Primary School Pupils Research Articles

Primary School Pupils' Perceptions and Experiences of Wearable Technologies.

Wearable technologies offer new opportunities to address in-school physical inactivity. However, children are often excluded from discussing issues which directly impact them, including the use of wearable technologies in a school setting. Thus, the aim of this study is to understand primary school pupils' experiences and perceptions of using wearable physical activity monitoring technologies within schools. Nine semi-structured focus groups were conducted with 41 Year 5 and 6 pupils (19 girls, 22 boys) from 5 primary schools in the South West of England. Focus group transcripts were analyzed using a reflective thematic approach. Pupils made valuable contributions to discussions around wearable technologies, considering both advantages and disadvantages. Most importantly, when discussing use in schools, pupils were mindful that while they wanted to see their own activity and saw benefit in teachers knowing their activity, they felt comparisons in classes could lead to negative emotions for some pupils. The findings from this study can contribute to a more detailed understanding of pupils' perspectives, which can help inform school-based interventions which aim to address physical inactivity and associated inequalities. Instead of using wearable devices for individual pupil ownership, schools should access data-insights with the intention of changing school practices.

Vastasaapuneiden oppilaiden tiedonalakohtaisten lukutaitojen arviointi: Kielididaktinen näkökulma oppimisen tukeen

The purpose of preparatory education is to familiarise newly arrived pupils with the language of instruction and the school system so that they achieve the skills needed in attending basic education. In this paper, we introduce and examine an assessment tool, “Valu”, designed to assess newly arrived pupils’ disciplinary literacy skills in Finnish in this critical phase. We analyse assessment data and our observations from the first piloting round of the tool, to gain understanding about how primary school pupils’ literacy can be assessed in Finnish language and literature, and mathematics, and about the support the pupils need in completing the tasks. Our findings highlight the importance of teachers’ interactionist support, even though the pupils show signs of learning how to utilise the interventionist support within the Valu tool. Newly arrived pupils studying Finnish language and literature, and mathematics can be supported by recognising what kind of support they need and where.

Digital learning technologies usage during Covid‐19 lockdowns

AbstractThe global impact of the Covid‐19 pandemic on school education has been unprecedented, with widespread school closures and the need for education to be delivered remotely. By providing an overview of the continuity of learning and teaching during the 2019–2021 academic years, this study aims to contribute to a better understanding of the impact of the pandemic on the use of digital learning technologies in Wales. This study links usage data from the Government's National Learning Platform (Hwb) to national administrative school records for all pupils in maintained schools. It employs a quantitative methodology to model the inequalities in digital learning technology usage. Multiple linear regression is used to quantify the factors associated with pupils’ use of the national learning platform before and during the pandemic, with a particular emphasis on school closures. The study's findings show notable differences in the level of learning platform usage across school sectors, with primary school pupils using the platform the most. Furthermore, school‐level teacher usage of the platform and household socioeconomic status are key factors influencing pupil usage. The analysis also reveals that levels of learning platform usage prior to the first school closure were associated with learning platform usage in the first school closure period, and usage in the second school closure period was also associated with usage in the first school closure period.

What’s the Fuss about Extra Lessons? Empirical Evidence on Pupils’ Perception

Divergent perspectives on extra lessons for pupils have dominated current discourse on instructional support. Debates regarding the benefits of extra lessons have been on the increase. A number of experts are of the view that primary school curriculum is overloaded. Often, there is no empirical data for evidence-based policies regarding this. We designed this pilot study to explore students’ extra lessons experiences in order to inform policies. We used a cross-sectional survey design to sample 261 students (male = 54%; female = 46%; mean age = 10.51±1.41) from six intact classes in two primary schools owned and operated by two tertiary institutions in Anambra State. We developed a questionnaire consisting of 9 items to gather students’ views on their extra lessons activities. Part A of the questionnaire comprises the participants’ demographic information while the part B consists of 9 items eliciting the experiences of the participants in extra lessons activities. Major findings demonstrated that the majority of students engaged in extra lessons were satisfied with the lessons, experienced little stress during extra lessons, and learned a lot from them. Furthermore, a higher proportion of male students were more dissatisfied with extra lessons than their female counterparts; and more students reported being dissatisfied with the extra lessons when they lasted longer than two hours per day. The implications of the findings were highlighted, and it was concluded that, while extra lessons may benefit primary school pupils, if not properly implemented, they may be detrimental to students’ mental health and learning outcomes.

Contribution of Metacognitive Questions to Accuracy of Judgment of Learning in a Digital Environment

Primary school pupils have difficulty making accurate judgments of learning (JOL) in a digital environment. In two studies, we examined the contribution of metacognitive self-questioning to JOL accuracy in the course of reading literacy (Study 1) and mathematical literacy (Study 2) digital learning programs. Both studies comprised a six-session intervention. In each session fifth-grade students studied a short text (Study 1, N=65) or story containing mathematical components (Study 2, N = 72), then judged their comprehension by predicting their performance before completing a test. For the experimental groups, metacognitive questioning was incorporated into the study materials. In both studies the experimental groups improved over the six sessions in both performance and calibration (i.e., reducing the gap between judgment and performance). The findings highlight the contribution of metacognitive support to improved performance and judgment accuracy and strengthen the case for incorporating metacognitive practices when teaching literacy in a digital environment.

LAIKO JUOSTOS UŽDUOČIŲ TAIKYMAS MOKANT SUPRASTI ISTORINĮ LAIKĄ PRADINĖS MOKYKLOS TREČIOJE KLASĖJE

School history content in recent years has been shifting away from the "grand" story of history towards historical literacy, based on critical thinking and historical research skills. This encourages the explora-tion of the possibilities of developing these skills from primary school onwards, using a variety of ac-tive learning methods in social education classes. The aim of the study was to determine whether the targeted use of timeline tasks in the educational process can improve the historical time comprehension skills of third grade pupils in Lithuanian primary schools. The focus of the study was the use of timeline tasks in the understanding of historical time. The aim of the study was to explore the changes in the historical time comprehension skills of 3rd grade pupils in a primary school when timeline tasks are purposefully applied in the educational process. An action re-search study was carried out, 16 educational activities were organized in two primary school third grade classes. In one classroom, 8 activities involved the purposeful use of timeline tasks. Students' historical time comprehension skills in the category of timeline application were assessed through quantitative and qualitative content analysis of the questionnaires completed by students. It was found that before the educational activities, some of the pupils in grade 3 had not reached the level of devel-oping understanding of historical time at level A in the category of application of the timeline. A com-parative analysis of the data after the educational activities showed that the pupils in Class X who worked on the timeline tasks during the educational activities achieved higher results than their peers in Class Y who did not work on the timeline tasks during the educational activities. The results of the study suggest that the use of timeline activities in history learning enables students to better orient themselves in historical time and to achieve higher learning outcomes. Keywords: understanding historical time, timeline application, primary education, action research

Detection and Transmission Dynamics of Intestinal Schistosomiasis among Primary School Pupils in Tharaka Nithi County in the Mt. Kenya Highlands

Emerging infections cause considerable public health problems to humanity worldwide. The presence of Biomphalaria spp vector snails, the compatibility of the snails with schistosomes, and the prevalence of intestinal schistosomiasis infection in school-going children were determined. The study sought to determine the presence and transmission dynamics of schistosomiasis in Tharaka Nithi, an emerging schistosomiasis transmission focus in the Mt. Kenya highlands. The Epidemiological Triangle Model (ETM), which sheds light on the transmission of infectious diseases, served as the foundation for this study. A cross-sectional study design was used. The study targeted 178 students in grades 1–8 from the two primary schools in Tharaka Nithi located along the catchment area of Mukothima and Thanantu rivers. The number of study participants was determined using the Cochran formula. Study participants were selected randomly from the class register while ensuring equal numbers of boys and girls to avoid bias in results. The stool samples collected from the participants were processed using Kato Katz's quantitative screening technique for helminths and formal ether concentration technique for intestinal protozoa. Biomphalaria snails were collected and identified based on morphology. Snails were also bred and experimentally infected with a laboratory strain of Schistosoma mansoni and passed to the F5 generation to check the compatibility with the Schistosoma mansoni parasite. The overall mean snail parasite infection rate was 23.51% with a positivity of 19.38% in Mukothima River compared to 27.64% in Thanantu River. Although none of the field sampled snails were found infected with S. mansoni, pupils tested were found to be infected with the parasite with a positivity rate of 15.5%. Other parasites detected included Ascaris lumbricoides with a prevalence rate of 9.23% and Entamoeba histolytica with a prevalence of 8.48%. Results from the snail susceptibility experiment showed that the snails supported the development of S. mansoni to full patency, indicating the potential to support the schistosomiasis transmission cycle. Despite not finding any field-sampled snails infected with S. mansoni, the demonstrated compatibility of the snails with the parasite and the finding of infection in school children suggests that transmission is a possibility. Schistosomiasis prevention strategies including deworming programs, school and community environment sanitation, and latrines provision are highly recommended to prevent further spread of the disease.

Prevalence of Bullying among Primary School Pupils in Al-Najaf City, Iraq

Prevalence of Bullying among Primary School Pupils in Al-Najaf City, Iraq

Extensiveness of Teachers’ Workload in Determining the Acquisition of Kiswahili Reading Skills Among Pupils in Public Primary Schools in Tanga City Council, Tanzania

The study investigated the extensiveness of teachers’ workload in determining the acquisition of Kiswahili reading skills among public primary school pupils in Tanga City Council, Tanzania. The study employed a convergent design under mixed methods research approach to collect both quantitative and qualitative data simultaneously and compare the results to obtain a more complete understanding of the research problem. The study targeted 80 public primary schools, 80 head teachers, 264 Kiswahili subject teachers, 24 Ward Education Officer and 1 City Council Primary Education Officer. Both probability and non-probability sampling techniques were employed to obtain respondents who participated in this study. The study involved 8 public primary schools, 8 head teachers, 88 Kiswahili reading skills teachers, 8 WEO and 1 CCPEO. Data were collected using questionnaires, and interview guide. Data collection instruments were validated by Mwenge Catholic University research experts. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert scale items was determined using Cronbach's Alpha Coefficient where reliability coefficient r= 0.892 for Kiswahili subject teachers questionnaire was obtained. The reliability for qualitative data was established through peer debriefing and triangulation. The study adhered to research ethical principles throughout the research process. Quantitative data were analyzed using descriptive statistics particularly using frequencies, percentages and mean with the aid of SPSS Version 22. The study concludes that due to their overwhelming responsibilities, teachers find it challenging to give students timely and insightful feedback on their reading progress. Teachers find it challenging to plan and implement enjoyable reading activities that would greatly enhance their pupils Kiswahili reading skills. Teachers are unable to give each pupils the individualized support and attention they need to improve their reading skills in Kiswahili, leaving them with little time and energy. The study recommends that heads of public primary schools can support teachers in working less by making sure that teachers have enough time to plan, organize, assign reading tasks, and help pupils who are failing with learning. The administration of public primary school should make sure that the school has enough teaching and learning resources for Kiswahili reading instruction.

An Evaluation of Education Policy in England since 2010 and the Policy Consequences for Small Primary Schools

The fate of small primary schools (pupils aged five–eleven years old) in England is linked to education policy reforms. This paper presents an evaluation of selected education policy reforms in England since 2010 with suggested consequences for small primary schools. The research was undertaken using a qualitative research methodology that employed a document analysis method to create a Policy Document Analysis Frame (PDAF) for the policy evaluation. The implications of the policy reforms for small primary schools were examined through the conceptual lens of Educational Isolation. Educational Isolation identifies the limiting factors of place for a school’s access to the resources required for school improvement. Education policy reform is focused on school improvement. Small primary schools in England are typically located in rural neighbourhoods with sparse populations, resulting in an average of just over 100 pupils per school. The findings suggest that the contextual factors of place and size for small primary schools in England present disadvantages in relation to the selected national education policy reforms. The national funding formula, Multi Academy Trusts (groups of schools independently regulated but centrally funded by the state), and National Standards are the key policy reforms, driven by a neo-liberal ideology, that are suggested to have implications for the future of small schools. Recommendations are offered to the new 2024 Labour government that would support the re-instatement of small primary schools as an integral part of the education landscape in England.

Engaging Parents for Improved Schooling Outcomes of Under-8 Pupils: A Teachers’ Qualitative Perception

Purpose. Based on the Asuwada Theory of Sociation, an indigenous theory that stresses the importance of the interactive community cycle, this study aims to understand teachers’ views of children’s schooling in the context of the parents’ engagement pathways. Education policymakers and decision-makers need to understand how outside factors affect children's education as they grow up. This is because education is a continuous, lifelong process largely predictable by activities from when and where children are born. While it is assumed that developing a child's whole personality is the teacher's job, studies have shown that this goal can be challenging to achieve when other aspects of their education are not up to par. However, studies show that parents have not shown much effort, hence this study. Methodology. The study, guided by one research question, adopted the qualitative research design. A semi-structured interview was conducted with twelve (12) seasoned primary school teachers with at least 20 years of teaching experience in the Ibadan Metropolis, Nigeria. Interviews were transcribed and evaluated thematically. Result. Findings revealed teachers’ disposition toward parents’ involvement through crucial thematic areas. We conclude that Child-centered parental networking should be reiterated among parents, making it possible for the children to develop interpersonal competencies, even after school. Conclusion. There are identified areas of engagement that are directly and mutually child-oriented beyond the common narrative of benefiting children alone, through which parents can be involved to improve the schooling interest and socio-emotional development of primary school pupils.

The effect of tutoring primary school pupils by university students on STEM interest: a pre-registered randomised controlled trial

The effect of tutoring primary school pupils by university students on STEM interest: a pre-registered randomised controlled trial

School Staff Strategies for Identifying, Dealing with and Preventing Cyberbullying Among Swedish Primary School Pupils

This study, using a socio-ecological model of bullying, examines how school staff, in a Swedish municipality, identify and deal with cyberbullying among primary school pupils, focusing on gender differences to better inform staff participation in the municipality’s anti-bullying strategy. Twenty-five (25) semi-structured interviews were conducted with staff members (including non-teaching staff). Results indicate that cyberbullying, predominantly occurring outside school, impacts educational activities and practices within it. Results also suggest a higher prevalence of cyberbullying among girls. Seven anti-­cyberbullying strategies employed by school staff to identify, intervene in, prevent and deal with cyberbullying among primary school pupils were indicated, providing additional insights into the unique socio-ecological context in which cyberbullying takes place, characterized by ubiquitous ‘twenty-four-seven’ availability. The implications of identifying cyberbullying and addressing initiatives related to this form of bullying in schools are also discussed.

The Effect of Steam Approach to Economics Media Based on Bima Local Wisdom in Elementary Schools

The purpose of this article is to contribute new learning concepts about critical thinking in social sciences, especially economics, as well as the belief that social character is not developed in Indonesian schools. We investigated how primary school teachers self-reported applying what they had learned about economics to their daily social views. With the aid of educational media, this experimental study aimed to ascertain the extent to which the STEAM method influences the meaning of studying economics from early in life. According to the findings, very few pupils comprehend how economics affects both the environment and them in day-to-day living. Not only did we discover that the STEAM technique had a significant effect on pupils' thinking processes. However, they also discover the impact of their characters. There are significant differences in the level of understanding of learning, one of which is influenced by local wisdom. The implications of these findings for sharpening primary school pupils' comprehension of social science courses are explored. We suggest that social science learning be implemented using many of the latest approaches. Focusing on improving character based on local culture is not enough to use the traditional approach that has been implemented so far.

Does Early Childhood Education Matter on Reading Achievement Among Arab Countries

Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching.

Implementing the service-learning methodology in nursing education: A case study

IntroductionNurses play a crucial role in global health promotion, and innovative teaching strategies are vital to addressing modern educational challenges. Service-learning, a credit-based approach, integrates community service with academic learning, enhancing students' understanding of course content while fostering civic values. Although established in the United States of America and growing in Europe, most studies on service-learning focus on student learning outcomes, often overlooking its impact on the communities served. AimsThe purpose of this study is to test whether the service-learning practice of nursing students teaching a pharmacology curriculum topic to school children promotes knowledge of the topic in both the nursing students and the school children. DesignThis research involves two pretest-posttest quantitative analyses and two satisfaction surveys. ParticipantsSeventy-six nursing students participated during the 2022–2023 academic year, and 69 primary school pupils received the service-learning intervention. ResultsPost-test scores of nursing students were significantly higher than pre-test scores (p = 0.0009). The percentage of correct answers post-intervention was significantly higher than pre-intervention (p < 0.0001). Additionally, 98.7 % of nursing students found the service-learning experience beneficial for learning, and 94.7 % reported increased social awareness.For the school children, the percentage of correct responses after the service-learning experience was statistically significantly higher than before the activity (p < 0.0001). The percentage of correct answers from pupils in each primary grade (fourth, fifth, and sixth) was statistically significantly higher after the application of the learning experience compared to before (p < 0.0001, p < 0.0001, and p < 0.001, respectively). The satisfaction survey indicated high acceptance of the methodology among both nursing students and school pupils. ConclusionsService-learning enhances knowledge of the pharmacology topic in both nursing students and school children.

The effects of special educational needs and socioeconomic status on teachers' and parents' judgements of pupils' cognitive abilities.

Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can influence and bias judgement accuracy. The present study aimed to investigate the relation between pupils' cognitive abilities and their teachers' and parents' judgements of these abilities, and potential bias in these judgements related to SEN, giftedness, and SES. The sample consisted of 1073 primary school pupils from grades 4-6 from 77 classes in 16 schools, and their teachers and parents. Teachers and parents rated their pupils' cognitive abilities. Pupils completed the COVAT-3, a cognitive ability test. Multilevel analyses revealed that parent judgements were significantly higher than teacher judgements, but both informants' judgements were equally strong related to the cognitive ability scores. When controlling for pupils' assessed cognitive abilities, the results revealed small judgement biases: negative for SEN, positive for giftedness, and finally positive for high SES, but only in teachers. Overall, the results indicated that teachers and parents can judge their pupils abilities to a moderate degree, but they also hold judgement biases related to SEN, giftedness and SES. As these biases can affect pupils' opportunities, it is important to increase teachers' and parents' awareness.

Teacher Characteristics Influencing Their Management of Pre- Primary School Pupils’ Disruptive Behaviour in Embakasi Constituency Nairobi City County, Kenya

Teacher Characteristics Influencing Their Management of Pre- Primary School Pupils’ Disruptive Behaviour in Embakasi Constituency Nairobi City County, Kenya

Using Problem-Solving based on learning Scaffolding to Develop primary school pupils’ critical thinking skills in science

Using Problem-Solving based on learning Scaffolding to Develop primary school pupils’ critical thinking skills in science

Unlocking Cognitive Horizons by Exploring the Influence of Maps on Primary School Pupils: An Examination Conducted in North Macedonia

This study thoroughly investigates the effects of utilizing maps as educational tools for children, aiming to enhance pupils' cognitive abilities and improve the overall educational system within primary schools. By exploring the potential benefits of incorporating cartographic materials into the curriculum, this research sheds light on their positive impact on children's intellectual growth and the educational framework at the elementary level, such as primary schools. The primary aim of this investigation is to deliver an interactive and compelling educational resource tailored for pupils aged between 7 and 10 years old. Pre-test and post-test were conducted with 377 primary school pupils in Tetovo, North Macedonia. Employing a comprehensive mixed-methods approach and through a meticulous analysis of the potential benefits of integrating maps into the pedagogical framework, this study aims to provide valuable insights into the positive effects they can have on children's skill acquisition and the overall efficacy of the educational system. Ultimately, the findings of this study are expected to inform educational stakeholders by furnishing empirical evidence on the advantages of incorporating maps into the learning process for young learners, thus contributing to more effective educational practices. The study's findings demonstrate a predominantly favorable reception, emphasizing the efficacy and educational utility of the maps and atlases among young pupils. The analysis shows that employing the maps and atlas led to an average enhancement in pupils' learning abilities, with an approximate mean increase of 31.45%.