Pupil Level Research Articles

ATTITUDE OF GRADE VI PUPILS IN THE IMPLEMENTATION OF ONLINE DISTANCE LEARNING

This study sought to determine the attitude among Grade VI pupils in the implementation of online distance learning of Borongan City Division in school year 2020-2021. Specifically, it aimed to identify their reading abilities and their association with their attitude toward online distance learning. To address the objectives, this study used a correlational design. A total of 217 Grade 6 pupils from the five districts of Borongan City Division served as respondents of this study. A survey questionnaire was adapted to gather necessary data on the reading levels of learners and their attitudes toward the online distance learning modality. Meanwhile, inferential statistics such as Pearson r Coefficient were used to identify the association between the reading levels of pupils and their attitude toward online learning which was found to have a significant relationship. KEYWORD: attitude, online distance learning, correlation

THE APPEARANCE OF APPROACHES AND METHODS IN TEACHING PROCESS

The given article deals with the main or primary role of approaches and methods of teaching process and effectiveness of methods in various levels of pupils. In addition to this, it concerns with importance of understanding the various approaches, methods and techniques so that teachers and learners are able to make educated choices, and boost their enjoyment of learning a language and it also shows teaching method is based on a particular vision of understanding the language and the learning process.

Accessibility of anal cleansing materials for public primary school pupils in Kajiado County, Kenya

INTRODUCTIONAnal cleansing is the hygienic practice of cleaning the anal area after defecation. Inaccessibility to anal cleansing materials leads to inappropriate methods resulting in faecal hand contamination. This study assessed the accessibility of anal cleansing materials for public primary school pupils in Kajiado County, Kenya.MATERIALS AND METHODSThe researchers used a descriptive cross-sectional study approach, applying a cluster sampling technique to sample eighteen (18) schools to the study. Three hundred and eighty-four (384) pupils were selected from the schools using simple random sampling. The Headteacher and a teacher in charge of school health were purposively sampled due to their knowledge of school resources about hygiene. A total of thirty-six teachers participated in the key informant interviews.Data were analysed using SPSS version 21, and Chi-square was used to test the hypothesis at p<0.05 significance level.RESULTSAccessibility to anal cleansing materials was low at 22.9%. Pupils' class (p-value = 0.036) and level of material awareness (p-value <0.001) influenced accessibility. For Institutional factors, material sensitisation was associated with accessibility (p-value = 0.001). The following sustainability measures were proposed; sensitisation on anal cleansing materials, provision through cost sharing, management of the materials by class teachers and prefects, and continued support by government ministries of health and education.CONCLUSIONAnal cleansing materials access was low; pupils' predisposing characteristics and institutional factors influenced access.RECOMMENDATIONWe recommend that school management and ministries of health and education improve access to anal cleansing materials in schools and develop sustainability measures.

Assessment of the Level of Development of Natural Science Literacy of Secondary School Pupils of Mirny Settlement of Krasnoyarsk District of Samara Region

At the present stage, federal state educational standards of general education attach special importance to the formation and development of functional literacy of pupils, which includes such components as natural science literacy, mathematical literacy, reading literacy, financial literacy, global competencies, creative thinking. Considerable attention is paid to the formation and development of functional literacy for the reason that the acquired knowledge, formed skills and abilities can be applied by pupils to solve life problems. This article is devoted to the development of natural science literacy of pupils in the lessons of the module “Fundamentals of natural science literacy” of the course “Fundamentals of functional literacy of basic school pupils» (on the example of a secondary school in the Mirny settlement, Krasnoyarsk District, Samara Region). The results of the pupils’ performance of a complex task on the topic “Living nature. Herbicides and their role”, which consisted of tasks of various types, such as working with text, working with a histogram and its analysis; analysis of graphic sources of information; a task with a choice of statements; working with a geographical map; working with text and reasoning conclusions. It was revealed that the majority of pupils (91%) have the ability to work with a geographical map, and the least well-formed pupils have the ability to analyze graphic sources of information. The results of the study showed that the majority of pupils have an average (47% of pupils) level of development of natural science literacy; an increased level was recorded in 19% of pupils; high and low levels were demonstrated by 13% of pupils, and 7% of pupils demonstrated insufficient natural science literacy.

Monitoring of digital literacy levels and profiles in the regional education system: analysis of digital gaps

Introduction. Digital literacy (hereinafter – DL) is a key element of the modern educational system, and its absence may lead to limited access to educational resources and unequal development opportunities. Monitoring of DL levels of pupils and students in the system of general (hereinafter – GE) and secondary vocational education (hereinafter – SVE) allows to identify strengths and weaknesses of digital training in the regional education system and to put forward cause-and-effect investigative hypotheses about the causes of digital breaks. The purpose of the research is to investigate levels and profiles of digital literacy among students in different educational institutions and to identify digital gaps in different parameters. Materials and methods. More than three thousand students from various types of educational institutions took part in the study, including general education schools, gymnasiums, lyceums and colleges of the Tomsk region (Russian Federation). The monitoring process used a previously developed operationalized model of DL adapted for the Russian education system. Methods of mathematical statistics (Kruskal — Wallis, Mann–Whitney, One-way analysis of variance) were used to compare levels and profiles of DL at selected levels of GE and SVE. Results. There are significant differences in DL between the level of GE as a whole and SVE (z = -3,824, p < 0,0001; z = -2,904, p < 0,004). Among the students of GE and SVE the highest levels of metacompetencies of information literacy and content creation (primary general education (hereinafter – PGE)– 64%, basic general education (hereinafter – BGE) – 66.8%, secondary general education (hereinafter – SGE) – 71.2% and SVE – 71.4%), the lowest – level of metacompetency of interaction and communication in networks (PGE – 73%, BGE – 50.2%, SGE – 66.8% and SVE – 59.8%). Conclusion. The monitoring of digital literacy in the regional system of general and secondary vocational education has shown that there are many gaps and disparities both within individual digital literacy profiles and at different stages and levels of education. DL gaps among learners are caused by gaps in digital training at educational institutions, unequal access to infrastructure, and socio-economic and cultural inequalities. The analysis of the digital divide will lead to the development of recommendations and strategies aimed at bridging the DL gap.

One-year sustainability of brow-lifting procedures

Unlike blepharoplasty or facelifting procedures, there is little evidence of the sustainability of brow-lifting techniques. This study aimed to investigate the one-year sustainability of three brow-lifting techniques performed at our department. Thirty-six patients received an upper blepharoplasty and simultaneously one of three brow-lifting procedures: the direct (excisional) browpexy, the transpalpebral brow lift, and the EndotineⓇ forehead fixation. analogue and digital measurements of 3 vertical distances, from fixed anatomical points at pupil, lateral canthal, and lateral orbital rim level, were performed preoperatively and 12 months postoperatively. Patients' and surgeons' satisfaction considering functional and aesthetic outcomes were investigated by carrying out paper-pencil surveys. Direct browpexy was performed in 8, transpalpebral eyebrow lift in 10, and the EndotineⓇ fixation in 18 of the cases. In the first year, direct browpexy showed a general descent of 1.2mm at the pupil level, 2.1mm at the lateral canthal, and 0.6mm at the orbital rim level. In the transpalpebral eyebrow lift group, a descent of 0.7mm at the pupil level and 0.3mm at the lateral canthal level was found; the orbital rim level showed a slight but nonsignificant ascent of 0.7mm. In the EndotineⓇ group, a descent of 1.1mm at the pupil level, 1.2mm at the lateral canthal level, and 0.7mm at the orbital rim level was shown. Subjective surgeon opinions and overall patient satisfaction underline an aesthetic improvement despite objective results falsifying the hypothesis of a raised eyebrow position after one year. Patients showed minor eyebrow decrement after 12 months postoperatively; therefore, sustainability is questioned and must be reevaluated. The extent of dissection, the downward pull of upper blepharoplasty resection, and the decrease in frontalis muscle activity are discussed as the possible causes.

Development of comphrehension skilss in 3rd grade

The article is about the peculiarities of understanding information text. How to identify the problem, implement an intervention to help correct the problems. The problem is relevant, because we are dealing with issues of raising the literacy level of pupils. To do this, let the pupils fall in love of reading, develop the ability to understand what they read, so that they can easily understand the informational text. For the latter, we should help pupils develop thinking skills. Let,s introduce the importance of thoughtful reading to the pupil and his parents. The aim of research is to improve the understanding of the informational text in the 3rd grade by using effective activities. The task of research is to reveal the causes and problems of existing difficulties, to find ways to solve and eliminate them. The main research question is: how to improve pupils’s reading and understanding of  important information from informational text. For this purpose, I used the diagnostoc of pupils (at the beginnging and at the end), focus group of teachers and parents. At the diagnosis stage, we chekes the pupils’ ability to understand the informational text. We have planned appropriate interventions to overcome to problems. By using interventions, the result doubled almost everywhere, with consistent activities and methods, it was possible to make pupils fall in love with reading; The selected strategies helped the pupils to actively engage in the learning process and understand the read of text.

Disproportionality in the attainment of pupils with special educational needs at the end of primary school in England

This research article aims to examine disproportionality in the attainment of pupils with special educational needs at the end of primary education. The sample consisted of 3,025 pupils who completed Key Stage 2 in one LA in London. Two methodological approaches were used in the data collection. The background data related to special educational needs were collected as part of the January school census and this was then matched at the pupil level to their Key Stage 2 results collected by the Department for Education for all state‐educated pupils in England at end of the summer term. The data were then analyzed further using descriptive statistics. The findings of the analysis of Key Stage 2 results show that pupils with special educational needs in England are much less likely to meet the expected standard, raising key concerns for policymakers and teachers. A number of factors were identified, including pupils' type of need, gender, socio‐economic status, ethnic background and exclusions rate. The data show that some ethnic minorities are more likely to be identified with some types of special educational need compared to White British pupils. Policy implications for tackling disproportionality in special educational needs and further research are discussed in the concluding section.

Correlations and Regression of the Initial and Final Sound on Reading Words in the Slovenian Language

The level of pupils’ acquired phonological awareness at the beginning of the 1st grade of primary school presupposes a high probability of ability to perform an initial reading. The purpose of the study was to check the correlation and regression between the initial and the final sound and reading words in the Slovenian language. Accordingly, 192 first-grade pupils were included in the sample. The purpose of the study was to check the correlation and regression between the initial and the final sound and reading of the words. The importance of the findings highlights the promotion of voice awareness in kindergarten.

Gamification as a method to build lexical speaking skills at a foreign language class in the mainstream school

Introduction. Knowledge of a foreign language is one of the most necessary conditions for a specialist of any profile to be in demand in the labour market. New teaching formats provide an opportunity to use gamification technologies that contribute to efficiency of learning and proper acquisition of mastered material. The purpose of the study is to assess the efficiency of gamification technologies embedded in the process of teaching a foreign language for successful mastery of the lexical material on the fifth year of the mainstream school. Methodology and methods. The experimental teaching was effectuated on the basis of a number of schools in Lipetsk and Moscow regions (Russian Federation). The initial and final diagnostics of the level of foreign-language communicative competence in all kinds of verbal activities (listening comprehension, speaking, reading, writing) was used. The method of mathematical statistics – Pearson’s chi-squared test – was applied. Results. The ascertaining stage results made it possible to view a statistically insignificant difference in the level of fifth-year pupils’ proficiency in English lexical speaking skills in the control and experimental groups. Didactic testing was used as a research method. The final testing results demonstrate that the experimental group learners showed a higher level in lexical skills, which is confirmed by the Pearson’s chi-squared test calculations. With the variance of system indicators equal to 3, the value of criterion χ2 = 8.212, the critical value of χ2 =7.815 (with the significance value of p<0.05). Consequently, the complex of didactic linguistic games developed and implemented in the educational process influences efficiently the development of lexical speaking skills of 5th-year school learners. Scientific novelty. It was revealed that gamification technology in the learning process would be efficient on the condition that it is of regular nature, covers all the learners, with the creation of appropriate psychological atmosphere and combination of games with the traditional didactic tasks. Practical significance. The parameters of the highlighted problems, the definition of the role and significance of gamification in the context of educational opportunities in mastering a foreign language will be interesting and may help in practical activities of a wide range of specialists: psychologists, educators, methodologists, organisers of supplementary education.

Analysis of anxiety and mental health of schoolchildren in China (on the example of schools in the Autonomous Region of Inner Mongolia)

The article focuses on the experience of testing the mental health of school pupils in the Inner Mongolia Autonomous Region of the People's Republic of China. The ultimate aims of research are to examine and compare the results of anxiety level experienced by pupils, to discover a correlation between an anxiety level of pupils and their personality. The Mental Health Test (MHT) and questionnaire named "Small Five of the Personality of a Teenager" are used as data-collection techniques in this research.  This research was conducted with four hundred and twenty pupils studying from seventh to tenth grades. The data were analyzed descriptively and categorized using the seven scales SPSS 23.0. The results showed that 57.6% of pupils were experiencing severe learning anxiety. On the other hand, students were generally demonstrating a healthy mental and emotional state (40,87±17,68), but the learning anxiety level and physical health state represents above the average results. The highest learning anxiety level was experienced by seventh grade students; nevertheless, high school students showed relatively lower score of a learning anxiety. This case can be explained by the fact that the seventh-grade students has just entered secondary school (in the PRC, children study in primary, middle and high schools) and are currently facing the difficulties of adapting to the new environment and establishing a new interpersonal relationship.  A positive correlation was found between schoolchildren’ anxiety level and their emotional indicators as neuroticism or emotional instability. Meanwhile, learning anxiety and extraversion indicators demonstrated a negative correlation (p<0.01). Suggestions for school psychologists and teachers on the prevention of anxiety in children are proposed. Keywords: school pupils, learning anxiety level, mental health, China, school psychologist.

The Impact of Shielding Policy in Wales.

ObjectivesShielding was introduced as part of the UK government’s response to the SARS-CoV-2 pandemic to protect Clinically Extremely Vulnerable (CEV) people from infection and serious illness. Various research questions emerged in relation to non-clinical vulnerabilities of those shielding which could be addressed by utilising available health and administrative data. ApproachThe Shielded Patient List (SPL) was linked with various datasets on the UK Secure Electronic Research Platform (UKSERP) including the Pupil Level Annual School Census (PLASC), National Survey and Ordnance Survey data for Wales. Some of these were anonymised datasets contained in the Secure Anonymised Information Linkage (SAIL) databank. Algorithms were applied to determine household composition and whether private outdoor space was available for the shielding group. Results were then extracted for Wales broken down by local authority. ResultsResults from the various strands of research related to shielding will be presented covering provision of outdoor space, household characteristics and composition. ConclusionThese analyses demonstrate how population-level data resources can be leveraged quickly to answer newly-emerging policy questions as part of the response to the SARS-CoV-2 pandemic.

"A STUDY ON POST COVID TRAUMA CARE FOR STUDENTS "

Schools have faced previously unheard-of difficulties as a result of the worldwide COVID-19 pandemic, including the need to swiftly move to an online format, ensure that all students have fair access, support teachers' and students' educational needs, and make plans i n the face of significant uncertainty. The epidemic itself has generated a lot of anxiety, tension, and sorrow. Anybody can have mental health issues due to these pressures, and those who may already be dealing with such issues may experience acute symptoms as a result. Some of the common signs that instructors could look for in order to spot pupils who are having mental health issues might not be present. It's possible that some professors aren't actually meeting with kids. The same student drop-ins might not occur for all teachers. The disguised faces of kids may be invisible to certain professors. Teachers may therefore be concerned about their pupils' progress or level of difficulty, particularly in the case of emotional issues. Here, we discuss the methods teachers might employ to spot pupils who may want more help, particularly in the case of anxiety and depression, which can sometimes go unnoticed even in the best of situations.

ДИНАМІКА ЯКОСТІ МУЗИЧНИХ СЕНСОРНИХ УМІНЬ МОЛОДШИХ УЧНІВ: РЕЗУЛЬТАТИ ФОРМУВАЛЬНОГО ЕКСПЕРИМЕНТУ

The importance of forming primary school children’s musical perception is justified by the introduction of the new version of the educational standard and educational programs as well as by teaching Arts on the basis of an integrative methodological approach. The purpose of the article is to scientifically ground the system of didactic influences on musical perceptual processes of younger school children focusing on the following research tasks: a) to define sensory ability as a unit of functioning of musical perception; b) to characterize the levels of pupils’ musical sensory skills formed in the mass experience of primary education; c) to disclose the specifics of variable experimental effects which differ in the degree of intensity of intermodal connections of sensory channels; d) to compare the quality dynamics of musical sensory skills formation in different versions of the pedagogical experiment. Musical sensory ability is defined as the performance of a system of auditory interiorized perceptual familiarizing and cognitive actions based on the mastered standards of music sounds and skills of applying these standards in the examination of musical phenomena. It has been found that in the mass experience of primary education pupils master musical sensory skills at elementary, intermediate and sufficient quality levels where the intermediate one prevails. The system of exercises and game tasks has been developed on the basis of intermodality with coordination of musical and phonemic auditory, musical auditory and color visual, musical auditory and spatial visual sensory processes. The system is aimed at expanding and systematizing pupils' reference ideas about music sounds as well as forming rational ways of their examining musical phenomena. The effectiveness of the introduced didactic influences has been proved: in comparison with the control group the participants of experimental groups, especially the first one, have demonstrated both the highest efficiency of distinguishing and systematizing music sounds and a variety of skills to reproduce them in singing, spatial modelling and instrumental game. The following changes have taken place in the structure of experimental groups: the respondents with an elementary level of musical perception development have not been identified, but a level gradation with intermediate, sufficient, high and consistently high levels of mastery of musical sensory processes. Key words: musical sensory ability, standards of musical sounds, methods of examination of musical sounds, game tasks, exercises, younger students.

District Achievement Test (DAT) Scores of Grade III Learners in Esperanza District I Division of Sultan Kudarat

The study’s goal was to determine the level of District Achievement Test (DAT) Scores of Grade III Learners of public elementary schools in Esperanza District I, Division of Sultan Kudarat. It also determined the relationship of learners’ study habits and teachers’ classroom management and teaching styles. Descriptive method of research using correlation analysis of the data was used. The study was conducted in the three schools in Esperanza District I such as Doroteo Pastor Memorial Elementary School, Saliao Elementary School and Sagasa Elementary School. A sample of 80 learners randomly chosen from the three schools were the respondents of the study. Survey questionnaire was utilized to gather the data on learners’ study habits and teachers’ classroom management and teaching styles. Data were analyzed and interpreted using the mean and Pearson’s r at 5% level of significance. Study revealed that learners had a high level of study habits. Teachers’ classroom management and teaching styles were all rated excellent. The District Achievement Test Scores of the three elementary schools were interpreted as satisfactory in Filipino and Makabayan subjects while the three core subjects such as English, Mathematics and Science were all interpreted as fair. Finally, only study habits had a significant relationship on the District Achievement Test (DAT) scores of the learners specifically in Filipino subject. Thus, it is finally concluded that high level of pupils’ study habits tends to improve their scores in District Achievement Test (DAT).

Reading readiness, brain intelligence, interest and motivation as predictors to the English reading level among elementary learners

Several studies show that reading readiness is one of the factors that have to be considered in developing the reading ability of the students. It is a process of preparing a child for reading, encouraging the child to read and engaging that child in reading. In other words, it is a state of development, which prepares the child mentally, physically, and social-emotionally for reading experiences. This study specifically sought to determine the reading readiness, brain intelligence, interest and motivation of the elementary learners and find out if those variables significantly predict the reading levels of the two groups of students, those under inclusion and exclusion of reading speed. 168 fourth grader learners in the Division of Zamboanga City, Philippines had voluntarily participated in this research. The researcher utilized the Philippine Informal Reading Inventory (Phil-IRI) to answer the research question. Research protocols were also observed and followed in this study, Clearance for Ethics Implementation was sought, before the actual data gathering procedure. Data revealed that reading readiness, brain intelligence, interest and motivation of the pupils do not significantly contribute to the Reading Level of Pupils in the Inclusion Group.

Pupils’ Awareness, Knowledge, Attitude and Practice of School-Based Solid Waste Management in a Public Elementary School in the Philippines

This study assesses the level of awareness, knowledge, attitude, and practices of Grade 6 pupils in terms of the solid waste management of a public elementary school in Laguna, Philippines. Using a descriptive research design, the data has been collected from the responses in the survey questionnaire distributed to the selected respondents and analysed using descriptive statistics. Findings reveals low level of pupils’ awareness, knowledge, attitudes, and practices on the solid waste management. Findings also reveals that while the school has already introduced solid waste management to the pupils, they still need to have a systematic and well-defined goals and practices to highlight the importance of managing waste. Based on informal interviews with the head teachers and school leaders, the researcher has been able to confirm that the school does not have any formally drafted guidelines and policies about the school’s solid waste management program. Thus, the study recommends specific ways to enhance the school-based solid waste management program of public elementary schools in the Philippines. Keywords: Attitudes, Awareness, Knowledge, Practices, Solid Waste management

Oral language at school entry: dimensionality of speaking and listening skills

ABSTRACT There has been a resurgence in concern about the levels of pupils’ oral language skills at school entry. To support and develop these skills effectively an understanding of the key components of oral language is required. We examined the oral language skills of monolingual children in Reception (MAge = 57.9 months; n = 126) and Year 1 (MAge = 69.07; n = 124) classes in England. Children were recruited from schools that were representative of London primary schools and were assessed on measures designed to tap phonology, core language skills (vocabulary and grammar) and discourse skills, both in the receptive and expressive modalities. Using confirmatory factor analyses, we examined the associations between oral language skills by component and modality for each age group. Oral language was best represented by four dimensions in Reception (receptive core language skills, receptive discourse, expressive core language skills, and expressive discourse). By contrast in Year 1, three dimensions were identified, irrespective of modality: phonology, core language skills and discourse. Our data speak to the importance of capturing these dimensions in assessments and teaching and monitoring their development at school entry. The results also highlighted the foundational role of discourse skills at the start of school.

PREVALENCE OF TEST-ANXIETY AND ITS RELATIONSHIP WITH ACADEMIC ACHIEVEMENT: FINDINGS FROM NURSING, PHYSICAL THERAPY, LABORATORY AND RADIOLOGY STUDENTS IN TAIF CITY, SAUDI ARABIA

Background: Test anxiety is most commonly associated with students taking informational tests at all levels of education and pupils with learning disabilities.Students often experience extreme tension and anxiety during tests, possibly as a result of pressure to perform well, among other variables as a result, test anxiety has become a prevalent problem throughout time.Test anxiety can develop as a result of a students fear of failing or performing poorly on the examination. Test anxiety is also caused by sporadic test preparation, high-stakes exams, and discomfort with the testing scenario. Methodology: This cross-sectional study was conducted among 449 students from both branches, male and female, from all departments of the college of applied medical science (nursing, laboratory, radiology and physiotherapy) in Taif citythrough the academic year of 2017-2018. It was aimed to evaluate the prevalence of test-anxiety among students from the four departments, to see is there a relationship between test anxiety and academic achievement of the students and are there differences between genders. Test Anxiety Inventory (TAI) scale have been used for measuring test anxiety. Results: The total prevalence of anxiety among students was (86.41%), it was (85.56%) for male students and (87.79%) for female students. The total anxiety prevalence of laboratory department was (88.50%), it was (88.90%) for male students, and (88.00%) for female students. The total anxiety prevalence of physical therapy department was (88.89%), it was (91.04%) for male students, and (86.00%) for female students. The total anxiety prevalence of nursing department was (83.19%), it was (80.95%) for male students, and (89.66%) for female students. The total anxiety prevalence of radiology department was (84.91%), it was (82.54%) for male students, and (88.37%) for female students. Conclusion: This study shows a high prevalence of test anxiety among our students comparing with other studies that showed less prevalence of such anxiety. According to that, more researches need to becarried out to elaborate the reasons beyond this high prevalence.

Effects of Music-Based Intervention on English Proficiency among Primary School Pupils in Selangor

Based on existing research, the current status of English literacy skills among low performing pupils in national primary schools is a serious cause for concern. Early intervention to tackle this problem is critical to help children catch up with the expected educational standards which include speaking, listening, reading, and writing skills at each level of study. Therefore, this study set out to investigate the effects of music-based intervention on English proficiency among primary school pupils by using improvised teaching materials from the CEFR Year 3 syllabus as material which ought to be able to satisfy students’ require and, both present future needs and to examine the participation level of pupils from the music-based intervention. This research employed a quantitative approach with a pre-test-post-test quasi-experimental design. A total of forty Year Three Students (N = 40 pupils, divided into 2 groups; quasi-experimental and control group) participated in the study. Data was collected using speaking assessments and observation checklist. The findings of the study showed that there was a significant difference between the quasi-experimental groups following music-based intervention with improvised materials. Students who had gone the through music-based intervention using improvised materials had showed improvement not only in the content and vocabulary in the materials, but also their speaking skills, especially their pronunciation and fluency. Results also illustrated that the inclusion of a music-based intervention and improvised materials in English class appears to have motivated the pupils to participate actively in the class discussion.