The English language holds a central place in Malaysian learning since it is among the fundamental subjects that students must score well in academic and working life. This research aimed to examine teachers' perceptions concerning the advantages and challenges experienced in using Project-Based Learning (PBL) when teaching year six primary school students in Malaysia on writing skills. The research explores how PBL promotes engaged student involvement, critical thinking, and collaboration in real writing tasks through message and email writing. The research, however, explores the challenges faced by teachers under teacher-student-centered and teacher-centered approaches when PBL is applied. The study considers an extensive literature review that combines Malaysian and foreign studies, showing the positive outcome of using PBL in the students' writing skills, and identifying the issues faced by teachers in applying PBL in teaching writing instructions. The questionnaire survey comprised 100 Year 6 primary school teachers in the Perak Tengah district. Quantitative data collection procedures were used, and data were analysed to identify the advantages and challenges faced by the teachers under PBL. The findings indicated that writing emails based on the PBL approach is effective compared to writing messages, and that there are challenges teachers face under the teacher-student-centered approach. Teachers summed it up that PBL is an effective teaching method if it is well-planned and facilitated.

This study aimed to identify the effectiveness of physical education teachers' professional teaching skills in motivating learning among primary school students in Jordan and its relationship to gender. The study employed a descriptive-analytical approach, utilizing a questionnaire consisting of 18 items. The questionnaire was administered to a sample of 700 male and female primary school students in Jordan during the first semester of the 2025-2026 academic year. The study concluded that the effectiveness of physical education teachers' professional teaching skills in motivating learning among primary school students in Jordan was moderate, with a mean of 3.26 and a standard deviation of 0.61. Furthermore, the study found no statistically significant differences in the effectiveness of physical education teachers' professional teaching skills in motivating learning among primary school students in Jordan based on gender.

Background: This experimental study explores the integration of Problem-Based Learning (PBL) and the Mathtastic application to enhance mathematical reasoning and collaborative skills among primary school students. Aims: Grounded in constructivist learning theory, the research aims to determine the effectiveness of a technology-supported PBL approach in fostering students’ higher-order thinking and teamwork abilities in the context of mathematics education. Methods: The study employed a quasi-experimental design with control and experimental groups comprising Grade 5 students from a public elementary school. The experimental group received mathematics instruction through PBL integrated with the Mathtastic app, while the control group was taught using conventional methods. Data were collected using pre- and post-tests on mathematical reasoning, a collaboration rubric, and observation sheets. Result: The results showed a statistically significant improvement in the reasoning and collaboration performance of students in the experimental group compared to those in the control group. These findings suggest that combining PBL with interactive educational technology like Mathtastic can create a more engaging and effective learning environment for young learners. Conclusion: The study provides practical implications for teachers seeking to integrate digital tools and inquiry-based approaches to enrich mathematics learning experiences at the primary level.

This study was motivated by the low level of critical thinking skills among primary school students in science learning, which requires innovation in teaching materials. The purpose of this study was to develop and test the effectiveness of Student Worksheets based on Problem-Based Learning (PBL) to improve critical thinking skills in the subject of 'Light and Its Properties'. Research and Development (R&D) were conducted using the ADDIE model and a quasi-experimental design. The research subjects consisted of 52 fifth-grade elementary school students, divided into experimental and control groups. The research instruments included essay tests, observation sheets, and assessment rubrics. Expert validation results showed that the Student Worksheet was deemed highly valid in terms of media (4.58), valid in terms of material (4.44), and valid in terms of language (4.46). The effectiveness test results proved that the experimental class experienced a significant increase in all critical thinking indicators (total score of 20.9) compared to the control class (14.1). Statistical tests (p < 0.001) and effect sizes (Cohen's d = 1.65-2.45) confirmed that this improvement was statistically significant and had a large effect. It was concluded that PBL-based Student Worksheets were effective in fostering critical thinking skills in primary school students and were recommended for use in science learning.

Primary school students’ perceptions of school connectedness: "You’re all in it together"

Learning Support Tools as a Prerequisite for Promoting Independent Learning in Primary School Students

The attainment of sufficient peer acceptance profoundly impacts child development and successful school adjustment. This study aims to determine the extent to which child executive functions and classroom quality in kindergarten predict peer acceptance in first-grade schoolers. Data was collected in two different periods, separated by a 1-year interval. At Time 1, classroom quality and executive functions were measured using a sample of 449 children in kindergarten (M = 6.3 years). By the Time 2, the participants were first-grade primary school students and were diagnosed on peer acceptance dimensions: sociometric status, reciprocity, and self-sociometric status (n = 203, M = 7.4 years). Regression models were constructed, controlling for sex, age, nonverbal intelligence, child peer acceptance in kindergarten, kindergarten class, and school class as random effects. The results indicated that executive functions in kindergarten are the primary predictor of the sociometric status, as well as the reciprocity. The kindergarten classroom quality, in terms of emotional support, tends to be the most significant predictor of self-sociometric status.

Dyslexia is not easily observed from outward appearance alone; differences typically emerge through learning performance and certain behavioral indicators. This study introduces the Direction Game, a computer-based task that uses mouse-tracking to capture behavioral signals related to directional perception, a common challenge among children at risk for dyslexia. The prototype consists of language-independent mini-games targeting three main types of directional confusion and was piloted with 102 primary school students. Analyses showed that concentration-related variables, particularly attentional control and visuo-motor planning, may provide more informative indicators of risk than simple accuracy scores. Machine learning models demonstrated promising classification performance relative to standardized school screening protocols. Additionally, an exploratory analysis of mouse trajectories revealed five tentative interaction profiles: hesitation, impulsivity, deliberate processing, fluent performance, and disengagement. Together, these findings highlight the potential of a simple, game-based mouse-tracking tool to support accessible and preliminary dyslexia risk assessment in classroom environments.

Study purpose. This study aims to develop a Project Based Learning (PBL) model based on basic locomotor movement skills and evaluate its effectiveness in learning Physical Education in elementary schools. Materials and methods. The research method uses a Research and Development (R&D) approach with the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The research subjects were students of PUBLIC PRIMARY SCHOOL 11 Bima Citywith an initial test involving 20 students and a final test involving 40 students. The measurement instrument for basic locomotor movement skills used the Test of Gross Motor Development (TGMD), including running, jumping, and hopping skills. Data were collected through observation, interviews, and tests, then analyzed qualitatively and quantitatively using the t-test, N-Gain, and Aiken's V validation. Results. The results of the study showed a significant increase in students' abilities after the implementation of the model. The average pretest score (cognitive 66.5; affective 66.8; psychomotor 68.0) increased in the posttest (cognitive 85.3; affective 86.0; psychomotor 88.5). The t-test obtained a value of 30.51 with p = 0.000 (<0.05), N-Gain of 58.18% was in the medium to high category, and Aiken's V validation showed very valid criteria (0.89–0.94). Conclusion: The findings show that integrating TGMD into the PBL framework effectively improves locomotor skills, active participation, motivation, and collaboration, thereby supporting holistic development and enhancing the quality of physical education learning.

Background: This research describes the influence of emotions on primary school students in a public school in Andalusia, southern Spain. The objectives include determining self-reported emotional intelligence scores, establishing correlations between the instruments, analysing differences according to gender, and studying the influence of an intervention programme on students’ self-reported emotional intelligence scores, by means of pre-test and post-test. Methods: The study design combines descriptive and correlational approaches through a quasi-experimental study. The sample consists of 149 primary education students. A socio-demographic questionnaire was used to assess self-reported Emotional Intelligence, short version in Spanish of the Emotional Education Questionnaire and subscale of the WLEIS-S (version in Spanish) instrument to assess emotional regulation. Results: The experimental group in this study showed a significant increase (pre-test vs. post-test) in emotional intelligence scores following the intervention program (p < 0.05, p < 0.01) with a large effect size (r > 0.5). Conclusions: The findings suggest that emotional education and EI among primary school students have a significant and positive influence on their emotional well-being.

Malnutrition remains a significant public health challenge among primary school students in the northern mountainous region of Vietnam. We conducted a cross-sectional survey in two primary schools in Trung Khanh District, Cao Bang Province (Trung Khanh Town: n = 476; Dam Thuy: n = 296). Anthropometry followed WHO protocols, and nutritional status was classified using the WHO 2007 growth reference (5-19 years) based on BMI-for-age Z-scores. A parent/guardian questionnaire captured household sociodemographics, parental nutrition knowledge, children's dietary habits, and physical activity. In total, 772 students participated. Thinness prevalence was 18.1% (95% CI: 15.4-21.0), and overweight/obesity was 1.2% (95% CI: 0.5-2.3). In multivariable models, lower household income was associated with higher odds of thinness (aOR 0.57, 95% CI 0.36-0.88), while sugary-drink and snack consumption were key correlates of BMI status. Findings highlight the double burden of malnutrition in ethnic-minority settings and point to school- and household-level targets for intervention.

The influence of teacher talk on primary school students’ learning in science: A person-centered approach to analyzing conceptual change

Friendship relationships, psychological well-being, and social problem solving in primary school students.

<p>This study investigated the effectiveness of an online Quranic stories-based program in enhancing character strengths and resilience among primary school students. Using a randomized controlled design, 64 students (aged 11-13 years) from Housh Eissa School in Egypt were assigned to experimental (n=33) and control (n=31) groups. The intervention involved ten online sessions on five major Quranic civilizations, measuring character strengths and resilience using the validated 23-item character strengths test and ego-resiliency scale. Data were collected at three time points: pre-intervention, post-intervention, and two-month follow-up. The results demonstrated significant improvements in the experimental group across all 23-character strength dimensions (p<.01, partial η² ranging from .116 to .529) and resilience (F=34.245, partial η²=.529). Notable enhancements were observed in judgment (F=11.775, partial η²=.279), self-control (F=10.269, partial η²=.252), and beauty appreciation (F=10.824, partial η²=.262). These improvements were maintained during the follow-up period, with the experimental group consistently outperforming the control group. The study suggests that online Quranic stories-based interventions can effectively enhance character strengths and resilience in primary school students, demonstrating a promising approach for character education.</p>

This study examines the prevalence of bullying among primary school students in the Federation of Bosnia and Herzegovina (FBiH), analyses gender differences, and assesses its association with traumatic and psychosomatic symptoms. This cross-sectional study was conducted among students in grades seven to nine. Participants were categorised based on bullying involvement as victims, bullies, bully/victims, or uninvolved. Validated self-report questionnaires were used to measure bullying exposure and assess psychosomatic and trauma-related symptoms. In total, 13.3% of the students identified as victims, 3.1% as bullies, and 4.4% as both. Victims and bully/victims reported significantly higher rates of psychosomatic symptoms (e.g., pain, fatigue, gastrointestinal complaints) and trauma-related symptoms (e.g., anxiety, depression, dissociation) than uninvolved students. Bully/victims showed the highest overall burden, suggesting compounded vulnerability. These findings highlight the urgent need for trauma-informed, context-sensitive prevention strategies. Training school staff to recognise emotional and somatic distress, integrating basic screening tools into school and primary health services, and enhancing intersectoral collaboration are critical steps in ensuring early identification and adequate support for affected students.

Assessing decision thresholds in primary school students using signal detection theory: validating an adapted version of the beads task.

Abstract Selected issues from research conducted on students of primary and secondary schools will be presented, as well as a fragment of broader research, pilot studies conducted among students, concerning the understanding of basic concepts in the field of thermodynamics, primarily such as heat and temperature. The obtained results will be analyzed in the context of everyday knowledge and we will attempt to analyze the effectiveness and durability of the teaching content in comparison with the results of research among students who have not yet completed a thermodynamics course. The research used an appropriately adapted and linguistically adapted version.

Evaluation of teachers’ use of research evidence for primary school students’ literacy outcomes: A randomised controlled trial in China

Environmental edutainment games and pro-environmental behavior of primary school students: Evidence from a field experiment

[Objective] Currently, individuals must understand statistical data to form critical opinions and make informed decisions. For this reason, various organizations and authors have pointed out the need to begin to develop gradually, from an early age, data reading skills and their graphic representation, an aspect that has been progressively incorporated into the mathematics curricula of various countries. In this context, this study aims to conduct a systematic review of research articles published over the last decade (2014-2023) that have analyzed the knowledge of statistical graphics among infant and primary school students (4 to 12 years old). [Methodology] Based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement, after applying the exclusion criteria, 12 articles published in the Web of Science, Scopus, and SciELO databases were analyzed. [Results] The main findings show: a) a low number of articles related to students in the first years of school, predominantly research focused on primary education; b) the most researched topic is reading and interpretation of graphs. [Conclusions] New studies should be promoted to more precisely identify the different types of knowledge regarding statistical graphics that students can acquire according to their age (4-12 years). This will help in designing and implementing teaching practices aimed at fostering optimal graphic comprehension.