Performance Of Primary School Children Research Articles

Exploring Cognitive Skills and Academic Outcomes of Poverty-Affected English Language Learners in Indian Primary Schools

This study investigates the cognitive performance of primary school children in India who are English Language Learners (ELL) and live in poverty. Cognitive performance was assessed using the Das-Naglieri Cognitive Assessment System (CAS2 was not constructed). There is a scarcity of studies on participants who are both ELL and live in poverty, and many such children are often found to be intellectually deficient. This study examines the performance in PASS measures (Planning, Attention, Simultaneous, Successive) and their correlation with academic achievement, particularly in reading and mathematics. We assessed the performance of 80 primary school students residing in slum areas (mean age: 9.8 years), matched in age and grade with 70 regular school students from areas outside the slum (mean age: 9.11 years). It was hypothesized that ELL regular school students would exhibit average Das-Naglieri CAS scores as per established American norms.

Evaluation of parental relationship and school performance in primary school children

This study aimed to determine whether there is a significant correlation between the parental relationship with school coexistence and the level of learning in children. The work had a quantitative approach, with a correlational non-experimental design; It consisted of a sample of 585 students from the third to the sixth grade of primary school. Two questionnaires were carried out to know the aspects related to the parental relationship and its effects on the children's school performance. The results show a correlation between school coexistence and academic performance; however, it is shown that the parental relationship is independent of this situation.

The association between working memory, teacher-student relationship, and academic performance in primary school children.

Early relationships with teachers play an important role in children's development and significantly influence students' cognitive and academic performance. Studies suggest that working memory (WM) is a strong predictor of academic achievement, especially of reading and arithmetic outcomes. The associations between teacher-student relationship (TSR) quality, children's WM skills and their academic performance have been reported in numerous observational studies. However, the potentially bidirectional and temporal nature of the relationships between these constructs is understudied. The purpose of this study was to investigate the relationships between primary school children's WM and TSR by applying a cross-lagged design and measuring these constructs at three time points throughout the academic year. More exploratively, this study investigated how WM and TSR bidirectionally relate to children's academic performance. The findings of this study revealed a temporal relationship between WM and TSR: between WM-related problems in the classroom at baseline and conflict at 3-month follow-up, and between closeness at 3-month follow-up and WM-related problems in the classroom at 5-month follow-up. Moreover, the findings showed a bidirectional relationship between arithmetic performance and WM-related problematic behaviour. This study highlights that relationships between the teacher and students play an important role in supporting students' cognitive and academic development. Importantly, this study suggests that children with WM problems may benefit from interventions that focus on improving their relationships with teachers. Additionally, the findings propose that interventions targeting WM may also have positive effects on children's academic performance.

아동의 집행기능 곤란, 지능, 학업수행능력 간의 관계

Objectives In this study, we looked at the relationship between executive function difficulty, intelligence, and academic performance in primary school children, and tried to verify whether this relationship showed a significant difference according to the elementary school grade group.
 Methods For the purpose of the study, a structural equation model analysis and multi-group analysis were conducted through the data of 1,365 of the Panel Study on Korean Children.
 Results First, it was found that the executive function difficulty of children had a significant negative effect on intelligence and academic performance, respectively, and intelligence had a positive effect on academic performance. Second, the mediating effect of intelligence was found in the effect of executive function difficulty on academic performance ability. Third, there was a significant difference in the influence of executive function difficulty on academic performance ability according to the elementary school grade group.
 Conclusions The results of this study suggest that educational interventions should be provided by considering cognitive factors that can help academic performance according to the child's developmental level.

Under My Skin: Reducing Bias in STEM through New Approaches to Assessment of Spatial Abilities Considering the Role of Emotional Regulation

Reducing gender bias in STEM is key to generating more equality and contributing to a more balanced workforce in this field. Spatial ability and its components are cognitive processes crucial to success in STEM education and careers. Significant gender differences have consistently been found in mental rotation (MR), the ability to mentally transform two- and three-dimensional objects. The aim of this pilot study is to examine factors in psychological assessment which may contribute to gender differences in MR performance. Moreover, findings will inform the development of the new approaches to assessment using computer adaptive testing (CAT). (1) Background: The study examines the impact of emotional regulation on MR performance in primary school children whose mean age was 9.28 years old. (2) Methods: Skin conductance was measured to assess the impact of emotional reactivity (ER) on performance during an MR task. (3) Results: Patterns of ER influence response time (RT) on specific items in the task. (4) Conclusions: Identifying the effects of emotional arousal and issues of test construction such as stereotyped stimuli and item difficulty in tests of spatial ability warrants ongoing investigation. It is vital to ensure that these factors do not compromise the accurate measurement of performance and inadvertently contribute to the gender gap in STEM.

Educational psychology perspective on constructive, social play and academic performance of primary school children in Nigeria

Poor performance in numeracy at the primary level of education may result from inadequate instructional materials, methods, techniques, or strategies used in teaching it. This study investigated the effects of constructive and social play on pupils’ academic performance in numeracy in Niger State. The study examined the interaction effects of constructive, social play, gender, and school type on pupils’ academic performance in numeracy in Niger State. The study adopted the social-cultural theory of Lev Vygotsky. The research design used was a pretest-posttest control group non-equivalent quasi-experimental design. A stratified random sampling technique was adopted to select six schools for the study. The instrument used was Numeracy Performance Test (NPT). The Pearson Moment Correlation Coefficient was used to ascertain the reliability coefficient of 0.76 coefficients that were obtained. Frequency counts, percentage, mean, and ANCOVA were used to analyze the data collected. The results revealed that social and constructive play substantially impacted pupils’ numeracy performance in Niger State. There was no gender-related difference in student performance in maths and no statistically significant interaction between therapy and gender on pupils’ performance in numeracy. In Niger State, there was no discernible correlation between the type of school and pupils’ performance in numeracy. Gender and school type did not significantly affect pupils’ academic performance in numeracy, suggesting that social play and constructive play increased higher performance in math than the traditional style of instruction.

Longitudinal cognitive correlates of advanced mathematical performance in primary school children

Longitudinal cognitive correlates of advanced mathematical performance in primary school children

Socio-Economic and Institutional Factors as Determinants for the Performance of Primary School Children in Northern Pakistan

This study was undertaken to find the factors that influence student outcomes in government primary schools in district Mardan. Multistage sampling was used. The sample was calculated through proportional allocation. The data was collected through questionnaires. The regression result showed that students’ outcomes are significantly influenced by the education of the guardian and the education of the household head. Middle-class children get good marks compared to lower-middle or above-middle class. A boy student gets 7 marks less than a girl student. The cost other than the tuition fee also affects student outcome and free lunch is a strong predictor of percentage marks. The study recommends that Schools should be provided with proper funding. Special attention may be given to lower middle-class students to improve their percentage marks. The gender difference must be kept in mind and attempts must be made to devise ways to improve male student’s marks.

Literature review on the family environment in school performance

This article deals with the systematic review of the literature on the family environment in school performance, which seeks to respond to the interference of the family environment in school performance in primary school children. Scientific papers from 2018 to 2022 were analyzed. The study sample consisted oftwenty indexed papers. This review is based on the Prisma methodology. Empirical and theoretical contributions to the family environment were reviewed. As the main results, it was observed that the correct intervention of the family environment produces good school performance in children of primary education.When speaking of correct, it refers to providing the tools and strategies for the integral development of the boy or girl. This includes adequate communication, appropriate rules, well-established limits, and generally, the forms of interaction between each member and the demonstration of affection.

Anthropometric indices and academic performance of primary school pupils in Enugu south local government area of Enugu state, Nigeria

Anthropometric indices are commonly used to assess nutritional status, health, and development of children as well as the whole population. Nutritional status depends on dietary intake of food, nutrients, diseases and overall health status, and health care practices, which indirectly affects the educational performances. This study focused on anthropometric indices and academic performance of primary school pupils in rural and urban area of Enugu South Local Government Area, Enugu State, Nigeria. The objectives of the study were to determine the anthropometric indices (height-for –age, weight –for –age and body mass index (BMI- for-age) among primary school pupils, assess the academic performance of primary School pupils and to determine the association of anthropometric indices (nutritional status) of primary school pupils in Enugu South Local Government Area of Enugu State with their academic performance. Descriptive cross sectional research design was utilized for the study; a sample of 434 respondents (from 5 public primary schools in rural and urban areas) was selected through multistage sample technique. 420 copies of questionnaire were completely returned giving a response rate of 96.7%. Data were collected using researcher’s structured questionnaire on anthropometric indices and academic performance of primary school children. Data collected were analyzed using frequencies, percentages, mean, standard deviation and chi square with the use of SPSS Version 23.0 at P< 0.01. The results showed that a lesser proportion of primary school pupils were moderately stunted (2.1% ) regarding height –for-age, moderately underweight (19.8% ) regarding weight –for-age and moderately thin (3.8% ) regarding BMI –for –age. Higher proportion of pupils in Schools in rural area were moderately thin, stunted and underweight than those in Urban areas (13.8%, 9.2% and 21.8%) respectively. 28.1% of the respondents had low score of < 50%, 41.7 % had average score of 50 % -74 % and 30.2 % had high score of >75 % in their academic performance. A greater proportion of the pupils were rated as average. Higher proportion of pupils in rural area had low academic performance (29.9 %).There was significant association between anthropometric indices and academic performance (P < 0.01). Health promotion and nutritional information should be disseminated as a matter of urgency to parents and caregivers of the children because they play a great role in meeting the nutritional needs of the children as well as determining their nutritional status.

Do the Age of Implantation, the Widths of Internal Acoustic Canal and Bony Cochlear Nerve Canal Affect the Auditory Performance of Primary School Children with Bilateral Cochlear Implants?

Objective:To reveal the correlation between implantation age, the internal acoustic canal (IAC) width, bony cochlear nerve canal (BCNC) width, and auditory performance in primary school children with bilateral cochlear implantation (CI).Methods:Preoperative IAC and BCNC widths of 57 pre-lingually deaf children aged 7–11 years who had previously undergone bilateral CI in our institution were reviewed and cut-off values were calculated. Twenty-four patients who had additional problems and could not attend school and those who refused to participate in the study were excluded. The remaining 33 were invited to the hospital, and their speech perception tests, and language development scores were analyzed (16 of 33 patients had been operated on before the age of 24 months).Results:The cut-off values calculated from the 114 ears of 57 patients were 3.86 mm for IAC width and 1.56 mm for BCNC width. The auditory performances of the 33 patients after CI were not significantly different in the narrow and normal width groups. However, speech perception test results, and language development scores of patients implanted before the age of 24 months were significantly higher.Conclusion:There are some studies showing that children with bilateral sensorineural hearing loss have narrower IAC and BCNC widths. However, we concluded that the widths of the IAC and the bone cochlear nerve canal did not affect auditory performance. We found that implantation age is the single most important determinant of speech-language development after CI.

Gender stereotypes: implicit threat to performance or boost for motivational aspects in primary school?

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.

Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review

Physically active children have greater motor competence and a faster maturation compared with their sedentary peers. Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance. The aim of this study was to understand if physically active academic lessons may improve academic achievement in primary schoolchildren. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. The search was performed on the following database: PubMed, Web of Science, Scopus, Education Resources Information Center (ERIC), and PsycINFO (APA). Studies evaluating schoolchildren aged between 3 and 11 years taking part in educational contexts that include physical activity and natural environments evaluating physical fitness and/or educational outcomes were included. A total of 54 studies (for a total sample of 29,460 schoolchildren) were considered eligible and included in the qualitative synthesis. The Effective Public Health Practice Project risk-of-bias assessment revealed a moderate quality of the included studies with only two considered weeks. Despite differences in the retrieved protocols, physically active academic lessons improve the total time engaged in physical activity, motor skills, and/or academic performance. The results of this review suggest that learning through movement is an effective, low-cost, and enjoyable strategy for elementary schoolchildren.

Impact of malnutrition on the academic performance of school children in Ethiopia: A systematic review and meta-analysis.

Objective:This study aimed to identify the impact of malnutrition on the academic performance of children in Ethiopia.Method:The protocol of this study is registered in PROSPERO with a registration number CRD42021242269. A comprehensive search of studies from HINARY, MEDLINE (via PubMed), EMBASE, Cochrane Library, SCOPUS, Google Scholar, and Google was conducted. All published and unpublished studies conducted about the effect of any forms of malnutrition on academic performance of elementary school children in Ethiopia using the English language were included. Quality of the articles was assessed using the Joanna Briggs Institute critical appraisal tool. The pooled log odds ratio with 95% confidence interval was determined to identify the effect of malnutrition on academic performance. I-square statistics was applied to check the degree of heterogeneity between studies. The presence of publication or small study bias had been assessed by Funnel plots, Egger’s weighted regression test, and Begg’s rank correlation test.Result:A total of 10 studies were included in this study. The pooled prevalence of good academic performance among elementary school students in Ethiopia was 58% (95% confidence interval: 48%, 69%). Stunting (odds ratio = 0.48; 95% confidence interval: 0.30, 0.79), underweight (odds ratio = 0.38; 95% confidence interval: 0.27, 0.53), and iodine deficiency (odds ratio = 0.49; 95% confidence interval: 0.31, 0.78) had a significant association with the academic performance. Rural residence (odds ratio = 0.61; 95% confidence interval: 0.44, 0.83), being female (odds ratio = 0.53; 95% confidence interval: 0.37, 0.77), and uneducated parent (odds ratio = 0.51; 95% confidence interval: 0.44, 0.58) were also factors associated with good academic performance of primary school children in Ethiopia.Conclusion:This study concluded that malnutrition in the form of stunting, underweight, and iodine deficiency affected the academic performance of elementary school children in Ethiopia. So, the Ministry of Health worked better to strengthen the nutrition intervention at the critical periods of brain development.

Communication Styles and Attention Performance in Primary School Children

Communication styles are the three communication patterns that result from merging the verbal elements of communication, the non-verbal elements and the paraverbal elements. The objective of this study was to test what effect different communication styles have on attention performance in primary school children. We administered the assertive behavior scale for children (CABS), the symbol digit modalities test (SDMT) and the d2 attention test to a sample of 77 participants of primary school. A statistically significant and proportional correlation was found between the assertive communication style and the total number of correct answers of the SDMT. We also found positive correlations between the assertive communication style and d2 attention test performance. Children with an assertive communication style have better attention performance than children with passive or aggressive communication styles.

Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

Adverse Collateral Effects of COVID-19 Public Health Restrictions on Physical Fitness and Cognitive Performance in Primary School Children.

The aim of the present study was to evaluate whether the COVID-19-related confinement and social restrictions affected the levels of physical fitness and academic achievement in primary school French children. A total of 206 primary school children (106 before confinements and 100 after restrictions) completed a test battery evaluating their anthropometric characteristics, body compositions, activity preferences, cognitive performances and physical fitness. The performance of the Standing Long Jump was better at T0 (169.9 ± 142.5 cm) compared to T1 (135.2 ± 31.4 cm) (p = 0.0367), and the Medicine Ball Throw performance declined from T0 to T1 (297.3 ± 81.1 cm vs. 249 ± 52 cm; p < 0.0001). Motor skills (26.9 ± 6.2 s vs. 30.9 ± 5.4 s; p < 0.0001), the shuttle-run test (stages completed), Maximal Aerobic Speed, and the estimated VO2max were lower at T1 compared to T0 (p < 0.0001). Executive functioning was found to be greater at T0 compared to T1 (p < 0.0001). Explicit liking or wanting for sedentary or physical activities did not change between T0 and T1. Both overall physical fitness and cognitive performance drastically declined among primary school French children with the COVID-19-related public health restrictions, which reinforces the need to urgently develop preventive strategies in anticipation of further mitigation measures.

Evaluating Associations between Physical Activity and Growth, Academic Attainment, and Socioeconomic Factors in Primary School Children - A Prospective Cohort Study

Aim: Previous research has shown that physical activity is positively associated with growth and academic attainment in primary school children. The aim of this study was to determine if this association is repeated and to identify differences in personal, social, and environmental factors that contribute to physical activity and academic attainment. Methods: Physical activity status was determined using the PAQ-C and measurements of mass and height were recorded and BMI calculated. Academic attainment was measured using nationally standardised end of year tests. Participants completed the Newcastle Food School Study questionnaire. Parents of participants provided information on their education, family income, profession and completed the ALPHA Environment Questionnaire. A Chi-square test of homogeneity and Independent Samples T Tests were used to determine if differences exist between children who were more or less active. Based upon these results, significant predictors were selected and included in a logistic regression model in to analyse their ability to predict educational attainment. Results: The mean of the mass children who were more active followed the growth expected trajectory, whereas those who were less active demonstrated a loss in mass at the January measurement. Children who were more active were 27.72 and 12.59 times more likely to achieve average or above performance in literacy and reading than less active children. In mathematics, children whose parents worked in professional occupations, were 28.38 times more likely to achieve average or above than those with manual occupations. There were no significant differences between children in personal, social and environmental factors. Conclusion: This study confirms previous findings which reported that there does appear to be an association between physical activity and body mass and academic performance in primary school children, with lower levels of reported physical activity being associated with negative effects.

Prevalence of Refractive Errors and the Impact of Its Correction on Academic Performance of Primary School Children in Nigeria

Background: Vision is critical to optimal educational development. About 12 million children are affected with undetected visual impairment from refractive error and are mostly in Asia and Africa, hence the need to determine the prevalence of refractive error and the impact of its correction on academic performance (AP) in a representative cohort of African children in Ilorin, Kwara State, and Nigeria. Few published studies have looked at the impact of refractive error on AP in Nigeria. This study will afford the children to have vision screening and correction of their refractive errors. It will also reinforce the importance and need for vision screening among primary school pupils and increasing teachers and parents awareness. Methodology: This was a quasi-experimental study carried out among 2124 primary school pupils aged 5–15 years. Eye examination and refraction were carried out during the first term of the school academic calendar. Children with visual acuity worse than logMar 0.2 (6/9.5), which improves with pinhole, had refraction and were dispensed free eyeglasses. The AP of pupils with refractive error was assessed at the end of the first term before the use of eyeglasses and at third term after wearing eyeglasses for 6 months using the mean academic score for all subjects. Result: The prevalence of refractive errors among primary school pupils aged 5–15 years was 2.8%. Myopia was the most common refractive error with a prevalence of 1.2%. The change in mean academic score of pupils with refractive errors was statistically significant as it improved to 61.1 ± 13.4 from 56.5 ± 13.9 following the use of eyeglasses. The improvement in AP was more significant in pupils with hypermetropia and astigmatism following the use of eyeglasses. Conclusion: The average AP of pupils with refractive errors was good, but nevertheless correcting for refractive errors had a positive impact, especially in pupils with hypermetropia and astigmatism.

Sex Differences and the Role of Gaming Experience in Spatial Cognition Performance in Primary School Children: An Exploratory Study.

Sex differences are repeatedly observed in spatial cognition tasks. However, the role of environmental factors such as gaming experience remains unclear. In this exploratory study, navigation and object-relocation were combined in a naturalistic virtual reality-based spatial task. The sample consisted of n = 53 Dutch children aged 9–11 years. Overall, girls (n = 24) and boys (n = 29) performed equally accurately, although there was an increase in accuracy with age for boys (ηp2 = 0.09). Boys navigated faster than girls (ηp2 = 0.29), and this difference increased with age (ηp2 = 0.07). More gaming experience in boys versus girls (Cohen’s d = 0.88) did not explain any result observed. We encourage future confirmatory studies to use the paradigm presented here to investigate the current results in a larger sample. These findings could be beneficial for optimizing spatial cognition training interventions.