Primary School Level Research Articles

Strengthening capacity for forest protection in Myanmar

Pests and diseases have been reported by Myanmar foresters and plantation owners as significant challenges to the quality and quantity of wood supply from natural and planted forests. As part of a FAO project on strengthening local capacity in forest health, questionnaire surveys on pests and diseases and a needs assessment were conducted among companies/organizations involved in growing forests. Thirteen and 12 participants responded to the two surveys, respectively. Respondents grew 10 different tree species, namely Tectona grandis, Acacia mangium, Acacia hybrid, Eucalyptus spp., Gmelina arborea, Swietenia macrophylla, Paulownia kawakamii, Xylia xylocarpa, Bruguiera sexangula and Rhizophora apiculata. Growers recognized pests of teak but were less familiar with pests of the other tree species. Diseases were only reported from teak and A. mangium. Weeds were reported only from mature plantations. Workers were mostly educated only up to primary school level. None were trained in pest and disease management and most did not know about invasive alien species (IAS) and integrated pest and disease management (IPM). Based on the needs identified from the surveys, three workshops were conducted for over 100 local participants.

잠재프로파일 분석을 통한 초등학생들의 산술-대수 구조 감각 탐색

Developing arithmetic structure sense at the primary school level is imperative for grasping the structure of algebraic expressions and progressing successfully into algebraic learning. In this study, we aimed to investigate elementary school students’ arithmetic-algebraic structure sense from an early algebraic thinking perspective. A total of 239 students in grades 3~6 completed a written test, comprising items related to the five factors of arithmetic-algebraic structure sense: structure of equivalence and modeling, arithmetic, numerical situations, patterns, and function. The collected data was analyzed by applying latent profile analysis to examine whether it was possible to identify subgroups of students with different structure-sense profile. The analysis revealed four latent profiles, allowing for the identification of different performance abilities related to five factors of arithmetic-algebraic structure sense. Building upon these findings, this study discussed implications for pedagogical support to develop elementary school students' arithmetic-algebraic structure sense.

Prestasi Belajar Siswa dan Tingkat Pendidikan Orang Tua (Studi Korelasi Siswa Sekolah Dasar di Kota Jayapura)

This article discusses the level of student education and student learning achievement in Abepura as well as the influence of parental education level on student learning achievement in elementary schools in the Jayapura city area. This study aims to investigate the extent of the relationship between student learning achievement at primary school level and parents' education level. This research method is quantitative. Data collection is carried out through initial observation activities on research objects, data collection in the form of distributing questionnaires to respondents, data analysis or reviewing data obtained from various sources, and drawing conclusions from the data that has been analyzed. The results of the research conducted by researchers are that the formal education level of parents is still relatively low, this can be seen from the data from respondents from parents and guardians whose educational background is less than a bachelor's degree, and the level of parental education greatly influences the students' learning achievement.

Problematika Kesulitan Membaca pada Anak Kelas Rendah: Peran Guru dalam Mengatasi Kesulitan Membaca

Reading is a major focus in lower education, especially at primary school level. This study discusses the factors of initial reading difficulties faced by students as well as the role of teachers in solving reading challenges. Research shows that groups of students with reading difficulties tend to have lower learning outcomes. Internal and external factors such as students' physical condition, family environment and school environment are factors that hinder reading. The teacher's contribution in solving reading problems is very crucial. Teachers are not only instructors, but also mentors or guides, motivators, and facilitators. The research method uses literature study, where the data collection system in this research is obtained from literature analysis through book and journal references that are relevant to the problems identified. Relevant research results include the role of teachers in overcoming reading difficulties, such as being a demonstrator, class manager, facilitator, and evaluator. Factors causing reading difficulties include the student's physical condition, lack of family attention, and an unsupportive school environment

Designing Teaching Models for Inclusion Education at Primary School Level

The aim of this research is to develop an inclusive learning model that is integrated with a differentiation learning model. The research method uses the ADDIE development model, with product testing in two ways, namely expert testing (learning model experts and special education experts) with assessment aspects, namely the learning model framework, learning model structure and learning guidebook and extensive testing using the experimental method (control class and experimental class) at an inclusive public elementary school in Tangerang Regency, Banten, Indonesia. The model feasibility assessment technique uses the Linkert scale for expert validation and experiments for extensive testing using N-gain calculation analysis. The results of this study show that expert validation assessments; the learning model framework gets a total score of 32 with a percentage of 100%, the learning model structure gets a score of 83 with a percentage of 94% and the learning manual gets a score of 24 with a percentage of 100%, the conclusion from the expert assessment is that the learning product is declared suitable for use. The results of extensive analysis tests based on the N-gain score at Elementary School 3 Balaraja were 82% and SDN 1 Telaga Sari were 71%. The conclusion from this extensive test is that the learning model product is effectively used in inclusive classes. The conclusion of this research is that the learning product developed is considered feasible and effective for use in large classes at the inclusive elementary school level.

Assessing Personality Traits of School Administrators: A Big Five Perspective

This research aims to evaluate the personality characteristics of school administrators in terms of the big five personality theory characteristics. With research, in order to bring about positive changes in the education system. It aims to provide guidance on developing effective methods for the development and improvement of school administrators' personality traits. Five factor personality traits of school administrators were examined according to variables such as gender, professional seniority, seniority at school and education level. In this research, the survey model, one of the quantitative research models, was used. It was held in the 2022-2023 academic year in Sakarya province Hendek district with the participation of school principals and deputy principals working at all public primary, secondary and high school levels. 84 school administrators participated in the research. “Five Factor Personality Scale” was used in the research. As a result of the research, it was concluded that school administrators perceived themselves positively at the level of "partially agree" with their personality traits. According to the results of the research, the personality characteristics of school administrators do not differ according to gender variable, and in terms of professional seniority variable; It has been observed that school administrators with 20 years or more of seniority have higher "responsibilities". When looked at in terms of the seniority variable at school, it has been observed that school administrators with 7 years or more of seniority have higher "responsibility" levels than school administrators with 1-3 years and 4-6 years of seniority. When looked at in terms of the education level variable, no significant difference was found between personality traits and education level. It was concluded that there is a positive, moderate, and significant relationship between the big five personality sub-dimensions of school administrators: extraversion, responsibility, agreeableness and openness.

Preschool English language planning in China: Tensions between policy and practice

AbstractThe earlier starting age for learning English is apparent in the non‐Anglophone world. However, in China, kindergartens are banned from delivering subjects that are designated for primary school level, including English language lessons, as part of reforms to eliminate “schoolification” of preschool education. This qualitative study takes a multi‐level approach to language‐in‐education planning to explore how local education authorities and different types of kindergartens in the city of Hefei, China, interpret and respond to this macro‐level policy. The findings reveal a disparity between officials and school participants in their attitudes toward preschool English language education, as well as divergence between public and private kindergartens in their current English provision. The study probes these disparities and their links to the interplay between the meso‐level local education authority and the different types of kindergartens, as well as the relationship between the government and the market.

Penerapan Kurikulum Merdeka Belajar di Sekolah Penggerak Kabupaten Agam

This research aims to find out how the Merdeka Belajar curriculum management is implemented in Driving Schools at the Primary School level in Agam Regency, and also to find out what factors influence the implementation of the Independent Learning curriculum management in Driving Schools at the Primary School level in Agam Regency, West Sumatra. Data collection techniques were carried out using interviews, observations and documents. The method used in this research is descriptive qualitative. Data is analyzed by reviewing the data, organizing the data, dividing it into manageable units, synthesizing to look for patterns, finding what is meaningful from what is researched and reporting systematically. The results of the research show that firstly, in general, Baso District Elementary School has implemented an independent curriculum as determined by the government, namely conducting learning in accordance with the curriculum structure in the independent curriculum, and has also carried out comprehensive assessments. Second, the factors or variables that influence the implementation of independent curriculum management in driving schools in Baso District Public Elementary Schools are the principal, teachers, and school learning facilities.

Elementary Teacher Leadership of Pioneer Teacher Program Alumnae in Yogyakarta City

This research examines the leadership of Pioneer Teacher Program (Guru Penggerak) graduates at the primary school level in Yogyakarta City. It is a descriptive qualitative research. This research applies educational sociology approach, particularly the role of teachers. Data was collected from interviews and literature reviews. The data analysis is based on the theory of teachers as leaders by Frank Crowther (1997). The results of this research: first, GP graduates of the Pioneer Teacher Program have successfully improved their quality and professionalism in the leadership. This improvement is manifested in proactive involvement in various leadership activities. Second, the Self-Efficacy of Prioneer Teacher is not prevalent. Some GP members face personal and casuistic issues, where their lack of confidence emerges when faced with strategic leadership positions, such as being a school principal. The research findings controvert the common narrative that the Pioneer Teacher Program produces successful teachers without any obstacles. These findings serve as a recommendation for the future Pioneer Taecher Program to emphasize and pay more attention to the self-confidence of its graduates in strategic leadership positions within their respective institutions.

Implementation of the project for strengthening the profile of pancasila students in the primary school level mobilization school program in soppeng regency

The aim of this research is to see how the project to strengthen the profile of Pancasila students is implemented which seeks to improve skills in implementing the project to strengthen the profile of Pancasila students, especially in the Third Year 1st Generation Mobilization School Program at elementary school level in Soppeng Regency. The research method used is a qualitative descriptive method, namely research carried out to describe activities, events, phenomena, perceptions of people individually and in groups. An important finding in this research is based on the results that all parties involved in the project activities to strengthen the profile of Pancasila students are very enthusiastic and enthusiastic in implementing the project to strengthen the profile of Pancasila students in their respective educational units. Many parties were involved in the project such as the principal, school supervisor, class teachers, subject teachers, students and outside parties were also involved such as parents of students and the community as well as groups who were experts in their fields such as local traditional leaders, community health center employees, and so on. so that it can strengthen the character of students according to the Pancasila student profile.

Prevalence of physical inactivity and associated factors among older adults in Gondar town, Northwest Ethiopia: a community-based cross-sectional study

IntroductionOlder adults are increasing in number in both developed and developing countries. However, as the world’s aging population grows, the burden of diseases among older people also increases. Despite this, co-occurring health problems due to physical inactivity in older adults have become a concern, and physical inactivity can be caused by different conditions. As a result, for older adults to have better health outcomes, early diagnosis of physical activity status and prevention of non-communicable diseases are crucial. There is a lack of data on the prevalence and associated factors of physical inactivity among older adults that is scarce in sub-Saharan Africa, particularly in the study area, Ethiopia. Therefore, this study aimed to assess the prevalence and associated factors of physical inactivity among older adults in Gondar town, Northwest Ethiopia, in 2022.MethodsA community-based cross-sectional study was conducted from April 1st to June 30th, 2022, in Gondar town, Northwest Ethiopia. The data was collected by the Global Physical Activity Questionnaire, Volume 2 through face-to-face interviews among 838 participants. Data were entered into Epinfo version 7.1, then exported and analysed using the Statistical Package of Social Science version 25. A binary logistic regression model was performed to identify factors associated with physical inactivity. The result was considered statistically significant based on an adjusted odds ratio of 95% and a p-value less than 0.05.ResultThe prevalence of physical inactivity was 65.6% (95% CI: 62.1–68.9). Being female (AOR: 3.053, 95% CI:1.487–6.267), age group > = 80 (AOR: 4.082, 95% CI:1.234–13.497), primary school level (AOR: 3.020, 95% CI:1.433–6.367), no formal education (AOR: 8.573, 95% CI:2.843–25.847), unemployed (AOR: 10.273, 95% CI:5.628–18.753), and symptoms of depression (AOR: 7.152, 95% CI: 4.786–17.965) were significantly associated with physical inactivity.ConclusionPhysical inactivity was relatively high among older adults in Gondar town. Being female, older age, having low levels of education, being unemployed, and having depression symptoms were associated with physical inactivity. We suggest promoting the health benefits of physical activity among females by reducing their burden, older age groups, and unemployed older adults, and avoiding depression among individuals.

Challenges of Teaching English Listening Skills at the Primary Level in Bangladesh

This research attempts to explore the challenges of teaching English listening skills at primary-level schools in Bangladesh. A mixed method was applied to conduct the research. The quantitative data was collected by a survey questionnaire from 30 primary-level English teachers. The qualitative data was collected by interviewing 5 primary level teachers. From the collected data, it is explored that the teachers confront several challenges in teaching listening skills, i.e., independent of teaching listening skills, teachers are bound to follow merely the vast syllabus of the institution, and they do not have any liberty to bring something beyond the stipulated instructions given by the authority. Few teachers have access to required teaching instruments like a computer, the internet, speakers, recorders, and a projector, and due to not having such instruments, the teachers cannot expose their students to cartoons, rhymes, stories, poems, and fables. A common view among the interviewees was that listening to--- and watching-- such types of audio-visual representations is effective in terms of honing students’ listening and literacy. Also, teachers’ classroom environment is not suitable for the teaching of listening skills. Many teachers are not yet trained to enact the proper pedagogy of listening. However, the time period of the primary level is so pivotal that if learners are not exposed to listening skills at that time, they then remain passive and weak in listening, communication, and literacy. Additionally, this study also provides recommendations for the establishment of and enhancing the teaching of listening skills at the primary level in Bangladesh.

Inclusive Assessment in Tanzania: A Myth or Reality?

The National Examinations Council of Tanzania (NECTA) was established in 1973, following the withdrawal of Tanzania from the East African Examinations Council in 1971. Since then, NECTA has been coordinating and managing national examinations at primary and secondary school levels. It also coordinates and manages teacher college examinations. With such a huge pool of customers, NECTA has been serving learners with diverse learning needs, including learners with disabilities. This requires NECTA to find ways to accommodate those learners. This paper discusses inclusive assessment, an approach to assessment which ensures that assessment policies, procedures, and practices support and enhance the inclusion of all learners, including those with special needs. The paper intends to establish whether inclusive assessment in the Tanzanian context is a myth or a reality. This qualitative study mainly collected data through documentary reviews and individual interviews. The findings suggest mixed feelings; in some areas, NECTA performs well. However, there are a lot of gaps to be filled by the government, NECTA and other stakeholders to ensure inclusive assessment is implemented to the fullest.

Assisting 10-week CLIL enrichment program for Islamic-affiliated primary school students

Teaching English to Young Learners starts to reach growth as parents want their children to be competent in one of the 21st-century skills, which is being communicative. Having the ability to communicate in one foreign language, particularly English, is considered important for many parents whose children study at Islamic-affiliated schools, other than Arabic skills. However, English teaching at the primary school level is still limited in terms of its teaching duration, they learn only for 90 minutes per week. Therefore, this community service aims to provide more opportunities for primary graders at SD Aisyiyah Kota Malang to learn English through the Content Language Integrated Learning (CLIL) enrichment program which was done in weekend classes that lasted for ten consecutive meetings. The methods implemented were analyzing students’ learning needs, designing science-based topics as teaching material, developing materials, implementing the learning design through 10-week teaching, and evaluating the program. Results show that the content of the subject at the school was taught in English. Some materials designed for this project were about science, thus, in this program students discussed the topic of science in English. Also, the content was designed by integrating Islamic elements, the topics were animals mentioned in the Quran such as camel, whale, bird, donkey, and crow. At the end of the session, this activity gained a positive response from students, the content teacher, the homeroom teacher, and the school principal. This indicates that the community service which was designed in the form of an enrichment program for weekend classes was effectively run.

Developing Shona-physics Diction for Possible Use in the Teaching of Forces at Ordinary Level Physics in Shona

Several local researchers advocate for indigenous languages to be used as media of instruction in different subject areas to prevent misconceptions and ambiguities. Justifiably, Zimbabwe has sixteen indigenous languages but physics is still being taught in English. Local craftsman and innovators are still writing their instruction manuals for their products in the English language even for the local consumers. This paper was aimed at developing a Shona-Physics text that will be used in the teaching and learning of Forces at Ordinary level physics. The corollary of this aim was to promote deeper understanding of Forces while developing an indigenous language diction that would help in the industrialization of products. Focus group interviews were conducted in two high schools in the Chiweshe area under Mazoe District, in Mashonaland Central province of Zimbabwe to obtain Shona-Physics diction necessary to write a text that could be used in teaching and learning of forces at ordinary level. Twenty-five learners, three physics teachers, two language specialists and a retired head teacher purposively drawn from the local community participated in the research. The obtained diction was cleaned through gleaning of pertinent literature and consultation with Shona speakers who are physics teachers. A Physics text in Shona for ordinary level Forces was developed after a qualitative document analysis of the Ordinary level Physics syllabus. The findings indicate that content on Forces is sequenced from simpler skill to higher order skill and the evaluation of the text made indicates that it is now easier for the physics educators to explain physics concepts using the current text. We recommend that more studies be done to cover all physics topics at Ordinary level. This would make it easier for the nation to offer physics at junior primary school level.

Demonstrating Pedagogical Content Knowledge Through the Development of Educational Science Board Games

Preservice teachers who are specialising in the teaching of the subject natural science at a primary school level, ought to demonstrate the ability to present lessons that provoke a joyful yet meaningful educational experience amongst learners. One such approach that was taken, was when natural science preservice teachers were tasked with developing educational science board games as a means to enrich their teaching practice during a recent school visitation opportunity. However, given this educational exercise, what remains a mystery from a teacher development perspective is whether this exercise provoked some form of ‘pedagogical thinking’ among preservice teachers? It is with this question in mind, that the study investigated whether the task of developing educational science board games sparked the ability of preservice teachers to demonstrate knowledge of pedagogical content. The study draws on a modified understanding of Shulman’s pedagogical content knowledge model, which in the context of gamification requires one to effectively transmit ‘subject knowledge’ in an interactive manner through ‘educational board game practices and engagement’. Using a focus group discussion and photo-voice methodology as data collection techniques, this qualitative study uncovered how preservice teachers demonstrated i) knowledge of the curriculum, ii) knowledge of instructional strategies, iii) knowledge of learner-thinking, and iv) knowledge of assessment. This study holds a series of implications for future research in the field of initial teacher development and STEM education. For example, it will be interesting to uncover how preservice teachers experience the use of educational board games in their teaching. In addition, it will also be interesting to discover how educational board games can be used in other STEM subjects such as mathematics, technology, and physical science. Ultimately, more research is also required on the learning benefits of educational board games from a learner’s perspective.

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students.

Optimizing Character Formation: Community Service to Improve Student Discipline at the Elementary School Level

This community activity attempts to enhance student discipline at the primary school level through a holistic strategy that engages kids, teachers, parents and the surrounding community. Starting with a successful opening seminar which introduced the concept of discipline as the main foundation in forming student character, this program continued with an interactive workshop which provided in-depth understanding and special training for teachers in integrating discipline habits into everyday learning. Involving parents and community people through discussion forums, this program enables successful collaboration between the school environment and the local community. Program evaluations reveal better understanding and good changes in student conduct. The closing seminar as the final event of the program provides an opportunity to present concrete outcomes, successful experiences and future visions. This community activity not only meets the goal of enhancing student discipline, but also fosters a communal commitment to maintain the culture of discipline that has been successfully developed. The outcomes not only have an influence at the school level, but also provide a successful model that may be replicated by other educational institutions in an effort to improve student discipline and the overall quality of basic education

Profile of farmers about impact of farmer field school on soybean growers

The present study was undertaken in Parbhani district of Marathwada region of Maharashtra State during the year 2020-21 with the objective to study “Impact of farmer field school on soybean growers.” Parbhani district was selected randomly from Marathwada region. Three talukas were selected from district and four villages from each taluka were selected randomly for the study. From each selected village 10 trained respondents under FFS were selected randomly, in this way total 120 respondents were considered for the study. An Ex-post-facto research design was followed for the study. Data was gathered using a wellstructured interview schedule created with the study’s objectives in mind. The collected data was analysed, classified and tabulated. Statistical tools such as frequency, percentage, mean, standard deviation and co-efficient correlation were used to interpret findings and draw conclusions The detailed analysis of profile characteristics of farmers indicated that majority of the farmers were medium aged (56.67%), educated up to primary school level (37.50%), small land holder (37.50%), medium farming experience (65.84%), medium level of annual income (49.18%), medium social participation (53.33%), medium level of scientific orientation (42.51%), medium level of economic motivation (54.17%), medium level of knowledge (43.33%).

Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis

Although the investigation of instructional leadership and teacher professional learning is well-documented in the literature, one overlooked question concerns the linear and nonlinear relationships between these two variables. This study aims to examine the linear and nonlinear relationships of principal instructional leadership on teacher professional learning through teacher self-efficacy as a mediator. This study has collected 335 teacher samples encompassing both primary and secondary school levels in Penang, Malaysia. The analysis of data utilised partial least-squares structural equation modelling. The findings indicated a significant positive linear relationship between instructional leadership and teacher-professional learning. Likewise, there exists a significant mediating effect of teacher self-efficacy between instructional leadership on teacher professional learning. There exists a significant nonlinear relationship between principal instructional leadership on teacher self-efficacy and teacher professional learning respectively. The structural model exhibits a significantly high level of predictive power for in-sample and out-of-sample. This study offers theoretical and methodological advancements in comprehending the complex relationships between instructional leadership and teacher outcomes. It proposes that forthcoming studies could adopt a combination of linear and non-linear relationships to achieve robust empirical findings.