Primary School Research Articles

Quantitative Research on Gifted/Talented Students’ Critical Thinking Skills

This study aims to determine the level of critical thinking skills among gifted students and investigate whether there is a relationship between their levels of critical thinking and their gender, age, grade level, pre-kindergarten education and parents' educational backgrounds. The study sample of the research consists of 203 students who are enrolled in the Science and Art Center in the central district of Kütahya province, Turkey during the 2021-2022 academic year. As per the findings, gifted female students have higher mean scores in the Critical Thinking Dispositions Scale compared to gifted male students. Also, this study examined the differences in critical thinking levels between gifted students who received pre-kindergarten education and those who did not receive pre-kindergarten education. The results indicate that these differences are statistically insignificant. As another remarkable finding, gifted students whose mothers have a high school or Master’s and above education level have significantly higher levels of critical thinking compared to gifted students whose mothers have a primary school or middle school education level.

Sustainability of knotworking as a teacher professional development strategy

Teachers are faced with emerging and often complex constraints that can impact their ability to be pedagogically responsive to learners' different needs. These constraints or challenges were compounded by the COVID-19 pandemic. Thus, I extend scholarship in the field of teacher professional development by exploring the potential of implementing a nuanced form of collaborative intervention strategy called knotworking. There is a growing literature, some of which is discussed in this paper, on the utilisation of cultural historical activity theory-based constructs, which include Engeström's (2000a, 2001) knotworking heuristic, to manage the complex, value-based problems that teachers and school leaders are confronted with daily. This paper is a follow-up study that reported on a year-long knotworking intervention at a primary school in Johannesburg. The findings from the initial project (Andrews, 2024) showed that teachers were able to identify complex problems constraining their teaching and, through collaboration, generate new knowledge and teaching methods and deepen their understanding of how to be pedagogically responsive to the different learning needs of their children. In this follow-up paper, the participants in the initial knotworking intervention were interviewed to explore whether the new knowledge or practices they identified and implemented in the classroom had been sustained a year later. Findings from the qualitative data generated from the semi-structured interviews with the teachers show that much of the new knowledge, which included teaching practices, classroom management plans, or learner interventions that emanated from the knotworking interventions were still in use a year later and, in some instances, were integrated into internal operational policies.

Job Burnout Among Female Teachers in Saudi Primary Schools

This study investigates job burnout among female primary school teachers in Saudi Arabia, a relatively under-researched area in the region. It employs a structured questionnaire focusing on three dimensions: emotional exhaustion, Human relations, and Diminished Personal Accomplishment. The findings highlight a significant prevalence of emotional exhaustion, the most acute form of burnout experienced by these teachers. This high level of emotional fatigue is attributed to the demanding nature of their profession, societal expectations of women, and ongoing changes in the education sector. While diminished personal accomplishment receives a moderate rating, indicating challenges, human relations are managed effectively, likely influenced by cultural and religious norms emphasising respectful interaction. The study also examines the impact of social status and student gender on burnout. It concludes that social status doesn’t significantly affect burnout levels, but there’s notable higher burnout among female teachers who solely teach boys. Additionally, burnout varies with teaching experience, potentially due to differences in workload. This research contributes to understanding job burnout in female primary school teachers, emphasising the need for supportive measures in education.

Heroism in Malaysia's History: An Analysis of the Curriculum Standard Textbook for Form Three Secondary School (KSSM)

The importance of the subject of History can be seen through the efforts of the government via the Ministry of Education Malaysia (KPM) which made it a requirement to pass History to qualify students for obtaining the SPM certificate starting in 2013. Then, in 2014, the subject of History was introduced into the Primary School Standard Curriculum (KSSR) for Year 4 students. Because History is chronological and narrative in nature, the content of the syllabus is often seen as repetitive and overlapping with events and figures, causing students to fail and become confused in terms of mastery of learning. In line with technological advancements and mainstream currents, the names of figures studied in school such as Tok Janggut, Rentap, and others have 'faded' away. Conversely, today's youth increasingly idolize Western superheroes such as Superman, Marvel, and Spiderman from imaginative film adaptations. Therefore, in the context of nation and state-building, local heroic figures (Malaysian heroes) are essential actors in strengthening national sovereignty, defending the homeland, resisting colonizers, and instilling the spirit of nationalism. Local heroic figures can be identified in two categories: the royal group and the local community. This study aims to analyse the content of KSSM History textbooks and the extent to which these figures are used as drivers of nationalism through the appreciation of local heroes in KSSM History textbooks. This study uses a fully qualitative method with content analysis of textbooks related to aspects of heroism in local history. The findings of the study show that the heroic elements applied can produce Higher Order Thinking Skills (KBAT) in students and are important as preparation for students to master more challenging learning at the upper secondary level.

A systematic review of complex instruction in the United States

ABSTRACT Complex Instruction (CI) is a set of principles and practices for designing and facilitating equitable groupwork. Originally developed to advance racial equity in United States primary schools, CI is now used to support students of many ages across many disciplines. We report on a systematic review of CI-focused research in the U.S. up to the year 2021, with a focus on which major components of the CI pedagogical approach (i.e. groupworthy tasks, multiple ability treatments, assignments of competence, group roles, group norms) remain widely recognised and which may have been adapted, attenuated, or abandoned during its implementation. Out of 117 peer-reviewed articles from the U.S., our findings show few research articles attend to all five major components of CI. The one component most prevalent was a groupworthy/complex task (n = 91), the least mentioned was multiple abilities treatment (n = 36), and only 12 articles discussed every major component of CI. The least discussed components of CI were those that attended to status interventions – the issue that initially motivated the development of CI. While the literature indicates the effective implementation of several aspects of CI, the review also suggests implications for future research and teacher education that attend to CI’s theoretical foundations.

Profiles of Primary School Children’s Sports Participation and Their Motor Competencies

Background/Objectives: Children participate in various organized and informal physical activities (PAs) in their leisure time, presenting diverse objectives and environments for motor and social development. However, current research often focuses on specific, mostly organized activities, overlooking the complexity of participation across different settings. This study aimed to (1) identify groups of children with similar characteristics based on their participation in five organized and informal sports activities and (2) examine how the groups differ regarding gender, age, BMI, motor competencies (MCs), and attendance in institutionalized care at school. Methods: The study included n = 1717 1st and 2nd graders (M = 7.60 years, SD = 0.59, 50.7% girls) and n = 1319 3rd and 4th graders (M = 9.46 years, SD = 0.57, 49.4% girls) from the “EMOKK” study, funded by the Swiss National Science Foundation. Data were collected via parent questionnaires on leisure sports participation, and MCs were assessed using MOBAK-1-2 and 3-4 tests. Latent profile analyses (LPAs) and univariate ANOVAs were used to identify group differences. Results: A three-profile LPA model best fits the data, revealing differences in participation across individual and team sports, optional school sports, free play on the school playground, and informal activities during leisure time. Children involved more in team sports (profiles: allrounder and very active sportsperson) participate more in informal play and present better MCs than children participating mainly in individual sports (profile: individual sportsperson). Girls were predominantly in the individual sports profile, while boys were more evenly spread across all groups. These findings highlight the importance of designing targeted interventions that promote participation in both organized and informal sports, particularly for children with lower levels of PA. Conclusions: Children show different patterns of engagement in different interrelated organized and informal leisure PA contexts. These specific patterns and the children’s MCs should be taken into account for the targeted promotion of PAs during leisure time.

Current Status of First-Grade Students' Adaptability in Learning Activities

This study surveys the current state of adaptability in learning activities among first-grade students, aiming to assess their capacity to adjust as they transition from preschool to primary school. The research identifies the challenges and advantages students encounter in learning activities and explores factors affecting their adaptability. An objective assessment scale was developed to measure the formation of adaptability in first-grade students, surveying 168 students. Additionally, a teacher-assessment scale was created to evaluate teacher observations of first-grade students' adaptive behavior in learning activities, covering 117 teachers and 23 classes across two provinces, Nghe An and Ha Tinh. All pairs of variables compared showed relatively strong positive correlations (ranging from a minimum of 0.38 to a maximum of 0.66). Consequently, it can be observed that the adaptability level of first-grade students in learning activities is closely related to their academic outcomes. The correlation coefficient between academic outcomes and behavior in low-determined situations was 0.65, which is higher than in high-determined situations (0.53). Therefore, the adaptability of first-grade students in learning activities is closely associated with their academic performance. Results from 117 surveyed teachers with first-grade teaching experience indicate that 100% agree that adaptability significantly influences students' learning processes and outcomes; 98.29% believe it is essential to focus on improving student adaptability in first-grade instruction.

Collaborative reflection practice among artists, museum educators, and school teachers in art museum settings

ABSTRACT reflective practice is widely used by scholars in the field of education to explore teachers’ belief behind teaching. Reflective practices mainly focus on individual or peers’ reflection, in particular to the reflection between school teachers. However, reflective practice across different roles outside the classroom is sparse. This article examines the reflective practices of two groups of participants, each comprising three different roles: artists, museum educators, and primary school teachers. This study employs video reflection to assist the practitioners in reflecting on their collaborative teaching in two different art museums. The practitioners are guided to reflect on their beliefs behind teaching, their teaching pedagogies, and theories behind their teaching methods through different levels in terms of descriptive reflection, conceptual reflection, and critical reflection. The findings indicate that collaborative reflection among the three roles could potentially impact a change from teacher-led teaching to student-centered learning and disrupt the structured teaching pattern. This study contributes to the understanding of reflective practice across multiple roles and offers implications for enhancing teaching practices in art education.

Unlocking Insights: Harnessing Primary School Children's Experiences and Reflections on Emergency Remote Learning to Shape K-12 e-Learning in the Post-Pandemic Era

The study aimed to investigate the impact of the COVID-19 pandemic on primary education in Cyprus and to discern the implications for the post-pandemic era, specifically focusing on the Emergency Remote Learning (ERL) experiences and reflections of upper primary students (ages 9-12). Grounded in socio-constructivist learning theory, which emphasizes the importance of active student engagement and social interaction in the learning process, the research explored the challenges students faced during the rapid shift to remote education. A mixed-methods design was employed, using an in-depth online survey that incorporated both quantitative and qualitative questions. Data were collected from a sample of 204 students selected through non-probability, convenience sampling. The analysis revealed that students experienced several challenges, including technology constraints, lack of interaction, and difficulty maintaining concentration, which are consistent with global findings on K-12 ERL. Among demographic factors, the type of school attended (public vs. private) had a significant influence on most aspects of students' ERL experience. Private school students reported more favourable conditions than their public school counterparts, which facilitated a smoother shift to both asynchronous and synchronous ERL, resulting in a more positive overall ERL experience. Regardless of the type of school attended, students overwhelmingly expressed a strong preference for face-to-face learning. Comparisons with other studies conducted in Cyprus during the same period involving older student age cohorts suggest significant age-related differences. The young students in our study encountered greater challenges during the transition to ERL, which can be attributed to their heightened need for scaffolding and external regulation to learn in the virtual space, as well as the higher importance they attached to the social aspects of school life taken away by ERL. Despite their largely negative experiences with ERL, a high proportion of the children advocated integrating the e-learning tools and technologies they got acquainted with during ERL into the normal context of schooling. These findings underscore the importance of further research into effective instructional strategies tailored to young learners in both online and blended learning settings. They also highlight the potential benefits of incorporating e-learning tools into conventional classrooms to enhance the teaching and learning process.

Teacher Guidance and On‐the‐Fly Scaffolding in Primary School Students' Inquiry Learning

ABSTRACTIn primary science education, inquiry‐based science instruction stands out as an optimal learning environment for fostering domain‐specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (structured inquiry) and low (guided inquiry) guidance and their optimal sequencing. This debate revolves around balancing the level of autonomy and the amount of conceptual information given to students. Furthermore, the complete understanding of the impact of responsive teaching, which encompasses a broad range of practices, including on‐the‐fly scaffolding such as Promoting Participation, Focusing, and Problematizing, remains elusive. To address this gap, this study examines the relationship between planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding in the inquiry‐based science classroom. A pre‐posttest design was employed, involving 164 primary school students (M = 9.9 years, SD = 0.66, 57% female) and one female experimenter. Domain‐specific content knowledge contained science concepts of thermal insulation, whereas procedural knowledge comprised the application of the control‐of‐variables strategy. The sequential order of planned teacher guidance, structured inquiry, and guided inquiry, was systematically varied, and the experimenter was allowed to provide spontaneous on‐the‐fly scaffolding. The study assesses the influence of planned teacher guidance and specific instances of responsive teaching, particularly on‐the‐fly scaffolding on students' conceptual and procedural knowledge. Results indicate no differential learning effects based on the order of planned guidance. However, when planned guided inquiry was provided second, the teacher gave less on‐the‐fly scaffolding. Additionally, Problematizing had a positive effect, while Focusing had a negative effect on students' procedural knowledge learning.

Bridging the Gap: Analysis of Factors Influencing Students’ Performance in Public Primary Schools

Bridging the Gap: Analysis of Factors Influencing Students’ Performance in Public Primary Schools

The effects and costs of an anti-bullying programme (KiVa) in UK primary schools: a multicentre cluster randomised controlled trial

The effects and costs of an anti-bullying programme (KiVa) in UK primary schools: a multicentre cluster randomised controlled trial

Water Quality of Rainwater Harvesting Systems and Acceptance of Their Reuse in Young Users: An Exploratory Approach

The main objective of this study is to evaluate the water quality of different rainwater harvesting (RWH) systems and the social acceptance of their reuse in young users as an exploratory approach. Three RWH systems were implemented, and the quality of harvested rainwater was evaluated focusing on physicochemical and in situ parameters. Social acceptance was studied in one of the RWH systems using an adapted technology acceptance model. An informative talk about the operation of RWH was given to the users, who were students from a rural primary school. Surveys were conducted before and after the talk to evaluate the impact of providing information to users. The social acceptance was studied in one of the RWH systems. The results indicated that the harvested rainwater from RWH systems was suitable for reuse in agriculture despite the increase in turbidity and chloride concentrations in the outlet tap. The concentration of turbidity, phosphate as phosphorus, chloride and nitrate ranged between 0.8 and 1.9 NTU, 0.01–0.2 mg/L, 2.8–5.0 mg/L and 0.3–0.9 mg/L, respectively. In the acceptance study, the survey results and correlation analyses showed that providing information to users is crucial for increasing the acceptance of RWH systems. Moreover, this study demonstrated that RWH systems are a viable alternative technology for reusing and supplying water in arid and semiarid areas.

Prevalence of intestinal parasitic helminths and its associated risk factors in Mekaneselam Town, South Wollo, Ethiopia.

Intestinal parasitic (IP) infections caused by helminths are among the most significant public health concerns that mainly affect deprived people in Sub-Sahara African countries. The current study aimed to determine the prevalence and associated risk factors of intestinal parasitic helminths among patients attending Mekaneselam hospital. In this cross-sectional study conducted from August 2022 to February 2023, stool specimens were collected and examined microscopically to detect intestinal helminths using direct wet-mount and formal-ether concentration techniques. A structured questionnaire was employed to obtain information regarding the socio-demographic characteristics and associated risk factors. Data were analyzed via appropriate univariate and multivariable logistic regression methods using SPSS version 25.0. The overall prevalence of the parasitic helminths was 51 (12.6%) out of 404 patients attending in Mekaneselam town during the study period. In this study, seven species of intestinal helminths were detected, with Ascaris lumbricoides (5.7%) being the most prevalent followed by Trichuris trichiura (2.2%). Significant positive associations were observed between intestinal helminths infection and the socio-demographic characteristics including marital status (χ2 = 7.97, p = 0.047), educational level (χ2 = 9.34, p = 0.025) and residence (χ2 = 3.90, p = 0.048). The odds of being infected with IP were three times higher among divorced patients than married individuals (AOR = 3.21, CI = 1.15-8.96, p = 0.03). Illiterate individuals were three times (AOR = 2.61, CI = 1.24-5.49, p = 0.011) and those who attended primary school were two times (AOR = 2.3, CI = 1.029-5.143, p = 0.042), more likely to have helminthic infections. Participants who did not wash their hands after using the toilet were five times more likely to acquire IP helminths than those who did (AOR = 4.36, CI = 2.83-6.72, p = 0.000). In the case of the feeding habit, study subjects who ate unwashed vegetables were more likely to acquire helminths than those who did not eat unwashed vegetables (AOR = 5. 43, CI = 4.33-23.77, p = 0.000). This study highlighted a substantial prevalence of intestinal helminths infections (12.6%) in the study area, warranting the urgent need for attention and interventions from relevant public health authorities.

Positive Resources of School Class Communities—Determinants of Student Satisfaction

The aim of this study was to determine the factors affecting students’ satisfaction with their class community by measuring the contributions of “positive” resources: either the socio-demographic and individual characteristics of students, or common characteristics of the class community. The research was conducted anonymously using multiple questionnaires on a sample of 267 students attending the higher grades (5th–8th grades) of primary schools from an urban area of the city of Split. It was determined that social cohesion and prosocial behaviour within the class community were the strongest determinants and were also the most important positive resources of satisfaction with the class community. Individual psychological characteristics (especially self-esteem and hope) and the socio-demographic characteristics of students also played a significant role in explaining satisfaction with the class community, but their relative contribution was much weaker than social relations within the class community. The three types of psychological characteristics of the students were positively related to the degree of satisfaction with the class community, but this association was at a low level. More than half of the students were not completely satisfied with their class community. Furthermore, based on the five fundamental dimensions of intrinsic (IM) and extrinsic motivation (EM) within PE motivation, four types of students with different motivational characteristics were determined: the very low type; moderate type; very high IM and low EM type; and extremely high type. It is recommended that experts continue researching the relationship between psychological and social variables in class communities, as well as investigating the effectiveness of possible interventions aimed at the development and improvement of social relationships in the educational and sports talent development environment.

Use of Sustainable Energy Sources and Technologies in Primary and Secondary School Buildings in Greece. Can They Eliminate their Carbon Footprint?

School buildings consume energy covering their energy demand. The most of them utilize fossil fuels and grid electricity while the use of renewable energies is rather limited. School buildings should eliminate their carbon emissions in order to achieve the global target for net-zero carbon emissions by 2050. The energy consumption and the carbon emissions in schools have been evaluated. School buildings in Greece consume less than 100 kWh/m2 year. Solar thermal energy, solar photovoltaic energy and high efficiency heat pumps can cover all the energy demand in school buildings in Greece replacing the use of conventional energy sources. These energy technologies are reliable, mature and cost-effective. There are 7,756 primary and secondary school buildings in Greece consuming 1.67 TWh/year. The total cost of energy renovation eliminating their carbon emissions is estimated at 1,156,000 €/school or 8.96 billion € for the 7,756 schools in the country. For achieving the target of net-zero carbon emissions by 2050, 310 Greek schools should be energy refurbished every year eliminating their carbon footprint in the next 25 years. Taking into account the availability of benign energy sources and technologies the main barrier for eliminating the carbon emissions in school buildings in Greece by 2050 is the high investment cost. Our results could be useful for the development of the required policies for decarbonization in school buildings.

Evaluating didactic strategies for teaching mathematics: A Policy–Driven approach to gender equity in Panama’s education system

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

LGBT+ teachers in Ireland’s experiences in primary schools

ABSTRACT While legislation has been introduced in recent years to protect the rights of LGBT+ teachers in Ireland, teachers’ perspectives on the current reality are mixed and challenges still exist. Some teachers are comfortable stating their sexuality in schools, while others are not. This paper focuses on the views of seven primary school teachers, who discussed their experiences as LGBT+ employees in Irish schools during semi-structured interviews. The findings point to the importance of effective leadership as a means to make schools truly inclusive for all. The teachers also reported the wider school context being important including colleagues’ attitudes towards inclusion and, in particular, LGBT+ issues. The need for school-wide professional learning was seen as central to becoming a truly inclusive school, whereby teachers are equipped with the skills and knowledge to combat discrimination in all its forms. Finally, the study highlights the issue of LGBT+ teacher well-being and how this can be affected by the level of support shown to teachers in schools.

Questioning educational contexts, promoting equitable actions: reflections on some paths of practice and research with complex instruction in Italy

ABSTRACT Within the framework of comparative education studies, this article discusses the process of borrowing and implementing Complex Instruction (CI) in Europe, focusing on three different multicultural and heterogeneous educational contexts in Italy: five primary schools, a Master academic teaching course, and a first literacy course for migrant adults. The paper explores the potential of CI for intercultural education and active citizenship. It aims to highlight how this cooperative approach can be an opportunity to question the usual school norms and habits and challenge what is taken for granted in the relationship with diversity, by transforming teaching into a creative and emancipatory experience in dialogue with diverse students.

Differences between governors and non-governors of the Holy Koran in the development of reading skills of educated learners

This study aims to reveal the differences between the keepers and non-keepers of the Holy Quran in the development of reading skills of educated learners, on a sample of 45 pupils who are keepers of the Holy Quran and 45 pupils who are not keepers of the Holy Quran in some primary schools in Boumerdes State, chosen intentionally and with the adoption of the prescribed curriculum. - The existence of statistically significant differences between governors and non-governors of the Holy Koran in the development of reading skills of educated learners. - The existence of statistically significant differences between the sexes in the development of reading skills among learners studying for the benefit of schoolgirls. This indicates that the motivation of schoolgirls is higher than that of pupils in linguistic attainment. The study concluded with a series of recommendations drawn from the findings of previous studies and the results of the current study. Keywords: Holy Quran, Literacy Development, Learners, Teachers.