Primary School Pupils Research Articles

What kinds of personal data do primary school pupils share with whom? Children’s view of personal data and its implications for teaching about privacy

What kinds of personal data do primary school pupils share with whom? Children’s view of personal data and its implications for teaching about privacy

PREVALENCE OF SCHISTOSOMA HAEMATOBIUM INFECTION AMONG PRIMARY SCHOOL CHILDREN IN FASKARI AND FUNTUA LOCAL GOVERNMENT AREAS OF KATSINA STATE, NIGERIA

Schistosomiasis is a water-borne parasitic disease caused by Schistosoma; the digeic trematode found in the blood vessels of a man and livestock. This study was conducted to determine the prevalence of schistosoma haematobium infection among the Primary Schools pupils in Faskari and Funtua Local Government Areas of Katsina State. A total of 496 of urine samples were collected from children of 8 Primary Schools in the study areas; 4 from each local government. A questionnaire was used to collect socio-demographic and other exposure information to explore Schistosoma infection for urine, and urine sedimentation microscopic technique was used for sample analysis. Data were expressed in prevalence (%) and subjected to Chi-square analysis at p < 0.05. Out of the 496 children assessed, 160 (32.2%) were positive for urinary schistosomiasis. The prevalence is significantly (p<0.05) higher in Faskari Model Primary School with (48.3%). It was found from the result that, there was no significant relationship (P=6.608) between source of water and Schistosoma haematobium infection among the pupils in the study areas. There was also no statistical association (P= 1.570) between the source of water for bathing and the infection of urinary schistosomiasis among the students in the study areas. Therefore, schistosomiasis is prevalent in the study areas with Faskari local government having higher prevalence of the infection.

The Use of Mobile Phone Technology in Teaching and Learning for Primary School Pupils During Covid-19 School Closure in Tanzania

This study investigated the use of mobile phone technology as a mitigation strategy for facilitating teaching and learning during the unprecedented COVID-19 pandemic-induced school closures in Tanzania. Employing an interpretive qualitative approach and a case study design informed by the Framework for the Rational Analysis of Mobile Education (FRAME), the study involved eleven (11) participants, encompassing one head teacher, three subject teachers, and seven parents. Data were collected through semi-structured interviews and documentary reviews and subsequently analysed using content and thematic analysis techniques. Findings revealed a sense of shock among parents and teachers due to the unforeseen closure of schools, but they promptly embraced mobile phones as a means to sustain students’ learning. These devices facilitated the exchange of learning materials via text messages, calls, social media, and emails. However, limitations in instructional skills and financial constraints for smartphone purchase and internet connectivity among parents posed significant challenges. The study recommends collaborative efforts between the government and other stakeholders to establish a robust online learning infrastructure that can ensure educational continuity during unforeseen school closures.

Interaction Challenges Faced by Primary School Pupils in an EFL Classroom at Bunia in the Democratic Republic of the Congo

Interaction Challenges Faced by Primary School Pupils in an EFL Classroom at Bunia in the Democratic Republic of the Congo

Finding an (Ecological) Niche in the Postdigital Taskscape: The Role of Strong Literacy and Poor Pedagogy in Primary School Pupils’ Online Literacy Practices

This paper uses a postdigital, postphenomenological lens to examine what happened when an online platform, a wiki, was used to support writing practices in an inner London Key Stage 2 classroom. It understands a postdigital approach to education as one which takes account of the imbrication of technology in our everyday life without valorising it or making hyperbolic claims about what it can do. Avoiding utopian or dystopian accounts, it unpicks what happened when students were allowed to compose multimodal texts beyond the classroom on topics that interested them. Using a postphenomenological approach, it looks at the materiality of the technology in praxis in the different spaces where it was used. It uses as a heuristic Ingold’s concept of the taskscape, recently developed by various scholars as a site not of romantic bucolic human activity but as somewhere where sociomaterial practices are contested as we wrestle for resources within our immediate environment. As students travel between these different taskscapes of home, school and the wiki, it examines how they enact the affordances around them in their transformation from apprentices to more skilled practitioners of literacy. It follows their trajectories-of-becoming when they move between these taskscapes, growing into knowledge as they weave lines of literacy across online and offline spaces. It argues that reviving Gibson’s notion of the ‘ecological niche’ allows us to understand why some find the paths between these spaces easier to tread than others.

Who do I Look like More, Mom or Dad? An Exploratory Survey about Primary Students’ Ideas about Heredity

AbstractUnlike in other countries, heredity and genetics appear first in Spanish science standards in secondary levels. However, some researchers have suggested the need of progressively introducing some basic genetic ideas already from primary education levels. In this context of no formal instruction in early stages, the objectives of our work were to characterize the incipient heredity model of primary school pupils and to evaluate its progression, to identify the most appropriate time to introduce these ideas. We designed a 12-item questionnaire referred to two constructs: (1) the difference between biologically inherited and environmental acquired traits and (2) the mechanism of inheritance. 535 primary school pupils (6–12 years; grades 1–6) took part in the study. In addition, 1–2 pupils per class were interviewed, totalling 30 interviewees. The results showed that pupils clearly identified physical resemblance as inheritable but had more difficulties in assessing physiological traits. Most pupils (84%) correctly identified that accidentally acquired traits were not transmitted to the descendance. However, only 32,2% of them use terms related to inheritance (77,1% of them in G4 – G6). Regarding the mechanism of inheritance, the idea that siblings express traits of both parents becomes more prevalent from grade 3, even suggesting the appearance of new traits or the mixture of previous ones. Older pupils accepted that a trait could skip a generation, although most of them were unable to explain the mechanism, that involves the idea of dominance/ recessiveness. These results allow identifying key leverage points for constructing the inheritance model at Primary levels.

THE IMPACT OF DIFFERENTIATED PEDAGOGY ON THE IMPROVEMENT OF HIGHER-ORDER THINKING SKILLS AMONG YEAR 5 STUDENTS IN THE SCIENCE SUBJECT AT SK. ST. AUGUSTINE (M), MERADONG

Higher-order thinking skills (HOTS) are a vital aspect in the transformation of the education system in Malaysia. However, thinking skills are less effectively implemented in the Malaysian education system, leading to a lack of Higher- Order Thinking (HOT) skills among Malaysian pupils. One of the factors contributing to this problem is the teaching approach used by teachers during teaching and learning sessions in the classroom. The presence of students with a variety of learning styles, interests, and levels of ability in a classroom has been a challenge for teachers to undertake teaching and learning activities and subsequently the established teaching and learning objectives. According to the 2022 International Student Assessment Programme Report (PISA), Malaysia is ranked 53rd out of 81 participating countries, which is the lowest ranking when compared to other countries. This is the result of the student's inability to answer assessment questions that require high-level thinking skills. The same situation also occurred where Malaysia’s performance in the Trend in International Mathematical and Scientific Studies (TIMSS) programme in 2019 showed that Malaysia was ranked 26th out of 39 participating countries. (TIMSS 2019). Differentiated Pedagogy (DP) is proposed as a solution, as it meets the learning needs and backgrounds of students who are different from the abilities aspect. The purpose of this study was to examine the impact of different pedagogy methods on the improvement of higher-order thinking skills within 5th-year primary school pupils in science subjects. The study was conducted using an experimental method by implementing differentiated pedagogical learning on a sample of 40 pupils selected purposefully from a school in the Meradong district. The sample of this study was divided by class, which was Year 5 of St. Thomas (n = 20) was used as a control group taught using conventional teaching methods, and Year 5 of St. Matthew (n = 20) was assigned to an experimental group taught using Differentiated Pedagogy method. The sample was given a high-level thinking skills test to determine the performance of pupils before and thereafter the implementation of differentiated pedagogy in learning the unit of 'Matter'. The results of this study indicated an improvement in higher-order thinking skills (HOTs) application in the treatment group that was taught utilizing differentiated pedagogy compared to that of the control group. This study suggests the use of this differentiated pedagogy in other schools as well as in other subjects.

Impact of a model-based paralympic sports project in physical education on primary school pupils’ attitudes, self-efficacy, and intentions toward inclusion of peers with physical disabilities

ABSTRACT Purpose Decreased involvement in physical education (PE) among children with disabilities can result from negative attitudes toward peers with impairment. School-based paralympic sports programs may improve students’ views about people with disabilities. The present study aimed to determine whether a model-based paralympic sports project in PE would have a favourable impact on primary school students’ attitudes, self-efficacy, and intentions toward including peers with physical disabilities in PE, ultimately improving their prosocial behaviour, while considering their previous experience with disability, according to the theory of planned behaviour. Methods Participants included 105 fifth-grade pupils of a primary school (mean age 11.0 ± 0.2 yrs) who were randomly assigned to a control (33 boys, 29 girls) or an experimental (25 boys, 18 girls) group. The intervention consisted of 8 PE lessons developed during 8 consecutive weeks: it incorporated sport-based youth development principles and affective learning into PE according to the Teaching Personal and Social Responsibility model (TPSR). The educational intervention focused on paralympic boccia and sitting volley (adapted to pupils’ skill level), comprised information, multimedia material, and the simulation of physical impairments, and used active learning strategies. Pre and post intervention, participants responded to a questionnaire investigating sociodemographic information, their attitudes, self-efficacy, and intention toward inclusion of peers with physical disability in PE, and their prosocial behaviour. A RM-MANOVA was conducted to investigate group × time, and group × familiarity × time interaction effects, on all the variables. A path analysis was conducted to test antecedents of intention and of prosocial behaviour. Results Results revealed a group × time effect (p < .001) with intervention group reporting significant improvements in all the measures. The intervention efficacy was enhanced by a significant effect of familiarity with disability (group × familiarity × time), with experimental group pupils familiar with interacting with a peer with disability reporting greater improvements in all the investigated variables (p < .001). Conclusions The integration of the TPSR model within a Paralympic sports program in PE showed positive effects on pupils’ psychological dimensions, contributing to the field of inclusive education. These findings could support primary school PE teachers in implementing TPSR-based paralympic sports projects in PE. Further, paralympic sports could assist in educating students to develop and perform appropriate behaviours towards their peers with disability, to facilitate their mutual development and learning.

Multilingual Assessment of Primary School Pupils in the HungarianContext

Multilingual approaches to teaching and learning are linked to significant benefits at the linguistic and metalinguistic levels in the European context. The study is based on the Dynamic Model of Multilingualism. Multilingualism research is considered to be a neglected area in the Hungarian context, however a handful of studies have appeared on third language acquisition and multilingual awareness recently. 44 subjects took part in the investigation. This study aims to investigate certain factors influencing third language acquisition. The following research questions have been formulated. The first question seeks to answer whether L2 knowledge and age have an impact on L3 achievement. The second question examines whether L2 experience has an impact on L3 proficiency and on multilingual awareness. The third question seeks to determine whether the order of language acquisition influences L3 proficiency and multilingual awareness? Data were collected using self-constructed C-tests and a Multilingual Competence Test. Mann-Whitney tests showed that L2 knowledge supported a higher level of L3 proficiency but only in the GE groups. Age played an integrative role in L3 proficiency in EG and GE groups although there was one year difference amongst the groups. The results suggested that a higher level of L3 knowledge could contribute to a higher level of cross-linguistic awareness but not a higher level of metalinguistic awareness in each group. Learning German as an L2 can lead to a higher level of L3 proficiency and multilingual awareness. Keywords: multilingual awareness, L2 knowledge, L3 proficiency, English, German

How can reading and writing be promoted in Anglophone West Africa? Evidence from new perspective: a word of mouth from experts in basic education

ABSTRACT The unintended consequence of primary school enrolment is to reduce illiteracy among pupils; however, increased school enrolment in sub-Sahara Africa yields fewer results of equipping pupils with reading and writing skills as many primary school pupils can hardly read and write. The study explores barriers influencing pupils’ poor reading and writing skills and strategies to promote reading and writing using qualitative inquiry. Thus, a semi-structured interview was administered to collect data from experts in primary education from the two most populated countries in West Africa (Ghana and Nigeria) that share similar educational policies, priorities, and challenges. The study's finding indicates that the illiteracy of parents, inadequate school facilities, and lack of community support for reading and writing activities were the fundamental barriers. The study suggests that schools adopt reading promotion tools used in Eastern Asia and Pacific countries as a national strategy. Parental involvement and community support for reading promotion activities should be encouraged, and primary schools should be resourced with reading materials, cheaper internet for schools, and digital learning facilities should be provided, which will make reading and writing less stressful and fun for pupils.

Praxeological tales as an innovative media product for fostering successful personalities in primary school pupils

This study aims to substantiate the technology of forming a successful personality in primary school pupils through implementing media education, focusing on using praxeological tales. The research methods include theoretical analysis of literary sources, modelling, and empirical techniques such as observation, questionnaires, surveys, and experiments. The results show that praxeological tales, which reflect the basic rules and factors of achieving success, can be an effective, innovative media product in shaping successful pupils. The proposed technology model incorporates praxeological tales and other media education tools and techniques. An experimental study involving control and experimental groups of primary school pupils demonstrated that the percentage of children with a high level of successful personality development increased from 9.6% to 23.1% in the experimental groups. In contrast, the percentage of low levels decreased from 42.3% to 20.2%. The findings suggest that forming successful personalities in primary school through media education using praxeological tales can help increase pupils' media literacy, develop key life competencies, and prepare children for future self-realisation.

Use of Virtual Manipulatives in Addition of Fractions Among Year Four Pupils

&lt;p style="text-align:justify"&gt;One of the challenging concepts that many primary school pupils deal with is adding fractions. However, the problem of adding fractions in the classroom might be resolved by employing virtual manipulatives. This study aimed to compare the use of virtual manipulatives and conventional lecture-based methods in two groups of Year 4 pupils to examine the effects of understanding the addition of fractions. Sixty-four pupils participated in this study. This study occurred throughout a six-week time frame in a primary school in Temerloh, Malaysia. A quasi-experimental non-equivalent pre-post test was implemented to compare the effects of the control and experimental groups. The first finding showed that the experimental group's conceptual understanding of adding fractions was significantly better after using virtual manipulatives during the intervention, t (62) = 11.682, p&lt;0.005. Cohen's D demonstrated the effect size for comparison (d=2.06), showing a significant effect. The second finding revealed that the conceptual understanding of adding fractions was significantly better after the intervention with virtual manipulatives when controlling the pre-test score, F (1, 61) = 9.475, p &lt; .001, η2 = 0.134. This study showed that pupils in the experimental group improved their conceptual understanding of adding fractions.&lt;/p&gt;

Multilingual and multicultural events for children: university students’ and primary school pupils’ perspectives

ABSTRACT Language education is a lifelong journey that aims to provide learners with the linguistic and cultural skills needed and develop their plurilingual and global competencies. This study investigates two main areas: 1) the perceptions of university students regarding multilingual and multicultural events designed for children, and 2) the experiences of pupils aged 9–11 who participated in events organized by these students. The data were collected as part of the “Multilingual and Multicultural Events for Children” course. The data consists of posters created by students who participated in the course, student interviews, and feedback from pupils participating in the events. Qualitative content analysis revealed that when planning linguistically and culturally diverse events, it is essential to consider the event’s goals, contents, activities, materials, and environments. The students’ conceptions of the goals of the events are supported by the Finnish National Core Curriculum for Basic Education 2014. Findings benefit teachers planning multilingual and multicultural events as well as their pupils.

Analisis Keterampilan Kolaborasi Siswa pada Pembelajaran IPAS SD

The purpose of this study is to analyze collaboration skills in science learning for the 4th grade. This study was conducted using a descriptive quantitative methodology. Thirty primary school pupils served as the research subjects. Utilizing research instruments in the form of interview and observation sheets, data was gathered through interviews and observations. The study's result is that, with an average of each indication ranging from 20 to 50%, research subjects are classified as less and not collaborative. This is a result of the lack of application of collaboration skills, which makes their application essential for developing students' collaborative character.

AN INVESTIGATION ON CLASSROOM MANAGEMENT CHALLENGES FACED BY TEACHERS AT PRIMARY SCHOOL LEVEL IN PUNJAB

Schools play an important role in community development, particularly for children. The teachers engage in daily routine activities to support this goal. As a result, primary school pupils improve their mental and physical talents while learning life skills and academic competence. The purpose of this research was to assess the difficulties that primary school teachers face while managing classroom. 200 primary teachers were randomly selected from Lahore, Multan, and Mianwali districts. Data were gathered through a self-developed questionnaire and analyzed by using t-test and ANOVA in inferential statistics. The results of study illustrated that primary-level teachers encountered enormous classroom management challenges. Both gender and teacher’s district showed a significant difference in classroom management. The results indicated the requirement of effective classroom management strategies, supportive infrastructure, and potential training for teachers. To have effective classroom management there is a need to work together including teachers, parents, and educational authorities to create good learning environment &amp; manage challenges faced by primary school teachers.

Assessing Language Learning Strategies in Enhancing Writing Skills among ESL Year 6 Primary School Pupils

Assessing Language Learning Strategies in Enhancing Writing Skills among ESL Year 6 Primary School Pupils

The Effectiveness of 'Program Intervensi 2M' in Helping to Improve the Minimum Mastery Level of Primary School Pupils

The Effectiveness of 'Program Intervensi 2M' in Helping to Improve the Minimum Mastery Level of Primary School Pupils

GASEKO: Scramble Game Media to Increase Elementary School Students’ Learning Independence

The lack of diversity in digital media and the low degree of student learning independence in primary schools prompted this development inquiry. In order to help fourth graders become more self-reliant learners, this study seeks to develop a realistic, practical, and successful economic scramble game (GASEKO) for classroom usage. The goal of this research was to analyze the extent to which fourth grade primary school pupils were able to learn independently, and the subjects’ included students, learning technology experts, and subject matter experts. The five-stage ADDIE model—which is used in this development study—consists of the following steps: analysis, design, development, implementation, and evaluation. A questionnaire or surveys are the tools utilized for gathering information. Fifteen primary school pupils in the fourth grade participated in the product trial. Qualitative, quantitative, and statistical descriptive analytic methods were employed to examine the study data. We can conclude that GASEKO media is a viable, practical, and effective strategy for enhancing the learning independence of fourth graders based on the following evidence: (1) GASEKO media has strong credentials from expert validation; (2) GASEKO media has very good credentials according to student responses; and (3) GASEKO media significantly impacts fourth graders' learning independence. This study's findings suggest that GASEKO media can broaden the range of educational resources available to schools, leading to more engaging and effective lessons for students.

Effectiveness of Intervention Program on Primary School Pupils’ about Hand-washing Practices

This quasi-experimental study aimed to develop an intervention program to enhance hand hygiene practices among school children in Najaf Governorate. Data were collected via a questionnaire assessing demographic characteristics and hand washing behaviors. Descriptive and inferential statistics were employed for data analysis. Results revealed suboptimal hand hygiene practices, with only 58.2% of children washing their hands after using the bathroom and 63.4% after playing. Gender and age disparities were evident, with females and older children exhibiting better hand washing habits. Family dynamics also played a significant role, with children learning hand washing predominantly from their mothers, particularly when fathers were present and employed as earners. Recommendations include integrating hygiene education into school curricula and conducting targeted educational sessions to promote effective hand washing practices. These findings underscore the importance of addressing socio-demographic factors in designing interventions to improve hand hygiene among school children, thereby mitigating the spread of infectious diseases. Highlights : Importance of Hand Hygiene: The study highlights the significance of hand washing in preventing disease transmission, emphasizing its crucial role in maintaining public health. Gender and Age Disparities: Findings reveal differences in hand washing practices based on gender and age, underlining the need for targeted interventions to address these disparities. Influence of Family and Profession: The influence of family members, particularly parents, and the profession of the father on hand washing habits underscores the importance of familial and societal support in promoting good hygiene practices. Keywords : Hand hygiene, Intervention program, Quasi-experimental study, School curriculum, Educational session

Elementary school students’ learning difficulties on distance learning during COVID-19: the psychological approach

&lt;span lang="EN-US"&gt;During the COVID-19 period, pupils in primary schools have encountered various learning challenges. In Indonesia, this occurs in every primary school. This study intends to lighten the psychological aspect of distance learning challenges. This study employs a mixed-method methodology by integrating qualitative research, a case study technique, and quantitative description (n=414). Researchers looked at three primary school models in South Sumatra and Special Region of Yogyakarta: Model A, which used technology-based online learning; Model B, which integrated online and offline learning; and Model C, which only used WhatsApp group-based offline learning. Focus group discussions, observations, documentation, and interviews with teachers, parents, and students were all undertaken by the researchers. They also distributed open-ended and closed-ended questionnaires via Google Form. The interactive Miles, Huberman, and Saldana’s models were used to analyze data. The findings demonstrated that children in all three school models encountered similar learning challenges. Still, in Model C, the complexity of those challenges was more significant than in Model A and Model B. Learning challenges included issues with comprehending topics, struggling to solve the problems with completing tasks, and working with self-study. The lack of essential psychological needs, such as the ability to interact and actualize oneself, as well as the boredom or monotony of students when pursuing distance learning, are some of the causes of learning challenges. The findings of this study have consequences for teachers and psychologists, who should pay attention to children’s fundamental needs to improve learning motivation and academic progress in primary school pupils.&lt;/span&gt;