Primary School Level Research Articles

Malnutrition in infants aged 6-23 months in China's poorest rural counties from 2016 to 2021: cross sectional study.

To assess trends and differences in child malnutrition by population subgroups among infants aged 6-23 months in China's poorest rural counties. Six consecutive cross sectional surveys were conducted annually. The study was conducted in 116 counties in 19 provinces from 2016 to 2021, representing China's 832 poorest counties. A total of 210 088 participants were selected through a multistage cluster sampling procedure; all participants were infants aged 6-23 months. Prevalence of anaemia, stunting, wasting, overweight, and growth status in children (measured by length-for-age and weight-for-length z scores). Four main malnutrition forms were prevalent in 2016: anaemia (prevalence 18.3%), stunting (7.5%), wasting (4.7%), and overweight (3.1%). The prevalence of any two coexisting malnutrition forms was low. All four forms of malnutrition decreased from 2016 to 2021. Anaemia decreased by more than half, with an annual reduction rate of 9.11% (95% confidence interval (CI) 4.83% to 13.20%). Stunting was reduced by over a third, with an annual reduction rate of 10.44% (7.56% to 13.22%), which is faster than the World Health Organization's target of 3.9%. Differences in child growth by county gross domestic product quarters were small and decreased over time, but growth differences related to education persisted. Infants whose mothers completed education up to primary school level had approximately twice the risk of stunting (adjusted rate ratio 2.29 (95% CI 1.87 to 2.81)) and wasting (1.73 (1.40 to 2.13)) compared with children whose mothers had an education level of a college degree or above. Boys had poorer growth and higher anaemia than did girls. For all outcomes, differences related to sex and education were greatest at 6 months of age. Education related inequalities in growth of infants persists, with these differences particularly affecting children whose mothers completed education only up to primary school level.

The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions

The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.

Realizacja edukacji zdrowotnej w szkołach podstawowych i ponadpodstawowych z perspektywy doświadczeń i oceny studentów

Health education is an essential component of health promotion, constituting a process through which individuals and communities learn to prioritize and maintain their own and others’ health. Furthermore, it constitutes a pedagogical and didactic process conducted at all levels of education. It is unfortunate that, given that health education is integrated into other teaching subjects in Poland, there may be considerable doubt as to its reliable implementation and effectiveness. This article presents the findings of a study conducted among students regarding their experiences and perceptions of the implementation of health education at the primary and secondary school levels. The findings of the research demonstrate that health education was implemented in only 30% of cases at both levels of education. Furthermore, the content of these instances was limited to traditional topics related to a healthy lifestyle, without consideration of the numerous other factors that contribute to human health. Consequently, there is a pressing need to introduce health education as a separate subject, taking into account the socio-cultural and environmental contexts.

Artificial intelligence literacy in primary education: An arts-based approach to overcoming age and gender barriers

Artificial Intelligence (AI) literacy education was previously taught primarily at the university and secondary school levels but has recently started to be expanded to primary school settings. When available at the primary school level, AI literacy is often taught within computer science courses, which may potentially reinforce gender stereotypes and discourage female students' engagement. In AI literacy education, the predominant teaching methods are constructivist approaches, which, while effective in fostering active learning, heavily emphasize technical skills and are therefore limited in their pedagogical scope, as they underplay other important questions, such as disinformation, data justice, and AI's ethical and societal implications. The lack of a clear definition of AI literacy for primary education also raises questions about what to teach and how to teach it. Additionally, little attention has been devoted to understanding gender differences in learning outcomes within AI literacy primary education.This study advocates the use of an arts-based transdisciplinary approach for teaching AI literacy to 25 primary school students. A pilot study utilizing mixed methods was conducted to assess the effectiveness of this arts-based approach. Quantitative analysis through a paired t-test revealed a statistically significant improvement in AI literacy among students participating in knowledge tests. Moreover, the results of the Mann‒Whitney and Kruskal‒Wallis tests indicated that gender and age did not impact pre- and post-knowledge test scores. Qualitative analyses further revealed the pedagogical benefits of the arts-based approach, demonstrating that students enhance their conceptual understanding of AI literacy by reflecting on their artifacts. This study contributes to the literature by providing evidence with a small sample size that the arts-based approach can overcome age and gender barriers to accessing AI literacy education and can serve as a means to teach AI thinking.

Classroom indoor air quality and noise level assessment of different educational institutions in a university area in Bangladesh

Introduction: The classroom environment is crucial for fostering effective learning and safeguarding teacher-student health. This study assessed the Indoor Air Quality (IAQ) and noise levels in classrooms across three institutions: a university, a secondary and higher secondary school (called a school and college), and a primary school. Materials and methods: Various IAQ parameters such as Particulate Matters (PM2.5 and PM10), Carbon monoxide (CO), Carbon dioxide (CO2), Total Volatile Organic Compound (TVOC), and temperature, Relative Humidity (RH), light, and noise levels were measured using calibrated instruments from February to March 2024. Results: The air pollutants and noise levels varied among the institutions. The mean values of PM 2.5 (76.6 µg/m3) and PM (116.7 µg/m3) were highest The mean values of PM 2.5 (76.6 µg/m3) and PM (116.7 µg/m3) were highest in the primary school, while CO (0.82 ppm), light (92.9 lux), temperature (27.6 °C), and noise levels (77.6 dB) peaked in the school and college. University classrooms showed the maximum concentrations of CO2 (804.9 ppm), TVOC (32.9 ppb), and RH (58.6%). In all institutions, PM2.5, PM10, and noise levels exceeded WHO-recommended limits, whereas CO, CO2, RH, and temperature remained within their respective standards. Light levels were below Occupational Safety and Health Administration (OSHA) guidelines. Correlation analysis showed significant positive correlations between PM2.5 PM10, and CO. Hazard Quotient (HQ) values for PM 2.5 and PM10 exceeded 1.0, indicating potential health risks. Variations in pollutants and noise levels among institutions may be due to classroom facilities, student density, ventilation systems, and student activities. Conclusion: Long-term exposure to IAQ pollutants and noise levels could impair cognitive function, respiratory health, and overall well-being of the students and educators. Implementing proper ventilation (e.g., HEPA filters) systems, soundproofing acoustic panels, and continuous IAQ monitoring is recommended for a safer classroom environment.

Relationships Between Family Sense of Coherence, Coping and Role Performance in Parents of Children with Disabilities: Structural Equation Modeling.

This descriptive study was designed with a clear focus: to use structural equation modeling to determine the intricate relationships between family sense of coherence, coping, and role performance in parents of children with disabilities. The study was conducted with a sample of 185 parents of children receiving special education at the primary school level in a province in Türkiye. Data was collected using a parent introduction form, the Family Sense of Coherence Scale-short form (FSOC-S), the Family Role Performance (FRP) scale, and the Revised-COPE Scale (R-COPE). The effect of FSOC-S on FRP and R-COPE was statistically significant. The effect of FRP on R-COPE was statistically significant. Moreover, FSOC-S predicted 22.4% of FRP, while FSOC-S and FRP predicted 17.1% of R-COPE. The study's findings underscore the urgent need for interventions to improve the family's sense of coherence and positive coping attitudes. These interventions are crucial for parents to effectively manage the challenges they face while caring for a child with a disability. The study also highlights the significant role of positive coping attitudes and family sense of coherence in enhancing role performance in parents of children with disabilities.

Inequality in participation in shadow education in mathematics in Europe: An intersectional perspective

There is a growing body of research on participation in shadow education (SE), reflecting the global growth of this sector. However, less is known about the topic from an intersectional perspective. Drawing on TIMSS 2019 and PISA 2012 data for European countries, this paper explores the way in which social background, gender and migration background interact to shape participation in mathematics SE. Our findings show that across European Economic Area (EEA) countries, migrant females from socioeconomically disadvantaged families have the highest probability of participating in SE at the primary school level, while native males from socioeconomically advantaged families have the lowest probability of doing so. At the secondary school level, regardless of their socioeconomic background, migrant female students have the highest likelihood of participating in SE compared to other groups. Our research reveals that contrary to common understanding, participation in SE is not solely determined by high socioeconomic status, especially for specific demographics like migrant girls, indicating the need for future studies to delve deeper into the various factors influencing such involvement beyond just financial means.

WeAreEurope SD – A playful Sustainable Development Education Approach for Primary School Level

Sustainable Development (SD) has been in the EU’s political Agenda for the past decades. In 2001, the EU established a SD Strategy and more recently contributed to the UN’s 2030 Agenda for SD, reaffirming the political importance it attributes to this pressing matter. Education for Sustainable Development (ESD) plays a vital role in pushing forward the Agenda for SD. The WAE-SD project has been designed so as to offer a variety of complementary learning solutions that use active learning, game-based learning, and storytelling, among others. These solutions have the potential to engage children, address more complex concepts in a comprehensive manner, contribute to the development of other XXI century and basic competencies, like literacy, teamwork, social competences, ICT skills, among others. The WAE-SD project addresses the educational needs of children (6-10 years old) at 3 levels: a) Envision the future: depict what might happen if we don’t change our lifestyles, so that they better understand what’s at stake, b) What needs to change: learn about the UN’s SD Goals, so that they better understand what should be addressed/emended to create a more sustainable world, and c) Call to Action: learn what we can do as individuals and as part of a community to reach the UN’s SD Goals, and act. To this purpose, the project delivers three results: a) an eBook to illustrate a future scenario for the Planet if we keep up with our lifestyle, b) A Game Add-on to the pre-existing WeAreEurope Digital Game, to introduce and explore the UN’s SD Goals, thus presenting children with what needs to be changed for a more sustainable Planet, and c) an Action Kit, consisting of guidelines for the implementation of SD projects/activities for schools and other settings, thus promoting real change in behaviours and attitudes. This paper focuses on the designed material and the proposed ways of utilizing them in classroom settings

Case study: problem-based learning model for soccer basic movement skills and learning activity

Background: The education curriculum is developed to prepare students to gain comprehensive experiences and life skills. Learning effectiveness, especially in physical education, depends on the teacher's ability to choose the right learning strategies, models and methods. However, problems often faced in the learning process include lack of student attention, teacher dominance in the learning process, and passive learning tendencies. The Problem-Based Learning (PBL) learning model emerged as a potential approach to address these issues and improve the quality of learning. Study Objectives: This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) learning model in improving the basic soccer movement skills and learning activities of elementary school students in the context of physical education. Materials and Methods: This study used a pseudo-experimental method with a one-group pretest-posttest design. The research subjects comprised 24 fifth-grade Krakitan State Elementary School, Klaten Regency students. The research instruments included basic soccer skills tests (dribbling and short passes) and student learning activity observation sheets. Data were analyzed using paired samples t-test to determine the effect of learning with the PBL model on primary skills of playing football and student learning activities. Results: The study revealed a substantial enhancement in both the basic soccer skills and student learning activities following the implementation of the PBL model. The average basic soccer skills score surged from 99.0833 in the pretest to 109.0417 in the posttest, marking a notable increase of 9.9584 points. Similarly, student learning activities showed a commendable rise, with the mean score climbing from 3.0833 at the start of the treatment to 4.3750 at the end, indicating a significant increase of 1.2917 points. Statistical analysis using paired samples t-test confirmed the significance of these improvements, with the calculated t values for basic soccer skills (6.89943) and learning activities (7.369) both surpassing the t table value (2.069). Conclusion: In conclusion, this study affirms the effectiveness of the Problem-Based Learning (PBL) model in enhancing students' basic soccer movement skills and learning activities in the context of physical education at the primary school level. The substantial improvements in both the technical ability to play soccer and in students' active engagement in the learning process underscore the potential of PBL as a potent learning strategy for physical education. These findings not only underscore the importance of problem-based learning approaches in enhancing physical skills but also in fostering students' cognitive and social engagement in the learning process, thereby making a significant contribution to the field of physical education. Keywords: Problem Based Learning, Physical Education, Soccer Skills, Learning Activity, Primary School

Home-School Connection: Investigating Parental Involvement in the Academic Learning of PrimarySchool Students

The objectives of the study were to analyze the perspective of parents about their involvement in the academic learning of their children studying at the primary school level. A quantitative research design was used to conduct this study. A descriptive survey method was used to collect the data. The population of the study was parents of the students of government primary schools of tehsil Rajanpur. It included male and female primary schools in rural and urban areas in this tehsil. Disproportionate stratified random sampling technique was used to select 648 parents of primary school children. Self-developed research instrument, i.e., a five-point scale, was used for data collection. The data were analyzed through descriptive and inferential statistical techniques. The study found that parents were highly involved in parenting and home-based learning activities. However, their involvement in the community-related activities and decision-making was relatively low. It is suggested that parents participate in classroom, school, and co-curricular activities. Training sessions may be conducted for teachers and parents on various ways of collaboration in the educational settings in order to better understand and improve the student's learning progress.

Becoming ‘Wild Citizens’: Children’s Articulation of Environmental Citizenship in the Context of Biodiversity Loss

AbstractCalls to tackle the global disasters of climate change and loss of biodiversity are becoming more and more prominent and urgent. Such calls require environmental citizens, that is citizens who act at local, national and transnational scales, assuming environmental agency through pro-environmental behaviours, attitudes and values in public and private spheres. To enable children to become active environmental citizens, we collaborated with five inner city primary schools in the south-east of England in co-designing a school-based, outdoor ‘Wild Citizens’ programme, underpinned by socioscientific inquiry-based learning, focusing on biodiversity loss. Approximately 130 primary school children (6–10 years old) explored their school grounds, discussed, decided on, and implemented interventions to enhance biodiversity, and communicated their findings within their community (schools, peers, parents, teachers). Semi-structured group interviews were conducted with a sub-sample (60%) exploring how children articulate environmental citizenship within this context. We found that environmental citizenship was articulated at both local and global scales of influence in relation to (a) environmental awareness, (b) values and (c) action competence. Children articulate the links between their performed actions to the impact these might have at a global scale, showing their ability to conceptualise and discuss implications and consequences of issues such as biodiversity loss in simple terms. Their articulation of actions as relevant and impactful to their school’s grounds, transforms the issue of biodiversity loss from a slow, invisible disaster to an observable phenomenon for children, which they then act to mitigate against. This work provides empirical grounding towards the operationalisation of environmental citizenship at the primary school level in the context of a less discussed, but as urgent, ecological disaster, that of biodiversity loss.

Oral Health Status and Barriers among Children with Cerebral Palsy in Maintaining Oral Hygiene: An Interventional Study

Abstract Context: Cerebral palsy is a neuromuscular disorder that hampers proper maintenance of oral hygiene leading to the development of periodontal diseases and progression of dental caries. Aim: The present study aimed to analyze the oral health status and barriers to maintaining oral hygiene among children with cerebral palsy using intervention (brushing technique). Materials and Methods: A total of 100 children diagnosed with cerebral palsy were selected from an academic institution for special needs children. The groups studied were: a) Group A with children aged between 6 and 10 years, b) Group B had children aged from 11 to 15 years, and c) Group C with children aged range from 16 to 18 years of age. Parental education level status was classified into a) Upper class (Code 1): Parents with a college education, b) Middle class (Code 2): Parents with education till secondary school level, and c) Lower class (Code 3): Parents with primary school level or no education. Oral examinations were performed using a mouth mirror, explorer, and torch light illumination to assess DMFT index (permanent dentition), DMFT index (primary dentition), and OHI-S for gingival and periodontal health. Fone’s technique for tooth brushing was demonstrated to children’s caregivers and/or parents. After this, an oral examination was conducted at the baseline and at three months. One-way ANOVA was used for statistical analysis using SPSS software. Result: Statistically significant improvement in dental caries index and oral hygiene status was seen following demonstration of proper brushing technique. Conclusion: The training of caregivers/parents helps in improving the oral hygiene status in cerebral palsy-affected children.

Development of Interactive Learning Media Based on an Articulate Storyline in Grade fourth of Elementary School

On August 11st, 2022, In the ever-evolving digital era, the utilization of technology for educational purposes is becoming increasingly important. One of the latest innovations is the development of an Android app-based English learning media specifically designed to introduce basic concepts about three types of animals based on their food types. This study evaluates the impact of Articulate Storyline-based interactive learning media on grade 4 students. The results showed that the use of this media provided a number of benefits for students. They did not feel bored during the learning process and were able to distinguish three types of animals based on their food. This media also encourages independent and explorative learning, increases student engagement through interactive features, and helps teachers deliver material more effectively. Therefore, the use of this interactive learning media can be an effective solution to improve the quality of learning at the primary school level This app not only serves as a language learning tool, but also as an educational tool that invites users to understand the differences between herbivores, carnivores and omnivores in an interactive and engaging way. Through interactive features such as exercises and quizzes, users can access this learning material easily on their Android devices, making the learning process more effective and fun.

The Pengayaan Literatur dan Implementasi Nilai Pancasila pada Anak Usia Dini di SDN Suci 5 Jember

Introducing Pancasila from an early age is crucial to fostering a sense of love for the homeland, starting with education at the primary school level. This socialization activity was conducted by university students at SDN Suci 5, located in Desa Suci, Kecamatan Panti, Kabupaten Jember, due to many students lacking an understanding of the importance of learning Pancasila. The goal of this socialization is to help students internalize and apply the values of Pancasila in their daily lives, considering that Pancasila is the foundation of Indonesia, a multicultural nation characterized by diverse ethnicities, races, religions, and cultures. This diversity is reflected in Pancasila's motto, "Bhineka Tunggal Ika," which means "Unity in Diversity." As the nation's foundation, Pancasila should guide the behavior of every citizen. Instilling Pancasila values from an early age is expected to strengthen Indonesia's resilience in facing various challenges. Therefore, implementing Pancasila in daily life is essential to showcase a dignified and culturally rich national identity

Antecedents and prevalence of destructive leadership behaviour: the case in primary and middle level schools

ABSTRACT The main purpose of this empirical study was to investigate the antecedents and prevalence of destructive leadership behaviour in primary and middle-level schools of the state of Amhara, Ethiopia. A mixed approach with an embedded research design was employed. Multi-stage stratified sampling was applied to select 748 teacher respondents. One sample t-test, multiple regression and hierarchical multiple regression model were used to analyse the data. The study revealed that antecedents of destructive leadership were moderately exhibited in Primary and Middle-Level Schools. When the prevalence of destructive leadership was regressed on susceptible followers, leader behaviour and conducive environment antecedents of destructive leadership, 61% of the variance in the prevalence of destructive leadership behaviour was accounted for by the interplay of susceptible followers, leader behaviour and conducive environment. Leader behaviour antecedent of DLB contributes more to the prevalence of destructive leadership behaviour among principals in primary and middle schools. Based on the findings of the study it is inferred that the antecedents of destructive leadership were moderately exhibited in the primary and middle-level schools of the study area.

Analysis of Interactive Educational Puzzle Media to Improve Elementary School Students' English Language Skills

This study aims to analyze the effectiveness of interactive edugame puzzle media in improving English language skills of primary school students. The method used is a literature study that reviews various literature and previous research results related to using interactive learning media, especially edugame puzzles, in learning English at the primary school level. The results of the analysis show that interactive edugame puzzle media has significant potential to improve students’ English language skills, especially in the aspects of vocabulary, grammar, and reading comprehension. Factors contributing to this media’s effectiveness include interactive elements, immediate feedback, and fun aspects that increase students’ learning motivation. However, effective implementation requires careful design and support from teachers. This study concludes that interactive edugame puzzle media can be a valuable tool in English language learning in primary schools, with recommendations for further research into optimal design and implementation strategies in different learning contexts.

A pilot study of adapting, validating and further developing a map skills model to improve the teaching and learning of map reading at primary and secondary school level

A pilot study of adapting, validating and further developing a map skills model to improve the teaching and learning of map reading at primary and secondary school level

Towards Inclusive Classrooms: Identification of the Role of Teachers in Creating an Inclusive Learning Environment

The development of education is vital to the expansion of human evolution. Learning philosophy and disciplinary practices advise the inclusive model of classroom teaching. The objective of this research study is to identify teachers’ role in creating inclusive classrooms in primary level schools. According to School Information System (www.sis.punjab.gov.pk), Tehsil Gojra has total 113 male primary schools where 206 teachers are teaching. By maintaining a 95% confidence level and confidence interval 5, and using www.surveysystem.com, the sample size of 134 was determined. Convenient method of sampling was used to select the respondents. Essential information was collected from the respondents through a structured questionnaire. The SPSS (Statistical Package for the Social Sciences) was used to process the information. This study demonstrated how important teachers are in fostering an inclusive learning environment. The highest-ranked initiative, 'Provide support for them in ways which benefit all children in your class,' having mean score 2.33, which emphasizes significance of inclusive teaching strategies that benefit the entire class rather than addressing the needs of special students only. 'Focusing on the strength of students' with mean score of 2.27 and 'Promoting empathy in students' with mean score of 2.25 follow closely, emphasizing the significance of identifying student talents and creating a caring, empathetic environment in the classroom. Teachers saw how crucial it was to use a range of tactics and adaptations to help struggling students.

Impact of Classroom Management Techniques on Students' Learning Effectiveness in Public Primary Schools: A Study in District Sanghar, Sindh

This study search into the critical features of classroom management techniques and their impact on students’ effective learning at public primary school level in district Sangahar Sindh. Effective classroom management is a base to lead high quality learning environment to assist student engagement that grow academic achievement. The research work to survey the present condition of classroom management implementation in public primary schools in district Sanghar analyze their impact on students learning outcome. This research employs a quantitative approach and analysis methods. A survey questions was conduct from primary school teachers in district Sanghar to collect data on their classroom management practices. The outcomes of this study analyze the most frequently used classroom management techniques by primary school teachers in district Sanghar examining the impact of these techniques on students’ academic achievement, engagement, behavior and analyze the relationship between classroom management practices and student learning outcome. The findings will be prepared precious awareness for teachers, policy makers, and education collaborator to make better classroom management process increase student learning and assist academic excellence in district Sanghar. The impact of classroom management techniques on students’ effective learning has significant relationship towards the development of active body of knowledge and result suggested authentication about these practices that support student success in all manners.

Project-Based Learning in Fostering Creative Thinking and Mathematical Problem-Solving Skills: Evidence from Primary Education in Indonesia

The interdependence between the Project-Based Learning (PjBL) Model and the growth and enhancement of Creative Thinking and Mathematical Problem Solving Skills in Elementary Schools is unquestionable nowadays. Prior studies have yet to discover concrete evidence regarding the interdependence being discussed. This study highlighted cognitive abilities related to creative thinking and mathematics problem-solving by implementing the Project-Based Learning Model. This research was a quasi-experiment with a pretest-posttest control group design involving 43 students in the sixth grade of two elementary schools; data was collected through test and classroom observation, and then the data was analyzed using Multivariate Analysis of Variance (MANOVA). Conversely, students exposed to project-based learning models exhibit higher skill levels in creative thinking and problem-solving than those instructed using conventional learning models. The project-based learning model significantly impacted elementary school children’s creative thinking and mathematics problem-solving skills. These findings suggest that the Project-Based Learning Model is acceptable for instructors seeking to foster creativity in teaching mathematics at the primary school level in Indonesia or other countries with comparable settings.