to 10 minutes). An experimental program was developed for EG pupils, it incorporated the movement game dodgeball into the educational process of the secondary education institution. Research methods included analysis of scientific and methodological literature, a pedagogical experiment, and control tests: shuttle run (3x10 m) from the initial position facing forward; tennis ball throwing for distance (from legs apart stance); ball handling by hand while running with changes of direction (according to the methodology of Serhienko L.P. (2001)); and methods of mathematical statistics. Results. At the beginning of the pedagogical experiment, it was studied the initial level of 5th grade pupils’ coordination abilities in CG and EG. After testing, it was identified the general level of 5th grade pupils’ coordination abilities development: in CG, 2 pupils (14%) had a high level, 6 pupils (43%) had an average level and 6 pupils (43%) had a low level; in EG, 3 pupils (20%) had a high level, 6 pupils (40%) had and average level and 6 pupils (40%) had a low level. The experimental methodology for developing 5th grade pupils’ coordination abilities by means of dodgeball game was implemented in all forms of physical culture and health work in general secondary education institution: during Physical Education lessons (module "Dodgeball"), and during various forms of physical culture and health work (breaks, dynamic hours, relays, competitions). It was organized forms of physical culture and health work during the educational process in general secondary education institution using the movement game dodgeball (daily): during a movement break between the 1st and 2nd lessons (conducting the movement game dodgeball with simplified rules); during the long movement break between the 3rd and 4th lessons; and after lessons during dynamic hour. During Physical Education lessons, the dodgeball game (module "Dodgeball") was used in combination with other modules. At the end of the pedagogical experiment, it was determined the general level of development of 5th grade pupils’ coordination abilities: in CG, 3 pupils (21%) had a high level of coordination abilities, 6 pupils (43%) had an average level, and 5 pupils (36%) had a low level; in EG, 6 pupils (40%) had a high level of coordination abilities, 6 pupils (40%) had an average level, and 3 pupils (20%) had a low level. There are significant differences between CG and EG. It was observed the positive dynamics in the development of coordination abilities in CG pupils. This fact can be explained by natural progress in physical qualities and due to Physical Education lessons conducted according to the educational program. Changes in EG indicators are significant and occurred due to the implementation of the experimental methodology for developing 5th grade pupils’ coordination abilities by means of dodgeball game. Conclusions. The pedagogical experiment was conducted within the established timeframe, its content was fully realized and we got positive results. Systematic, targeted work on developing 5th grade pupils’ coordination abilities by means of dodgeball game was carried out during Physical Education lessons and various forms of physical culture and health work. Test results at the end of the pedagogical experiment proved the effectiveness of the experimental methodology and confirming the practical significance of the conducted research.