Primary School Programs Research Articles

Eğitim Yönetiminde Yönetici ve Öğretmen Politikaları Bağlamında Öğretim Plan ve Programlarının İncelenmesi

Turkey has a deep-rooted educational tradition. Even in the days when the war of independence was intense, education was one of the issues that Atatürk cared about the most. Atatürk came from the front and convened the Education Congress in Ankara. The training programs and teacher training policy to be implemented next were discussed at the congress, and in this direction, primary and secondary school programs and the training of village teachers were focused on. Despite the fact that the expected and targeted results of the congress could not be obtained due to the war in which the country is engaged, and it was completed early, the fact that the congress was convened even in a war environment shows the importance that Atatürk attaches to education. After the proclamation of the Republic, the content of the general framework drawn by Atatürk was created by the intellectuals of the Republic, thus initiating social change. During this period, the regulations made in the field of education have been a means of protecting the new system and adopting the values of the Republic. The teaching programs implemented in schools have been shown as one of the most important reasons for the failure in education for many years during the Republican period. Educational programs have been criticized by every government and even different ministers in the same government until today, it has been complained that the subjects are given too intensively and based on memorization, these discussions have extended to the present day. The most basic problem in the planning and implementation of educational programs is that the programs are designed independently of the basic components of education. Especially at the application point, the degree to which teachers and learning-teaching environments and other basic components of education are ready and suitable for this application has been ignored. Dec. The main purpose of the programs is to make the student more active, to ensure their learning by dealing with each student separately and using appropriate methods for students whose learning levels are different. However, in order for this theoretically ideal approach to achieve the desired goals in practice, both teachers in the position of practitioners and the educational environments in which the program will be implemented must be prepared for it. Key Words: Education Management, Education Manager, Teacher, Education Plans and Programs

Family Attitudes towards Multilingualism in Bilingual Education Programs and Their Relationship with Academic Performance.

This article reports on a large-scale study investigating the overall perception of multilingualism in the family environment of children enrolled in an English immersion program in primary schools across Spain and the potential relationship between these attitudes and the student's academic performance. One thousand and one families participated in the study, based on a tailored questionnaire that evaluated three main aspects: (1) parents' and guardians' ratings of their children's language skills; (2) language practices in the home, especially with respect to time allocated to different languages and multilingual practices such as code-switching; and (3) attitudes and general perception of the benefits and drawbacks of multilingualism in socio-economic, cultural, cognitive and professional terms. The complex results from this questionnaire, in addition to providing a more accurate picture of the family environment of students enrolled in these programs, show some significant correlations with academic performance, which we discuss here, with some reference to their educational implications.

Developing an Interdisciplinary Environmental Educational Program on Insect Conservation for Primary School Children

Environmental education plays a critical role in shaping sustainable behaviours and cultivating a deeper understanding of ecological systems. This paper presents a theoretical framework supporting the interdisciplinary design of an environmental educational program in primary schools, with a specific focus on insect conservation. Insects, as vital contributors to ecosystem functioning, require dedicated attention and conservation efforts, making them an ideal focal point for engaging young learners. The proposed framework integrates essential components necessary for the elaboration of activities and learning objectives of the program, such as: effective environmental education, encompassing knowledge acquisition, attitude formation, and behavioural change. It emphasizes the provision of comprehensive and accurate information about insects, including their ecological roles and the challenges they face. To encourage behavioural change and a sense of responsibility, the framework underscores the need for hands-on experiences and direct interaction with insects. Practical activities, such as observing living insects can enable primary school students to develop a personal connection with insects and foster a sense of responsibility for their conservation. Furthermore, the framework underscores the importance of fostering positive attitudes towards insects, challenging any pre-existing negative perceptions, and nurturing empathy towards these invaluable species.

School Administrators’ Support for Teachers’ Training and Maintenance of Digital Literacy Devices, in the Implementation of Digital Literacy Programme in Public Primary Schools in Kitui County-Kenya

Purpose: This study sought to assess the school administrators’ support to implementation of digital literacy program in public primary schools in Kitui County. The study sought to find out whether school administrators had facilitated teachers for digital literacy trainings and to examine whether school administrators had provided for maintenance of the digital literacy devices.
 Methodology: Descriptive survey research design was used. The target population comprised of 3280 school administrators, who comprised of both head teachers and deputy head teachers and 328 classroom teachers making a total of 3608 respondents. A sample of 10% of the total population was taken making a sample size of 361 respondents, comprising of 328 school administrators and 33 classroom teachers. Self-administered questionnaires were used for data collection. A test- retest was carried out in four public primary schools to establish the reliability of the research instrument. Data collected were analyzed descriptively with help of Statistical Packages of Social Sciences (SPSS) version 28.
 Findings: The findings revealed that a large number of teachers were supported by their school administrators to attend digital literacy training sessions. It was further noted that very few administrators always facilitated for repair of the broken parts of the computers 16(9.8%).
 Unique Contribution to Theory, Policy and Practice: The findings of the study will guide the leadership in effective delivery of flagship programs like the digital literacy program through multi-agency approaches.

School Administrators’ Possession of Digital Skills and Digital Literacy Content for Implementation of Digital Literacy Program in Public Primary Schools in Kitui County-Kenya

Purpose: The purpose of this study was to find out school administrators’ possession of digital skills and digital literacy content impact on the implementation of digital literacy program in public primary schools in Kitui county-Kenya.
 Methodology: Descriptive survey research design was used to describe the characteristics of the respondents. Review of related literature was done in line with the objectives of the study. The target population comprised of 3280 school administrators, who comprised of both head teachers and deputy head teachers and 328 classroom teachers making a total of 3608 respondents. A sample of 10% of the total population was taken making a sample size of 361 respondents, comprising of 328 school administrators and 33 classroom teachers. Self-administered questionnaires were used for data collection. A test- retest was carried out in four public primary schools to establish the reliability of the research instrument. Data collected were analyzed descriptively with help of Statistical Packages of Social Sciences (SPSS) version 28.
 Findings: The study established that school administrators’ skills and competencies in digital technology were a good predictor of a smooth digital literacy implementation. On the overall the study found out that schools’ administrators’ possession and use of digital literacy skills was below average. The study further established that 145(88.48%) respondents could access digital literacy content in their school while 19(11.52%) could not access the content in school.
 Unique Contribution to Theory, Policy and Practice: The findings of the study will guide the leadership in effective delivery of flagship programs like the digital literacy program through multi-agency approaches

EVALUATION OF CLEAN AND HEALTHY PRIMARY SCHOOL PROGRAM IN BOGOR

EVALUATION OF CLEAN AND HEALTHY PRIMARY SCHOOL PROGRAM IN BOGOR

Challenges of Special Education Teachers in Inclusive Mathematics Teaching in Primary Schools: A Preliminary Study

Teaching and learning mathematics in an inclusive manner is growing, primarily to ensure that students with special needs receive equal education with mainstream students. Therefore, this study was carried out in order to identify the challenges that teachers face when implementing inclusive mathematics teaching in primary schools. This qualitative study employs a case study design with two outstanding special education teachers who are involved in inclusive education programmes in primary schools. Data collection method was done using semi-structured interviews and field notes. The data obtained were analyzed using the constant comparative analysis method to determine themes and sub-themes. The findings of the study found that special education teachers face various challenges in teaching mathematics in an inclusive manner, namely lack of pedagogical content knowledge to teaching mathematics in inclusive classrooms, dense classes, problems of subject teachers' attitudes and motivations, bullying problems between mainstream students and special needs students, and problems in ensuring effective communication in inclusive classes. This study expands the knowledge and literature about the challenges faced by special education teachers in primary schools in implementing inclusive teaching. Various initiatives must be taken to ensure that all challenges can be overcome and that inclusive mathematics teaching can be implemented effectively.

Exploring factors influencing attitudes toward premarital sex among Thai adolescents: a quantitative analysis

In Thai society, teenagers having sex before marriage is often avoided as it is considered forbidden. Nonetheless, it is widely believed that young people are becoming more sexually active before marriage. This study aimed to determine factors associated with attitudes toward premarital sex among Thai adolescents. Secondary data was used and drawn from the 2011 Survey on Conditions of Society and Culture by the National Statistical Office Thailand. The total study population was 674 Thai adolescents, comprising 364 younger adolescents aged 13–16 and 310 older adolescents aged 17–19. Three-quarters of the sample were school-going students. The analysis used Pearson chi-square and binary logistic regression. The results found that age, gender, education status, and acceptance toward sexual behaviors had a significant association with attitude toward premarital sex with those under 15 years old (p < .05). The probability of agreement with premarital sex was highly associated with the acceptance of open sexual behavior. However, older age groups and school-going adolescents had less likelihood of agreeing with premarital sex when compared with younger and out-of-school groups. Female adolescents had less probability of agreeing with premarital sex than males. In conclusion, accepting open sexual behavior is at risk of agreeing with premarital sex, but education programs in school may protect them from it. To provide knowledge and prevent the risk of premature sexual activity, sexual health should be promoted, including the appropriate sexual value, in primary school programs. In addition, the government should encourage sexual health through social activities for out-of-school adolescents.

Physical strength levels and short-term memory efficiency in primary school children: a possible match?

Physical strength stimulation and, in general, physical activity induces brain plasticity (functional and structural adaptations) in different cerebral areas, benefiting executive function, cognition, attention and academic performance, which is usually estimated by measuring the Intelligent Quotient (IQ), and IQ is related to short-term memory, generally during school age. However, very little is known about the role of physical strength on short-term memory efficiency. Therefore, the primary aim of this study is to examine whether the level of physical strength can positively impact short-term memory efficiency in primary school children. Additionally, if this effect is observed, the secondary goal of this study is to determine whether the age of the participants plays a role in mediating and moderating this influence. Seventy-five children from a primary school in the metropolitan area of Turin were recruited for this study. Each subject performed the overhead medicine ball toss (backwards) test to assess physical strength and the Digit Span test from the Wechsler Intelligence Scale for Children (WISC) to evaluate short-term memory efficiency. Firstly, a simple mediation model was used to identify the possible impact of physical strength levels on short-term memory efficiency and the potential role of participants' chronological age. Secondly, a moderation model was carried out to observe if age could moderate the impact of physical training on short-term memory efficiency and the different significance levels of the moderator. Significance was assumed at P<0.05. The results showed a statistically significant direct effect of physical strength on short-term memory (Β=0.429, t<inf>(72)</inf>=3.247, P<0.01). On the contrary, age was not statistically significant (Β=0.167, t<inf>(72)</inf>=3.247, P=0.211). Furthermore, a significant interaction between strength and age was identified by the moderation model (β=-0.270, P<0.01). Specifically, the impact of physical strength levels on short-term memory increased for individuals who were above the mean age (β=0.755, P<0.001). but not for those under the mean age (β=0.215, P=0.153). This model explains 37.2% of the variance in memory (R2=0.372, F<inf>(3, 71)</inf>=14.031, P<0.001). These findings suggest that physical strength can positively influence short-term memory. In addition, this impact is enhanced in older-age children. Thus, primary school programs should stimulate physical strength to help children develop cognitive abilities.

Mainstream and special schools’ use of well‐being programmes: A regional survey

AbstractThe incorporation of mental well‐being provision into school curricula is increasingly the focus of government policy in the UK and internationally. However, it is not clear what well‐being programmes schools provide to pupils, and how these programmes are delivered. The current study was an online survey to assess the use of whole‐school well‐being programmes in primary schools in North Wales. Normalisation Process Theory was utilised as a framework to assess normalisation of the well‐being programmes. One‐hundred and fifty‐one schools in North Wales responded to the survey. The mean number of whole‐school well‐being programmes utilised by schools was 4.59, and nine of the 10 most frequently used programmes had little or no associated evidence base. The well‐being programmes were generally perceived as normalised (i.e. everyday practice) by respondents. Implications for future practice are discussed, including the need to support schools to identify and implement evidence‐based mental well‐being provision.

Child disaster resilience in action: Post-bushfire qualitative perspectives on a school-based preparedness program

We aimed to explore the acceptability of delivering a child-focused disaster preparedness program in primary schools in a high disaster-risk area and assess community perspectives of young people's application of preparedness skills during a large-scale bushfire in Australia. Fifteen adult community members participated in individual key-informant interviews online and in-person. Interviews were conducted one year following a major bushfire event in the community. Reflexive thematic analysis was conducted to determine community perceptions of the preparedness program's acceptability, applicability and impact. Findings indicated that parents and school staff valued the age-appropriate content and delivery of the preparedness program and viewed it as highly relevant, engaging and applicable for primary school children. Many reported that the program supported child-led decision making in evacuation preparedness, heightened a sense of agency, and enhanced social connectedness. Interviewees described multiple instances of children who had completed the preparedness program later enacting the key response strategies during bushfires. The findings complement calls for child preparedness education and highlight the long-term positive impacts of engaging children in disaster resilience. Accordingly, disaster risk reduction measures should incorporate child-focused strategies to foster whole-of-community resilience in high-risk areas.

Stakeholders’ perceptions on the nutritional and educational impacts of National Home Grown School Feeding Programme on pupils of rural public primary schools in Ebonyi State, Nigeria

ABSTRACT The Nigerian government, in addition to the already existing free and compulsory primary education policy, introduced the National Home-Grown School Feeding Programme in public primary schools across the country to fight short-term hunger and improve the health and nutritional needs of children by providing daily nutritious meals during school hours. Our study is borne out of scarce literature examining the efficacy of the programme on the pupils. Twenty-four participants were purposively selected for the study. Data were collected using in-depth interviews and analysed thematically. Participants believed that the programme has improved the academic performance of the pupils and saved them from hunger. However, factors such as inadequate funding and lack of involvement of child welfare professionals like social workers affect the operations of the programme. The study recommended the inclusion of social workers in the awareness creation and implementation of the programme for more effective results.

Provision of Nutrition Meals and Learner Participation in Public Primary Schools in Makueni County, Kenya

The provision of nutrition meals has been implemented in an attempt to increase food security, reduce hunger, improve health status, increase school enrollment, and enhance learner participation. The purpose of the study was to investigate the influence of the provision of nutrition meals and learner participation in public primary schools in Makueni County, Kenya. This study was guided by an objective; to determine the extent to which the provision of nutrition meals influences learner participation in public primary schools in Makueni County, Kenya. Thus the study was grounded on a pragmatic paradigm that customizes both quantitative and qualitative methods of research. Descriptive survey and correlational research designs were employed. A Target population of 875 was considered which consisted of; County Education Officers, Sub County Education Officers, and Chairpersons- Board of Management, Headteachers, Teacher, and Learners in School feeding programme strategies. Yamane’s formula was applied to obtain the sample size of 275, and simple random and purposive sampling methods were employed to choose sample sizes from the population strata. Out of 66 questionnaires administered to learners in the school feeding programme in public primary schools, 58 were completed giving a return rate of 87.9%. Among 198 questionnaire given to school Headteachers, Teachers, and chairpersons-Board of management, 193 were completed, and a return rate of 97.5% was achieved. An interview guide and open ended questionnaire were employed to gather information. Null hypotheses were tested at α= 0.05 significance level and the outcomes were: There was a significant association between the provision of nutrition meals and learner participation in public primary schools in Makueni County, Kenya. Since P = 0.01&lt;0.05 from the learners' perspective thus the study rejected the null hypothesis and concluded an association between provision of nutrition meals and learner participation in public primary schools in Makueni County, Kenya. However, there was an insignificant association between the provision of nutrition meals and learner participation in public primary schools in Makueni County, (P = 0.583 &gt; 0.05) from head teachers, teachers and BOM chairpersons’ perspective, and hence the study failed to reject the null hypothesis thereby concluding there was no significant relationship between the provision of nutrition meals and learner participation in public primary schools in Makueni County. In view of the study outcomes and deductions, these recommendations were raised: School stakeholders, pertinent Government educational Departments, and Authorities need to improve governance and prudent management of nutrition interventions, including policy and regulations that ring-fence resources for the provision of nutrition meals to enhance learner participation in public primary schools in Makueni County, Kenya.

The formative evaluation and pre-testing of a SunSmart policy implementation support toolkit targeting sun safe hat-wearing in NSW primary schools.

Strategies that support the implementation of the SunSmart program in primary schools are essential to optimising policy uptake. Evidence outlining the type of support required, however, is lacking. This project explored the usefulness of an implementation support approach to sun safe hat-wearing in schools. Formative research was undertaken with 16 primary schools in Greater Western Sydney to explore current sun protection behaviours and practices, perceived barriers and motivators of sun safe hat-wearing, and resource needs. Based on these insights, a resource toolkit was developed and tested in 14 demonstration sites. Follow-up interviews evaluated the usefulness of the toolkit and implementation support approach. Sun safe hat-wearing practices varied among schools. Commonly reported motivators included school policies, role modelling, incentives and knowledge. Commonly reported barriers included negative social norms, forgetfulness, cost and lack of understanding. Formative insights informed the development of the 'Motivation, Access, Triggers' Model and a 23-resource toolkit. Following toolkit rollout, champions reported that the ability to select resources according to local needs was useful, and most found that the toolkit supported their school with sun safe hat-wearing. A toolkit with local champions and leadership buy-in has the potential to improve policy implementation. The opportunity to prioritise resource selection enables schools to address their specific needs in line with their sun protection policy. SO WHAT?: The provision of policy implementation support can help schools overcome the challenges of transforming a written SunSmart policy into practice.

School-based relationships and sexuality education programmes in primary schools: contexts, mechanisms and outcomes

ABSTRACT This paper presents findings from a literature review on relationships and sexuality education for primary (elementary) school programme effectiveness. Using a theory-generating approach informed by realist evaluation, the review takes a deep dive into the literature to identify contexts, mechanisms and outcomes likely to influence the effectiveness of programmes. This paper will be of interest to researchers, evaluators, RSE programme designers and practitioners as findings provide a catalogue of factors (variables) that can be considered for application in future programme evaluations and for inclusion in programme logic models. It identifies areas of opportunity to incorporate children’s voices into research and points to the need for longitudinal studies to address the context- and time-sensitive nature of relationships and sexuality education.

English

The study was aimed at investigating practice relating to use of cooking salt in school meal preparation and quality control practices among Food Vendors (FVs) engaged in National Home-Grown School Feeding Programme (NHGSFP) in public primary schools located in Oyo and Ogun States, Southwest Nigeria. An exploratory qualitative study was conducted among 40 selected FVs engaged in NHGSFP in the two States. Data were collected using a pretested Key Informant Interview guide. Interviews were subjected to thematic content analysis. Findings reveal that several FVs usually used packaged cooking salt, while some preferred unpackaged cooking salt sold in open plastic containers. The use of salt combined with other forms of food seasonings including bouillon cubes was a common practice among FVs. Practices they often employed to determine quantity of salt included &lsquo;gradual adding of salt to taste&rsquo;, use of bare-hands to add salt and &lsquo;use of visual measure to gauge the added salt&rsquo;. Some FVs usually salvaged meals containing excessive salt, especially rice by adding water and sieving it afterwards. An appropriate nutrition education intervention, which encourages use of packaged dietary salt by FVs as well as graduated measuring spoon to quantify the amount of salt added to school meals is suggested. &nbsp; Key words: Food vendors; school meals; national home-grown school feeding programme; use of cooking salt control, use of condiments; Southwest Nigeria.&nbsp

Can a police-delivered intervention improve children’ online safety? A cluster randomised controlled trial on the effect of the “ThinkUKnow” programme in primary and secondary Australian schools

PurposeOnline abuse of and by children is a global concern. Methods to prevent this phenomenon are diverse; however, less is known about police-led initiatives and their effectiveness in reducing the likelihood of becoming a victim or a perpetrator of cyber abuse among children. Specifically, there are no rigorous tests of the ThinkUKnow programme, to which hundreds of thousands of young people were exposed since 2006.MethodsWe present results from a cluster randomised control trial conducted to evaluate the Australian version of the ThinkUKnow programme, delivered to students in primary and secondary schools. The programme consists of one face-to-face classroom-based training session delivered by at least one uniformed member of the Australian Federal Police. Post-test surveys among (n = 1954) students were used to estimate the treatment effect.ResultsExposure to the programme significantly improves knowledge about cyber abuse but marginally impacted risk perceptions, engagement with risky behaviours, or willingness to report cyber abuse to adults or others. Treatment participants are more likely to report cyber abuse to the police than control participants. The legitimacy of the police also improves following the intervention among younger but not older students.ConclusionThinkUKnow leads to desirable consequences in some but not all indictors of potentially minimising the risk of cyber abuse to and by children. Replications, preferably with diverse populations and measures of long-term effects of behavioural modifications, are needed.

Using a Complex Sensorimotor Reaction to Predict School Performance

In recent years, the number of students with learning difficulties has increased. Often, children with a high level of intellectual development cannot cope with the primary school program. The success of studying at school is largely determined by the level of development of the executive function. There is evidence that the results of sensorimotor tests coincide with the results of the evaluation of executive function. The purpose of the study: to find a connection between the results of sensorimotor tests and the academic performance of elementary school students. The study involved 108 children aged 9-11 years. Annual marks in all subjects for grades 2 and 3 were taken into account. The diagnostic unit consisted of 7 hardware and software tests that evaluated various parameters of simple and complex sensorimotor reactions. Results. Factorial and regression analysis of the data were carried out, statistically significant relationships between academic performance and indicators of complex sensorimotor tests were revealed. The tests included three main elements of executive function: inhibitory control, working memory and cognitive flexibility. The results of certain sensorimotor tests predict academic performance in grades 2 and 3. Apparently, this is due to the fact that the tests simulate the learning process in real conditions when it is necessary to show cognitive flexibility. The relationship of academic performance with simple sensorimotor reactions has not been revealed. Conclusion. The use of certain sensorimotor tests for older preschoolers and first grade students will allow identifying children at risk of learning difficulties before these difficulties arise and have a negative impact on the development of the child's personality. The use of software and hardware complexes for conducting sensorimotor tests makes it possible to examine large groups of children in a short time, which is convenient in educational institutions. The results of testing of younger schoolchildren will help to develop an optimal educational route for each child, taking into account the peculiarities of the functioning of the nervous system.

Comparison of the Primary School Turkish Program Implemented in Turkiye and the Primary School French Program Implemented in France

Every country follows a different program for teaching the mother tongue. In some countries, states apply different programs for their students and in some the national education program is central and applied in the same way throughout the country. Turkiye and France apply the programs defined by their ministries of national education. In this study, the Turkish teaching program and French teaching program in primary schools have been analyzed and compared in terms of learning outcomes and program structure. The common points and differences between the programs have been identified. Students start systematic language learning in primary school. When students have proficiency in their mother language, they become successful learners in other fields of study. Thus, primary schools play a vital role in educating individuals by raising their awareness about the importance of using their mother language appropriately and effectively. In Turkiye, primary school is 4 years and it is not divided into parts. In France primary school is 5 years and it is divided into two parts in terms of students’ skills development. Students’ language development starts with the family and continues at school. The role of classroom teachers and mother language teachers cannot be overlooked.

Implementer Views on Whether Catch-Up Education Program in Primary Schools (Iyep) Could Be Performed Via Distance Education

Face-to-face education in many countries was suspended due to the global pandemic of COVID-19 declared by the World Health Organization (WHO) in 2020. The pandemic led to new searches in the academic process, and distance education gained importance in Turkey. However, the Catch-Up Education Program in Primary Schools was not taken into account while it was stated that educational services provided in resource rooms within the scope of inclusive education were to be continued via distance education. Accordingly, it was aimed to examine the views of classroom teachers who had implemented IYEP before on whether IYEP could be performed via distance education and to make an evaluation based on the first-hand experiences of implementers. To that end, the research was conducted with 22 participants in accordance with the ethical principles. Ethics committee approval was obtained for the study with the decision of Agri Ibrahim Cecen University Scientific Research Ethics Committee dated 08.09.2021 and numbered 206. All of the participants are experienced classroom teachers who have experience with IYEP and have performed distance education. The research was performed with the phenomenological design of qualitative research designs. The data were collected with a semi-structured interview form, and the interview questions were finalized after having been reviewed by two academics who are subject-matter experts. The data obtained in the research were subjected to descriptive analysis individually by the researchers and evaluated. It was concluded that IYEP could be continued via distance education when the face-to-face education could not be performed, but there were several concerns about the matter at hand. The participants often mentioned that distance education could not substitute for and be as effective as face-to-face education. Nevertheless, despite certain disadvantages, considering the contributions of IYEP in face-to-face education, it was found that distance education could be utilized so that shortcomings in learning would not accumulate and extend to the next year and that experiencing IYEP via distance education could provide ideas about future practices.