Case Study Of Primary School Research Articles

Gender Differences in Teacher’s Pedagogical Practices and Attitudes towards Students’ Learning

Education is crucial for building a strong and developed nation. Formal education begins with primary education which includes a variety of subjects such as Mathematics, languages, Science, Social studies, etc. Teachers’ Pedagogical Practices and Attitudes are vital for the teaching of a variety of subjects at the primary level. The study was opted to explore the Gender Differences in Teacher’s Pedagogical Practices and Attitudes towards Students' Learning. It is a case study of primary schools of district Sargodha having only one teacher. The research utilized a survey methodology in conjunction with a descriptive strategy to collect data. The 74 single elementary teachers in District Sargodha, both male and female, made up the population and sample. Data collection was conducted through personal visits using two questionnaires (1st for Pedagogical Practices and 2nd for Attitude towards student learning) that included a demographic variable (Gender) too. These questions were verified by specialists and pilot-tested, resulting in a Cronbach Alpha score of 0.92. The data analysis was conducted utilizing statistical measures such as frequencies, percentages, mean scores, and independent sample t-tests. There was no significant difference between the views of single primary school male and female teachers about pedagogical practices and their factors (lesson plan, teaching methods, teacher behavior, instructional materials/technology assessment, community involvement) but a significant difference existed in classroom management (p-value=0.03<0.05) between male and female where male teacher better regarding classroom management. There was also no significant difference between male and female single primary school teachers’ attitude towards students learning. It is recommended that single primary school teachers (Male/Female) be facilitated through training in classroom management.

Glancing at School Nutrition Programs from the Perspective of Students: A Case Study of Primary Schools in Eastern Nepal

INTRODUCTION/BACKGROUND: Developing nutritional awareness is paramount for school children as it significantly influences their knowledge, attitudes, and practices (KAP) towards nutrition, safeguarding them from deficiencies and malnutrition. Schools play a pivotal role in shaping children’s nutritional understanding, fostering positive attitudes, and cultivating healthy practices. Focusing on nutrition-related KAP can instill the right behaviors early on, paving the way for a healthier lifestyle. This approach not only enhances the well-being of children but also lays the foundation for a lifelong commitment to good nutrition, ensuring a healthier and more prosperous future.
 
 AIM/OBJECTIVE: The main objective of this study is to compare the Knowledge, Attitude, and Practices (KAP) among male and female school children and assess association of school models/types with KAP in Halesi Tuwachung Municipality of Khotang district, Nepal.
 
 METHODOLOGY: A cross-sectional survey in the field site in Eastern Nepal involved 187 school children drawn from four distinct educational institutions, collectively encompassing students enrolled in grades 4, 5, and 6. The data collection utilized a purposive sampling method to enhance the relevance and specificity, thereby ensuring the comprehensiveness and validity of the research findings. 
 
 RESULTS: The research findings indicated that private institutions, namely YouMe School and Halesi Pathshala (Note 1), displayed notably higher average knowledge scores than public schools such as Shree Mahendradaya Secondary School and Shree Durchhim Secondary School. Furthermore, it was observed that female school students exhibited lower knowledge scores than their male counterparts. Regarding attitudes, no significant disparities were identified between school types, but, on average, female students demonstrated lower attitudes than their male counterparts. Regarding practices, the study revealed that female students tended to exhibit lower levels than their male counterparts.
 
 CONCLUSION: The study demonstrated notable differences in Knowledge, Attitudes, and Practices (KAP) concerning nutrition among children enrolled in schools with diverse educational models or types. This research offered valuable insights into how the educational environment across different school settings could influence the nutritional KAP of young students.

Exploring the Competences of Rural Primary School Heads in Financial Management: A Case Study of Primary Schools in Mudzi District, Mashonaland East Province of Zimbabwe

Exploring the Competences of Rural Primary School Heads in Financial Management: A Case Study of Primary Schools in Mudzi District, Mashonaland East Province of Zimbabwe

The Role of Information Communication Technology (ICT) In the Management of Schools: A Case Study of Primary Schools in the Zimbabwean Harare Province (2024)

The Role of Information Communication Technology (ICT) In the Management of Schools: A Case Study of Primary Schools in the Zimbabwean Harare Province (2024)

Forecasting of short term electric power consumption for different types buildings using improved transfer learning: A case study of primary school in China

Accurate forecasting of electric power consumption is of great significance to the energy saving operation of buildings. However, in practice, few reliable historical data to be employed to forecast the electric power consumption of a building due to the non-availability of a complete system for monitoring of its energy consumption. In order to accurately predict the electric power consumption of a building with a small-size historical data sample, a model is proposed for forecasting daily electric power consumption using TrAdaBoost- Long short term memory (TAB-LSTM). Some new data is collected from the source building with the maximum mean dispersion (MMD), which is combined with the targeted data of the building to generate a training set. The weight of the training set is updated iteratively by transfer learning (TL) and LSTM to predict the daily electric power consumption. This approach is applied to the energy consumption data of a primary school located in the Northwest China. The experimental results show that the proposed TAB-LSTM approach could reduce the average error to 7.8%, and hence it can be used as an efficient tool for intelligent operation and maintenance of existing buildings.

The Reality of School Nutrition Programs as Perceived by Teachers: A Case Study of Primary Schools in Khotang, Nepal

Background: The school environment is crucial in the formulation of healthy eating habits, promoting healthy action and nutrition education. School Health and Nutrition (SHN) Programs conducted globally have resulted in improved nutrition knowledge, attitude and behavior of students. Such programs aim to improve school attendance and nutrition outcomes mainly through food or cash transfer, depending on the situation. The Government of Nepal prioritizes SHNs for primary school students through the support of various national and international organizations. However, SHN Programs carried throughout the country are neither similar nor widespread. Nutrition education includes curriculum enhancement, parental involvement, hands-on activities, gardening and physical activities. In this regard, teachers may influence the feasibility of nutrition education and improve dietary behavior among students of poor households. Sustainable SHN Programs envision long term operation/functioning and local development by reducing external dependency with better program activities. The sustainability of such programs depends on parents’ participation, resource availability and the conduction of various activities. Sustainability of the SHN Program is crucial not only to improve student’s diet quality and academic performance, but also to enhance their physical and social functioning.
 
 Objective: Aim of this study is to assess teachers’ perception towards different nutrition modalities implemented at four different primary schools in Khotang district of Nepal.
 
 Methodology: The study was conducted at four schools in Eastern Nepal running different SHN Programs. Data was collected from extensive Focus Group Discussion (FGD) with the school Principals, nutrition focal persons and other teachers at each school. A total of four FGDs were conducted in early months of 2022 with a total of 20 participants (teachers). The obtained data was analyzed qualitatively to gain an in-depth understanding of school nutrition modality in practice.
 
 Results: The surveyed schools followed their own nutrition modality based on their most suitability and effectiveness for implementation. Nutrition modalities, namely i) Home-based meal, ii) Direct parents’ participation, iii) Government program and iv.) Catered-based programs were implemented in four different schools. Home based nutrition with direct parents’ participation tends to reduce the need for extra financial resources. Cash and catering based modality require fund transfers for carrying out the programs effectively. This kind of modality also incur higher administrative costs. Modality with parents’ involvement is able to overcome resource challenges, improve nutritious diet and academic performance of students.
 
 Conclusion: Nutrition modality improves nutritional knowledge, develops healthy food perception and alters eating habits among children. School nutrition modality ranges with various activities depending on the availability of resources, and parents’ participation. The dependency on external sources in the operational process undermines the sustainability of SHN programs while parental involvement is crucial for its successful implementation. Therefore, there is a need for SHN programs to move beyond the traditional one-time feeding strategy towards continuous and well-monitored dietary programs for their sustainability.

How do parents and school staff conceptualize parental engagement? A primary school case study

How do parents and school staff conceptualize parental engagement? A primary school case study

Teaching Language Skills to Young Learners through Activities: A Case Study of Primary Schools in Gujrat

Interactive teaching is central to learning language skills at all grades. The purpose of this study was to determine the effect of Activity Based Teaching on leaning of the four major skills. To achieve this purpose, pre-test post-test control group design was used with a random sample of 34 male students selected from the list of primary schools located in the district Gujrat. A pre-test was conducted before the treatment of 5 weeks and a post-test was administered within a week after the treatment with the control and experiment group. To find out the significance of the difference between the scores of the tests, t-test for independent samples was run. The test indicated a significant difference in the performance of the experiment group. The study has important significance for the teachers, syllabus designers, and the materials developers. It is recommended in light of the findings that interactive teaching interspersed with activities should replace the lecture-based teaching of language skills, especially with 5th graders.

Effective Leadership in Decision Making and Mediation in the Relationship Between Educators and Parents: A Case Study of Primary Schools in Western Macedonia, Greece

Effective Leadership in Decision Making and Mediation in the Relationship Between Educators and Parents: A Case Study of Primary Schools in Western Macedonia, Greece

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.

The Role of Teachers in Building Resilience of Refugee Learners: A Case Study of Primary Schools in Nakivale Settlement, Isingiro District- Western Uganda

The Role of Teachers in Building Resilience of Refugee Learners: A Case Study of Primary Schools in Nakivale Settlement, Isingiro District- Western Uganda

The Role of Teachers in Building Resilience of Refugee Learners: A Case Study of Primary Schools in Nakivale Settlement, Isingiro District- Western Uganda

The Role of Teachers in Building Resilience of Refugee Learners: A Case Study of Primary Schools in Nakivale Settlement, Isingiro District- Western Uganda

Temporal resolution of photovoltaic electricity production with school energy consumption: a London primary school case study

In line with the UK goal to reach carbon neutrality by 2050, the combination of photovoltaic electricity and the electrification of heating systems is considered an effective way to reduce greenhouse gas emissions, while 88% of schools in the UK are gas-heated. This paper analyses the electricity consumption at a 15 and 30 min resolution of different scenarios for the retrofitting of a primary school in London, UK, with an electrified heating system and the electricity production of different PV installations. High temporal resolution allows consideration of economic balances, in light of rising costs of energy in the UK in 2022, and the possibilities PV can have on decarbonizing heating systems in UK primary schools. Practical application - The high temporal resolution allows to provide a project economic balance with close to reality figures. It also allows schools to rely on energy produced on site with less price fluctuation and to have the educational benefit of the PV installation. The high temporal resolution also provides data on what types of activities are the most energy consuming and can inform behaviour/time schedules changes.

A Primary School Case Study on Difficulties of Using the Digital Document as Evidence

A Primary School Case Study on Difficulties of Using the Digital Document as Evidence

Simulation of adult-child matching behavior: A case study of primary school in Linyi city, China

Pedestrian evacuation at the gate of primary school after school is always a tricky question bothering us. In order to improve the safety and efficiency of pedestrian evacuation at the gate of primary school, adult–child matching behavior after school is analyzed. We propose four adult–child matching strategies considering order or random of adults and children in the matching process. Fusing the matching strategy into a cellular automata (CA)-based pedestrian simulation model and taking the Linyi No. 40 middle school, China as the case study, the adult–child matching behavior is simulated on the platform of MATLAB software. The simulation results indicate that evacuation efficiency of the strategy (adults are orderly distributed in the first waiting area and children are orderly queuing up) reaches the maximum value among the four strategies. Effective matching strategies could reduce pedestrian conflicts. The randomly children and randomly adults are all the negative impacts for evacuation. Orderly evacuation process could reduce pedestrian conflicts. Compared with the randomly children, the effect on evacuation efficiency of the randomly adults is larger. A reasonable number of evacuated pedestrians at a time could improve the whole evacuation efficiency, and we advise the Linyi No. 40 middle school to evacuate three classes at a time.

The Way to Break through the Difficulties of Rural Small-scale Education under the Concept of "Creative Education" —— A Case Study of Primary School of Xinlong Village, Cuiping District, Yibin City

The Way to Break through the Difficulties of Rural Small-scale Education under the Concept of "Creative Education" —— A Case Study of Primary School of Xinlong Village, Cuiping District, Yibin City

The role of the teacher's culture in classroom management: A case study of primary schools in French Polynesia

AbstractPolynesian Languages and Culture (PLC) lessons in primary schools focus on, among other things, passing on Tahitian legends and linguistic content that is specific to the Polynesian languages (Reo mā'ohi). A co‐analysis of the PLC teachers' culture of origin conducted with the teachers to identify the dimensions of their actual activity revealed a strong connivance between the teaching object and the teacher/pupils relationship (notably through gestures, postures and proxemics). This relationship was representative of the 'rapports de place' (relationships of place) found in particular in the non‐school sphere. Respect for the roles and statuses of 'elders' and 'magisters', the importance of a commitment to learning, the valorisation of speaking up and the benevolence of encouraging pupils to persevere in their learning were all fundamental values of belonging in the Tahitian community. Beyond the Polynesian context, this research contributes to a conceptual enlargement of the theoretical field of 'didactique professionnelle' because it demonstrates that taking into account the influence of the context and its inherent values better identifies the resources that teachers implicitly draw on and that they refer or do not refer to in an interactive situation with learners.

Quo Vadis? School Principals' Educational Leadership in the Technological Era of the 21st Century

This article focuses on a case study of primary schools in the northern peripheral region in Israel. Its aim is acquiring insights into the influence of principals as educational leaders of meaningful use of information and communication technologies (ICT) in teaching and learning. The data source in this study is qualitative based on personal interviews with 6 school principals and 9 teachers. The conclusion arising from these interviews was that school principals’ areas of responsibility are anchored in leading teaching, educational and learning processes, molding schools’ future image – vision and managing change, leading, and professionally developing staff, while concentrating on in individuals, managing links between schools and communities. School leaders do not need to be IT experts, but it is important they have the vision to adopt change reform in the technological era of the 21st century. Principals are role models for teachers when they provide them with support and training to encourage them to employ ICT in planning their lessons. which is likely to improve their teaching and students’ learning.

Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School

This paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5.

The Effects of Domestic Violence on the Academic Performance of Pupils: A Case Study of Primary Schools in Laroo Division, Gulu Municipality

Study findings on the effects of domestic violence on academic performance have shown that individual academic performance levels are affected by a host of factors outside of the classroom including home environments. A cross-sectional study design was adopted where both qualitative and quantitative research approaches were used. Three schools out of 08 and a total of 42 respondents were sampled purposively or randomly to constitute study samples. Questionnaire and interview methods were used to collect primary and secondary data. Quantitative data were analyzed using SPSS V16 while content analysis was used for the qualitative data. A total of 50% of the respondents who are the majority said less concentration span is the effect of domestic violence on the school attendance. The study reveals that majority of the pupils identified to be affected by domestic violence are isolated, depressed and violent as indicated by 58% which affects their class participation. 71% of the respondents said the school performance of pupils deteriorates. The study reveals that 60% of the respondents said poverty is the major cause of high drop out among pupils. It was concluded that high rate of poverty and drunkardness is the major cause of domestic violence and greatly affects the academic performance. It was recommended that the Government should pass ordnances on alcoholism as to reduce on the rate of domestic violence and improve academic performance of pupils from affected families.