Lesson Attendance Research Articles

DETERMINATION OF THE CLASS REPETITION RATES FOR 2011 COHORT OF PUPILS IN PUBLIC PRIMARY SCHOOLS IN TRANSZOIA WEST, KENYA

Education remains the most critical component for economic development and social progression in any society. Governments, policymakers and civil societies have emphasised the need to invest more in education and ensure that systems of education are efficiently managed. The internal efficiency of a school is the capacity of the school system to produce graduates in the best way, without repetitions and dropouts, to ensure that resources invested in the learner do not go to waste. Class repetition and pupil absenteeism are some of the internal inefficiency issues in public primary schools of Trans Nzoia West. Comparing pupil lesson attendance rates in public primary schools in Sub-Counties of Trans Nzoia, pupil lesson attendance was lowest in Trans Nzoia West Sub County. The purpose of the study was to determine the internal efficiency of education as reflected in the repetition rates of the 2011 cohort in public primary schools in Trans Nzoia West Sub-County. The specific objectives of the study were to determine the class repetition rate in the 2011 cohort Transzoia West Sub-County. The study was anchored on the transactional-ecological model of the development framework. The study used a descriptive research design. The study population was 4336 class 8 pupils, 71 class 8 teachers, 57 head teachers and 1 Sub-County Director of Education (SCDE). Saturated sampling was used to select 52 head teachers, 66 class 8 teachers and 1 SCDE, while 404 class 8 pupils from the 5 zones of Trans Nzoia West Sub-County were selected using stratified random sampling. The reliability of the instruments was determined through a pilot study carried out with 1 head teacher, 1 class 8 teacher and 7 class 8 pupils per zone in the 5 zones to pre-test the instruments. It was calculated using Pearson’s Product-Moment correlation coefficient. This resulted in a correlation coefficient of r= 0.760, which validated the reliability of the questionnaires used. The study revealed that teachers considered poor parental support as the most crucial factor leading to pupils repeating classes. It was also established that early pregnancies led to non-completion of primary-level education by girls. The study recommends that the school administration should abolish forced class repetition from both parents and teachers in primary schools. The school administration should instead implement early intervention programs targeted at pupils showing signs of low academic performance or risk of repetition. These programs could include additional tutoring, mentoring, or personalized learning plans to address individual pupil needs and prevent repetition.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0704/a.php" alt="Hit counter" /></p>

The Practices and Challenges of Educational Material Management in Secondary Schools of Wolaita Zone, Snnpr.

The purpose of this study was to investigate the effectiveness of school principal’s leadership in school improvement program in Wolaita Zone government secondary schools. Descriptive survey research design was employed to describe the phenomena to the study. In Nine woreda , ten secondary schools were selected through simple random sampling. 10 students’ representatives under sample woreda and 30 principals were selected through availability sampling technique. Furthermore, 120 teachers participated in the study by using simple random sampling technique. Questionnaire was prepared for teachers and principals. Focus group discussion and document analysis were also used to validate the data gathered through questionnaires. Frequency, percentage, standard divisions, means and person’s correlations were used to determine the relationship between variables. The result of the study indicated that educational leaders ineffectively providing textbooks and other teaching/learning materials mission, and goals of the school, creating a Conducive environment to facilitate supervisory activities in the school by organizing all necessary resources, curriculum monitoring and evaluation and low participation of stake holders improving SIP implementation for effectiveness of principal’s leadership. Besides this, principals used several approaches in supervising the implementation of instructional practices. Some approaches like use of students to monitor teacher lesson attendance and visiting class to observe a teacher were rarely used. Most principals involved their subordinates in decision making. Schools faced challenges that include inadequate trained teachers and learning/ teaching materials, inadequate science laboratories and lack of time to check on the teachers’ and students’ work by principals. Study recommends that the school provide more learning materials and facilities like science laboratories and libraries. The woreda education office have better to employ more teachers to the schools with understaffing in order to relieve the current teacher of the work load and ensure timely syllabus coverage as this will significantly impact to effectiveness of principals. Principals have better to delegate mores duties to their stake holders in order to save time to assess both the students’ and teachers’ commitment to their work.

Effects of Monitoring of Teaching and Learning on the Implementation of Competency-Based Curriculum (CBC) in Early Childhood Development (Ecd) Centres in Meru Central Sub-County

The competency-based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. The curriculum was adopted in Kenya in January 2017, when such a change occurs in education various stakeholders and resources are needed to be considered for smooth implementation. However, in Kenya, various stakeholders have expressed concerns regarding implementation of CBC. The purpose of this study was to find out the effects of monitoring of teaching and learning on the implementation of competency- based curriculum (CBC) in early childhood development (ECD) centres In Meru Central Sub-County. Lewin’s Theory of Planned Change guided the research. With adoption of descriptive research design, the study targeted 84 head teachers, 256 ECDE teachers and one Sub-County Curriculum support officers (CSO) in Meru Central Sub County. The study used a sample size of 14 head teachers, 51 ECDE teachers and the CSO in charge of education in the sub county. A simple random sampling was adopted to select participating schools and stratified sampling to select the head teachers, purposive sampling was used to consider ECDE teachers as the respondents for the study and the CSO. The main data collection tools to be used in this study included; questionnaire for head teachers and the ECDE teachers, interview schedule for the CSO and the observation guide that also guided the researcher on the availability of the instructional resources. The study quantitative data was analyzed using descriptive statistics modeled in percentages, mean and standard deviation while inferential statistics was correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and prose. Discussion of the data was made, conclusion drawn from the findings and the study made conclusions recommendations and suggestions based on the research findings. The study found that that head teacher frequently monitors lesson attendance for effective implementation of CBC and invites quality assurance officers in school. The study concluded that Teachers held positive perceptions towards implementation of CBC as the head teachers were constantly following the curriculum implementation process right from classroom activities. The study recommended that the government should purchase more computers in schools for successful integration of technology in CBC program due to increasing population in schools. The purchasing of teaching and learning resources should also be prioritized especially for practical work and preparation of teaching aids for teachers.

Influence of Teacher Appraisal Systems on Teacher Performance in Public Secondary Schools in Koibatek Sub County, Kenya

The study aimed at establishing the influence of teacher appraisal systems on teacher performance in public secondary schools in Koibatek Sub County, Kenya. The study sought to establish the extent to which teacher appraisal was conducted in secondary schools in Koibatek Sub-County. Vroom’s Expectance Theory guided the study. Concurrent mixed methods research design was used. The target population comprised of all principals, teachers and Quality Assurance and Standards Officers. Simple, stratified and purposive sampling techniques were used. Questionnaire, in-depth interview guide, document analysis schedule and a lesson observation schedule were used to data collection. Data were analyzed using frequencies, percentages, mean scores and standard deviations were computed while Pearson’s Product Moment Correlation was used to test the hypothesis. Qualitative data were coded into relatedthemes and categories. The study findings indicated that the appraisal process was effective in schools. On teacher performance based on appraisal documents analyzed, teachers scored fairly well on co-curricular activities and lesson attendance. Majority of the teachers were found not having scheme of work and lesson plans. Records of work covered were not written by most teachers. Creativity and innovation were scored dismally by most teachers. Parental involvement and guidance and counselling are other areas which attracted low marks. It was established that there was a statistically significant relationship between teachers’ performance appraisal scores and teachers’ lesson observation scores. The study findings would benefit principals, teachers, DQASOs, TSC and MOE on teacher appraisal implementation. It was recommended that emphasis was to be made to teachers on their preparation towards lessons with regard to professional documents.

Academic Achievement of Students in Kenya's Public Secondary Schools: The Effects of Teacher Time Management and Class Attendance

Almost all firms use performance appraisal as one of the strategic tools in human resource management to get a competitive edge. Every employee's performance is identified, measured, and evaluated during this procedure. One of the fundamental instruments that encourages employees to be highly productive and engaged at work is the Teacher Performance Appraisal Development (TPAD). The system of teacher performance appraisal is intended to increase student learning outcomes by positively influencing teachers' professional growth if it is properly developed and put into practice. In general, many schools, particularly those in West Pokot Sub County's rural areas, have performed poorly. The study was designed to investigate teachers’time management and lesson attendance on students’ academic achievement in public secondary schools. A descriptive survey research design was used in the study. The target population was 43 public secondary schools, which had 12900 pupils, 86 Quality Assurance and Standard Officers, 43 principals, 43 deputy Principals, and 860 teachers. The Yamane formula was used to determine the sample size of 388. Sample size is the number of participants included in a study. Interviews, interview schedules, and questionnaires were all used as data gathering tools. A pilot study was conducted to evaluate the validity and reliability of the research instruments used to measure accuracy, consistency, and the degree to which differences in measurement results accurately represented differences between respondents. Additionally, important was the Cronbach alpha. Data analysis benefited from the use of the statistical package for social sciences version 27. The significant levels of one variable were transferred to the other with the use of the multiple regression analysis. Each variable's correlation coefficient was calculated after an Analysis of Variance (ANOVA) test. The study found that student performance on the Kenya Certificate of Secondary Education (KCSE) is favourably and significantly influenced by teacher time management and lesson attendance.

Principal’s Teacher Social Support Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

Purpose: The research focused on establishing the influence of principals' social support strategies on various aspects of teacher performance in public secondary schools in Mumias East Sub-County, Kenya.
 Methodology: It utilized both qualitative and quantitative data in a mixed research methodology. Also, the data was obtained from various population parameters comprising 1 sub-county director of education (SCDE), 1 quality assurance sub-county officer (QASO), 27 principals, 237 teachers, and 3730 students. The data regarding each variable was obtained from each population parameter, hence a cross-sectional descriptive study design. The independent variables comprised the frequency of in-service training and guiding and counseling programs. On the other hand, the dependent variables comprised lesson attendance and recovery, mean grades achieved, and score on teacher appraisal. To gather data about the variables, there were interviews with principals, QASO, and SCDE, questionnaires for students and teachers, and secondary data about performance in Kenya certificate of Secondary education (KCSE). The data was analyzed thematically based on the study objectives. Only means, percentages, and standard deviations were utilized to organize data. Also, the linear regression model was used on the data to find out the relation between independent and dependent variables.
 Findings: It was discovered from the data analysis that in-service training impacted teacher performance, while guidance and counseling did not impact the teacher's performance. However, from the general perspective of the principal's teacher social support strategies, the data revealed little correlation with teacher performance.
 Recommendations: The study recommend that there should be consistent in-service training in schools and selective guidance and counseling especially to teachers who show extreme social maladjustments. However, it is necessary that similar research be conducted especially on the influence of principal’s strategies to guiding and counseling teachers and the impacts on teacher performance.

Principal’s Teacher Working Environment Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

Does the school principal’s strategy for a good working environment affect teacher performance? This study sought to answer the question by exploring the data from Mumias East Sub-County, Kakamega county, Kenya. A mixed methodology which entailed gathering quantitative and qualitative data on strategies of teacher working environment against each of the teacher performance aspects comprising of teacher lesson attendance, students mean scores and TPAD scores, was used. Also, A cross-sectional descriptive study design was adopted. To gather data, the instruments used comprised sampling of secondary data, individual in-person interviews for quality assurance officers, sub-county directors, and school principals, student questionnaires and teacher questionnaires. Collected data was then analysed using linear regression, averages, percentiles, and standard deviations. It was discovered that as earlier studies showed the impact of certain working conditions, like the school compound's lighting and facilities, on teacher performance, this research confirmed the impact of security aspects and workload management strategies on teacher performance. Additionally, from the data gathered, principals were implementing various strategies to improve the teacher’s working environment, and the extent of use of the various strategies affected teachers’ performance. For instance, it was discovered that there was a medium correlation between lesson attendance and recovery (adjusted R2 = 0.049135, at F = 0.001214, p = 0.001, and t = 38.31412), low correlation with the students' means scores (adjusted R2 =0.060101, at F = 0.000325, p = 0.001, and t = 10.86456) little correlation with TPAD scores (adjusted R2 = 0.041847, at F = 0.002887, p = 0.001, and t = 37.73538). After a comparison of data analysed using various instruments, the principals’ strategies for the working environment were established to affect teacher performance. The most affecting factors are highlighted in the summary and conclusions.

Principal’s Teacher Reward Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

This study unearths how school principals’ teacher reward strategies influence teacher performance in public secondary schools in Mumias East, following variations in teacher performances. That was accruing to the fact that there was global deterioration in teacher performance, and so was the case with Mumias East Sub-County, Kenya. The study applied a mixed methodology study design that utilized numerical measures and in-depth explorations in data collection. The measures of central tendency, comprising averages, percentiles, and Measures of dispersion comprising standard deviation were used. Also, a correlational approach, specifically, linear regression analysis was used. The study established that various reward strategies used by the principals yielded varied teacher performances. For instance, the correlations yielded were adjusted R2= 0.840032, at F=1.68E-91, p=2.5E-195, and t=106.0108 against teacher lesson attendance and recovery, adjusted R2= 0.954852, at F=7.4E-154, p=4.61E-95 and t=35.68653 with students Mean scores, and adjusted R2= 0.749565, at F=2.09E-69, p=2.3E-173, and t=84.36494, with TPAD scores. Also, from the measures of central tendency, it was concluded that the principals' reward system was crucial in determining the teacher’s performance; hence, a proper blend of the various rewards was urgent to realize optimum teacher performance. Earlier studies featured in the introduction had also made critical advancements in the various rewards and how they would impact teacher performance. Therefore, the findings of this study help solidify the earlier findings and offer a comprehensive teacher reward system that can be utilized specifically by school principals.

Reasons for low engagement time and its impact on the implementation of the Competence-Based Curriculum (CBC) in Secondary Schools in Makoni District Zimbabwe

The study investigated reasons for low engagement time and its impact on the implementation of the Competence-Based Curriculum (CBC) in secondary schools in Makoni District of Manicaland Province. The investigation employed mixed methods research design. The target population comprised all school heads and teachers in secondary schools in the District. A convenience sampling strategy was used to select schools to participate in the study. The researchers got a list of names of secondary school heads from the District Schools Inspector. A purposive sampling technique was used to select 9 school heads who had the relevant knowledge, experience and were involved as supervisors in CBC implementation, to participate in the study. A total of 32 teachers were randomly selected, bringing the total number of respondents to 41, made up of 9 school heads and 32 teachers. A structured questionnaire with closed-ended and open-ended questions, a face-to-face interview and documentary analysis were the data-gathering instruments. Study findings revealed that the reasons for low engagement time, that had moderate to very large impact on the implementation of Competence-Based Curriculum in Secondary Schools in Makoni District, were: low remuneration of teachers; learner absenteeism; COVID 19-induced lockdowns; late attendance of lessons by learners; and shortage of teaching and learning materials. The study recommends that teachers plan and conduct interactive, interesting learner-centred lessons that motivate students to attend lessons and want to report for lessons early. Government and School Responsible Authorities are urged to staff develop and conscientise teachers on the importance of the teaching profession and its role in human capital development; and to improve teachers' conditions of service.

Feasibility of a virtual nutrition intervention for adolescents with autism spectrum disorder.

Adolescents with autism spectrum disorder are at an increased risk of unhealthy eating behaviors and obesity compared to their typically developing peers. Many nutrition interventions for this population focus on improving autism spectrum disorder symptoms or managing weight rather than addressing participants' healthy eating self-efficacy. The purpose of this study was to examine a virtual implementation of a new intervention for adolescents with autism spectrum disorder, Bringing Adolescent Learners with Autism Nutrition and Culinary Education. We used fidelity checklists, engagement records, and field notes to measure implementation. We also examined the feasibility of assessing outcome measures, including a food frequency questionnaire (FFQ), psychosocial survey, height, and weight. We recruited adolescents with autism spectrum disorder aged 12-21 years. Six groups of 2-7 adolescents (27 total) participated in the intervention and pre-/post-intervention measurements. Bringing Adolescent Learners with Autism Nutrition and Culinary Education consisted of eight weekly lessons: exploring taste, flavor, and texture; mealtimes and rules; food groups and nutrients; moderation; beverages; cooking; well-being; sustaining healthy eating habits. The virtual implementation was feasible based on lesson attendance, participation, homework completion, fidelity, and prevalence of technical difficulties. Evaluation was also feasible based on response rate, completion, and data quality for the food frequency questionnaire, psychosocial survey, and height and weight measurements. Bringing Adolescent Learners with Autism Nutrition and Culinary Education may be used in virtual settings to reach diverse populations of adolescents with autism spectrum disorder. Future research is needed to evaluate the impact of Bringing Adolescent Learners with Autism Nutrition and Culinary Education on dietary behavior and obesity outcomes.

The Physical Activity Class Satisfaction Questionnaire (PACSQ) in Greek educational context: Psychometric properties

Background: The Greek bibliography does not provide researchers with a credible measurement instrument that can estimate satisfaction as a multi-dimensional concept, in the frame of a physical education lesson. Objective: The main aim of this study was to cross-validate the Greek version of the Physical Activity Class Satisfaction Questionnaire (PACSQ) in a Greek educational context. The internal consistency of the PACSQ was also examined as well as the levels of satisfaction, gender, and grade of studies as factors that differentiate lesson satisfaction from lesson attendance. Methods: A total of 459 elementary school students (220 boys and 239 girls) aged between 11 and 12 years, across the country joined in the study. The Greek version of PACSQ was used. The statistical analysis included descriptive analysis, confirmatory factor analysis, reliability analysis and discriminant and convergent validity, and one-way multivariate analysis of variance. Results: The results of the confirmatory factor analysis demonstrated that the hypothesized model produced a significant χ2 (3311.55), normed fit index (.95) and comparative fit index (.96). The root mean square error of approximation (.62) was also considered to assess the degree of fit of the model. Composite reliability (≥ .879) and variance extracted (≥ .586) of all dimensions of the PACSQ demonstrated an acceptable reliability coefficient. Conclusions: From the analysis of the results, we came to the following conclusions. The PACSQ constitutes an instrument credible enough to measure the satisfaction of elementary school male and female students. Students seem to be quite satisfied by the cognitive process. Gender is a differentiation factor only as far as Normative Success is concerned. Students in the 6th grade (12 years old) appear to be more satisfied by their participatiοn in a physical education lesson.

AN EVALUATION OF READING KNOWLEDGE AND LINGUISTIC READING SKILLS ACHIEVEMENT OF GRADE1 LEARNERS IN SIX SCHOOLS OF MILENGE DISTRICT OF LUAPULA PROVINCE ZAMBIA

The purpose of the study was to evaluate the Reading knowledge and linguistic Reading skills achievement of Grade 1 learners in three schools that are close to the District Administrative centre and three schools that are far from the District Administrative centre. The study employed a mixed method paradigm of an embedded method and descriptive survey design that used purposive and simple random sampling to select 6 Head teachers, 6 teachers, 6 SICs, 2 Education standards officers and 80 learners. Data was obtained from respondents by means of interviews, questionnaires and classroom observation schedules. Frequency, percentages, tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed by use of the Statistical Package for Social Science (SPSS) computer package. The findings revealed significant differences in that learners achievement of Reading knowledge and linguistic Reading skills between the two sets of schools. Findings showed differences in learners attendance of lessons and teachers absence in classrooms, poor state of infrastructure, multiple sessions, poor pedagogical practices, absence of adequate and appropriate teaching and learning materials in reading, limited number of textbooks, lack of improvisation, inadequate internal and external monitoring, irregular CPD meetings, poor teaching methods and techniques, inadequate assessment and poor record keeping.

O37 Fruit and Vegetable Preparation Changes During and After Cost-Offset Community Supported Agriculture and Nutrition Education

<h3>Background</h3> Most adults and children in the US do not consume recommended levels of fruit and vegetables (FV). Providing subsidized or cost-offset community supported agriculture (CO-CSA) alongside nutrition education is 1 approach to increase FV intake among rural, low-income families. <h3>Objective</h3> This analysis assessed change in the frequency and method of FV preparation during and after a CO-CSA plus nutrition education intervention. <h3>Study Design, Setting, Participants</h3> Participants were caregivers in low-income households (<185% FPL) living in rural areas of 4 U.S. states (n = 148). Half-price weekly summer CSA shares of farm produce and 9 seasonal nutrition education lessons were provided. Attendance was recorded at lessons and other data were collected via online surveys at baseline, 1 season later, and 1 year later. <h3>Measurable Outcome/Analysis</h3> Outcomes included monthly frequency of preparing 9 different, seasonal FV for children's snacks and 6 different vegetables for dinner with preparation methods for each. Repeated measures ANOVA and pairwise comparisons with Bonferroni correction tested change in FV preparation frequency over time at 95% confidence. Moderation analysis assessed whether changes in FV preparation frequency varied by lesson attendance. <h3>Results</h3> At baseline, caregivers prepared fruit for snacks and vegetables for dinner almost every day, and vegetables for snacks every other day. Preparation frequency for total snack fruit, celery, cucumber, peppers, other vegetables, total snack vegetables, lettuce, cabbage, greens, squash, and total dinner vegetables all increased during the intervention; and, increases in vegetables for both snacks (celery, cucumber, and total) and dinner (greens and total) were maintained one-year later. At baseline, the majority of participants (>70%) reported using healthy methods to prepare vegetables, and no changes were observed over time. Observed increases in FV preparation frequency were not moderated by lesson attendance. <h3>Conclusion</h3> CO-CSA plus education was associated with increases in FV preparation frequency, increases in vegetable preparation were maintained 1 year later, but improvements were not associated with attending nutrition education.

Feasibility of a Virtual Nutrition Intervention for Adolescents With Autism Spectrum Disorder

Abstract Objectives Adolescents with autism spectrum disorder (ASD) are at an increased risk of obesity and unhealthy eating behaviors. This study examined the feasibility of a virtual implementation of a nutrition intervention for adolescents with ASD, as well as feasibility of virtually assessing outcome measures, including anthropometric measures, dietary intake, and psychosocial determinants of dietary intake. Methods BALANCE (Bringing Adolescent Learners with Autism Nutrition and Culinary Education) is an 8-week theory-driven nutrition intervention for adolescents with ASD. The intervention is based on Social Cognitive Theory. Six groups of adolescents (n = 27; group size ranged 2–7) participated in the intervention and pre-/post-intervention assessments. Fidelity checklists included measures on attendance, participation, homework, fidelity, and technical difficulties. Feasibility of assessing outcome measures, including the Block Kids Food Frequency Questionnaire (FFQ), a validated psychosocial survey, and height and weight, was evaluated on response rate, completion, and data quality. Results Mean lesson attendance was 88%, participation was 3.5 of 4, homework completion was 51.9%, fidelity was 98.9%, and prevalence of technical difficulties was 0.4 of 2 (no technical difficulties or minor difficulties for all lessons). Baseline response rate was 100% for all outcome measures, with 100% completion for the FFQ and 98.9% for the psychosocial survey. Post-intervention response rate was 92.6% for the FFQ and 96.3% for the psychosocial survey and anthropometric measures, with 100% completion for the FFQ and 99.5% for the psychosocial survey. Data quality was high for 88% of the matched FFQs and 100% of the psychosocial surveys. Conclusions Findings of the study suggest that a virtual implementation and evaluation of BALANCE was feasible, indicating that BALANCE may be implemented in virtual settings to reach diverse populations of adolescents with ASD. Future research is warranted to examine the impact of BALANCE on dietary behavior changes and obesity outcomes. Funding Sources This work was funded by the University of South Florida College of Public Health Internal Grant &amp; Student Research Scholarship.

School-based HealthyMe Curricula on Health Behaviors and Weight

Objective: Healthy dietary habits, physical activity, and positive mental health help prevent or manage excess weight among adolescents. HealthyMe curriculum modules are designed to improve those health behaviors among middle and high school students. Methods: The HealthyMe curriculum was implemented through health classes and health-promoting activities. We evaluated the changes in weight and key health behaviors from 23 schools across 8 states in the 2017-2018 academic year. We analyzed pre-post comparisons adjusting for lesson attendance, race/ethnicity, and age, and for clustering effects of schools. We also compared percentages of improved behaviors between sexes and between rural and non-rural schools. Results: Data were available from 1463 students (44% boys, age = 15.6 (1.3) years). Body mass index (BMI) metrics, in general, were significantly improved among students who were overweight or obese. Significant positive health behavior changes reported by both boys and girls were increasing breakfast and decreasing sugary beverage consumption. Girls significantly increased fruit and vegetable intakes and physical activities; boys significantly decreased dinner at home and physical activities. Students in rural schools tended to have a smaller number of significant changes and improved behaviors. Conclusions: The HealthyMe curriculum improved weight among students, who were overweight or obese, even though it focuses on health behaviors rather than directly addressing weight issues. The positive health behavior changes in conjunction with weight improvements may reflect synergy between the health promotion teaching and school policies.

Drivers of weight loss in a CDC-recognized digital diabetes prevention program

IntroductionTo investigate the impact of the digital Livongo Diabetes Prevention Program (DPP) on weight at 12 months, understand participants’ self-monitoring behaviors associated with greater weight loss, and evaluate the impact...

Impact of Nutrition and Physical Activity on Behaviour and Academic Achievements in Pupils

Nutrition is the main component of children’s health. In order to be completely healthy children need good nutrition and substantial physical activity [1]. Nutritional habits acquired in childhood and adolescence are maintained during adulthood. Scientists emphasize breakfast eating because breakfast ensures attention-concentration, memory and school achievements during morning sessions [2]. Eating breakfast provides energy for the brain and improves learning. Poor nutrition is associated with poor academic achievements. Under-nutrition has negative effect on pupils’ behaviour, attendance of lessons and even behaviour in adulthood [3]. Nutrition of pupils should be well-balanced and variable, offering more fresh fruit, whole grains and a greater variety of vegetables [4]. It is recommended to reduce levels of fat and sodium and increase fiber [5], and in the first part of day to drink more fresh water in order to improve attention and behaviour [2]. The aim was establish the interrelationship between nutrition, behaviour and academic achievements in pupils. Conclusions. Breakfast is an essential meal in pupils’ day; regular habit of eating breakfast has beneficial influence on attentionconcentration, memory and school achievements. Well-balanced pupils’ nutrition decreases antisocial and aggressive behaviour. Physical activity reduces manifestation of negative emotions and stress in pupils.Keywords: physical activity, nutrition, behaviour, academic achievements.

RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools

ABSTRACTStudies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.

678-P: Drivers of Weight Loss in a CDC-Recognized Virtual Diabetes Prevention Program

Background: Over 84 million adults in the U.S. have prediabetes. The CDC National Diabetes Prevention Program (DPP) provides a 12-month structured program to achieve weight loss and increase physical activity to reduce the risk of developing type 2 diabetes. Methods: A retrospective analysis was performed using data from 658 participants enrolled in the Livongo DPP with a recorded start weight during 2016-2017 and who completed at least 12 lessons, thereby meeting the CDC DPP standards for recognition. Self-monitoring behaviors including weigh-ins, food logging, activity and coach-participant interactions were analyzed at 6 and 12-months. Multiple regression analysis was performed using demographics, self-monitoring and interactions to determine predictors of weight loss at 12-months. Results: Participants were a mean age of 54 years (SD 10.8), with start weight of 199 pounds (SD 43.7), college educated (82%), and female (72%). On average, participants lost 6.1% of their starting body weight at 6-months and 6.4% at 12-months with 25.2% of participants losing ≥10% at 12 months. Logistic regression analysis showed that each food log was associated with an increase of 0.25% weight loss, a week of 150 active minutes was associated with 0.07% of weight loss, and each lesson completed was associated with 0.21% of increased weight loss. Conclusions: Overall, participants engaged in the Livongo DPP lost &amp;gt;6% of their start weight with continual weight loss throughout program. More than 25% of highly engaged participants lost ≥10% of their start weight. Food logging was relatively more impactful on weight loss than achieving weeks with 150 minutes of activity completed or lesson attendance. Disclosure S.L. Painter: Employee; Self; Livongo Health. W. Lu: None. J. Bollyky: Employee; Self; Livongo Health. Stock/Shareholder; Self; Livongo Health.

Principals’ Instructional Supervision Practices: Key to Kiswahili Academic Performance

This study evaluated the principals’ instructional supervision practices as key to Kiswahili academic performance in public day secondary schools in Nairobi County, Kenya. Secondary school principals’ instructional practices are paramount in enhancing academic performance among secondary school students. Quality and relevant instruction ensures excellent academic Kiswahili achievement of students. Through instructional supervision offered by the principals, teachers are stimulated, supported and motivated to instruct the students well. For instructional supervision to fully benefit schools, both the principals and the teachers need to play a meaningful and effective role. The improvement of school through instructional supervision has been a concern for education stakeholders in Kenya during colonial and after colonial periods. As a result, Education Commissions which were formed to evaluate the education system in Kenya addressed the status of Kiswahili. The education Commissions included Phelps Commission of 1924 which recommended the use of vernacular and Kiswahili for teaching practical subjects, and Presidential Working Party for the Establishment of Second University of 1981 which called for teaching of Kiswahili as a compulsory and examinable subject in both primary and secondary schools. The current study targeted 26 public day secondary schools, 26 principals, 26 heads of department of Kiswahili and 2664 students. Both probability and nonprobability sampling techniques were used in the study. The objectives of the study included: What instructional materials are used by Kiswahili teachers to ascertain performance in Kiswahili; what measures are put in place by secondary school principal to realize performance in Kiswahili; what are the strategies directed towards enhancing Kiswahili teachers’ skills in public day secondary schools in Nairobi County. Descriptive research design was adopted for the study. Data analysis techniques included stratified random sampling, proportional allocation, simple random sampling design and purposive sampling designs. Instruments for data collection included two sets of questionnaires and interview guide. Statistical Package for Social Sciences (SPSS) was used to calculate frequencies and percentages. The key findings of the study were that lack of the instructional materials may have contributed to poor performance in Kiswahili; school principals executed their duties properly as concerns Kiswahili teachers’ lesson attendance and that lack of concern of principals in what students learn in school may have led to poor performance in Kiswahili.