Pupils In Public Primary Schools Research Articles

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.

Effects of Repeated Reading Approach on Primary 3 Pupils in Public-Primary Schools in Central Nigeria

The study looked at the effects of repeated reading approach on primary three pupils reading in Pankshin Local Government Area of Plateau State, North Central Nigeria and was carried out in five (5) different public schools located in the rural areas of the Local Government. The main objective of the study was to significantly remedy the reading challenges of primary 3 pupils by increasing their reading ability. The study was a true experimental design of pre-test and post-test with a sample of 110 pupils. The study was conducted within one academic session: September 2022 – July 2023. Means, standard deviation and ANCOVA using IBM SPPS version 22 and Microsoft Excel Spread sheet were used. The study revealed that pupils achieved a significant level of fluency in their reading ability, and it recommended the use of the Repeated Reading Approach to teach learners who have challenges with reading in primary schools.

Effect of Literacy Skills on English Language Development of Pupils in Public Primary Schools in Rwanda: A Case of Rulindo District

The researcher's job was to examine the relationship between literacy levels and the English language proficiency development of public elementary school pupils in Rwanda's Rulindo District. The specific goals of this study were to identify the literacy skills competencies that influence the development of the English language in Rulindo District primary schools, evaluate the degree to which the application of literacy skills in Rulindo District primary schools aids in the development of the English language, and look into the relationship between the application of literacy skills and the English language development of students in Rulindo District public primary schools in Rwanda. In all, 11,461 respondents , of which 374 came from the two high schools in the Rulindo Districts, one sample from each. The respondents will be selected stratifiedly, with the aim of selecting these consciously and randomly. The results were assessed using SPSS version 21, and interpretations were based on the replies from the respondents. With respect to the first goal, the results indicate that 81.4% strongly agreed and 8.6% agreed that literacy instruction in writing has the potential to influence the development of the English language; 68.6% strongly agreed and 11.4% agreed that literacy instruction in reading has an effect on the English language development; and 81.4% strongly agreed and 8.6% agreed that literacy instruction in listening can influence the English language development, In the end, 5.7% and 90% of respondents, respectively, agreed and strongly agreed that speaking literacy skills can influence how well an English language is developed. A learner's comprehension of the English language indicates their level of English development, according to 66.8% of respondents strongly agreeing and 9.3% disagreeing, 74.8% strongly agreeing and 12.0% disagreeing, and 83.1% strongly agreeing and 7.3% disagreeing, with regards to the second goal of the study. Finally, 90.7% strongly agreed and 6.0% agreed that a person's degree of English proficiency is demonstrated by their ability to follow a discussion in the language. The study found a high correlation between the use of literacy skills and the growth of pupils' English language in public elementary schools in Rwanda's Rulindo District. How well students are developing their English language skills can be seen in the correlation matrix between the independent variables (writing, reading, speaking, and listening skills) and the dependent variables (the ability to follow discussions in English, the ability to express ideas in English, and improved class participation). Ultimately, they demonstrate positive significance as the p-value is smaller than 0.05. According to the report, improving literacy and English language proficiency in Rwandan public elementary schools would need a multipronged approach. It is recommended that aspiring educators pursue ongoing professional development in addition to training. Curriculum design should give priority to the development of vocabulary, writing skills, reading comprehension, and phonics. Language learning should make advantage of digital resources, which should also be dispersed efficiently. Differentiated training should be adjusted, and interactive teaching strategies should be used, to meet a variety of learning needs. Parental and community involvement is also crucial. Formative and summative evaluations have to be utilized to monitor progress. Classrooms should have resources available, and regular monitoring and assessment can identify students' strengths and areas for improvement.

Nutritional quality and diversity in Ghana’s school feeding programme: a mixed-methods exploration through caterer interviews in the Greater Accra Region

BackgroundThe Ghana School Feeding Programme (GSFP) provides public primary school pupils with a free daily meal. Each meal is expected to follow set menus, providing 30% of children’s’ (6-12 years) energy requirements. This study assessed the nutritional quality and diversity of planned and provided GSFP meals, engaging school caterers to identify how meal quality in the Greater Accra Region could be enhanced.MethodsA cross-sectional mixed methods study design was used. Multistage sampling was used to select 129 schools implementing the GSFP in six districts of the Greater Accra Region. GSFP district menus were collected as well as a one-week school caterer recall of provided school meals. The meal served on the day of data collection was recorded and photographed. Nutritional quality was evaluated based on nutrient profiling methods: energy density (low<125kcal/100g; medium 125-225kcal/100g; high>225kcal/100g) and nutrient density (low<5%; medium 5-10%; high>10%). Meal diversity was assessed by a simple count composed of 5 food groups: cereals, pulses/nuts/seeds, animal-source, vegetables and fruits. Caterers’ views on programme facilitators and barriers were also explored.ResultsPlanned menus included 14-20 weekly options, composed of eight minimally processed traditional dishes. All meals, except white rice, had a high nutrient density/100g. Energy density was varied (low, n=2; medium, n=2; high, n=4). Meals included only 2/5 or 3/5 food groups, mainly starchy staples, pulses/nuts/seeds, and sometimes vegetables. Fruit was never reported. About half of caterers (51.1%) reported deviating from the planned menus: 11.7% served alternative meals, with some including animal-sourced food (17.0%), and 39.4% repeated meals provided during the week, often based on starchy staples, influencing overall nutritional quality. Most caterers reported food item cost and lack of food purchase guidelines as barriers to providing school meals, while food safety training and guidelines for food preparation were facilitators.ConclusionsWhile school meals are composed of minimally processed, nutrient dense, local foods, there are notable gaps in meal diversity and compliance, as reflected in provided meals. Caterer compliance to planned menus varied greatly, reflecting recent food price inflation. Upwardly adjusting the current meal allocation of 1.2 cedis (0.22USD) per child per day could enhance access to more affordable, nutritious and diverse foods in school meals.

Global Competency of Pupils for Competitiveness in Public Primary School in Rivers State

This paper addresses the issues of global competency amongst public primary school pupils in Rivers State. Education is said to be the bedrock of development, therefore the quality of education given to children at the childhood stage cannot be overemphasized. The education given to the child should make the child globally visible by possessing the requisite competency skills. These global competence skills include the critical thinking, self-awareness, identification of issues, use of varying languages, ability to analyses, synthesize and take action. The paper further highlighted the role caregivers should play in the instilling of these skills in children, However, the challenges of instilling these values and the implications it holds for the teacher were discussed and the way forward suggested.

Linkage between Teacher Autonomy and Public Primary School Pupils’ Academic Performance in Tanzania Local Government Authorities

Tanzania government has implemented many initiatives to promote pupils’ academic performance in primary schools for more than a decade. However, many school pupils in public primary schools still achieve low academic performance. The specific objective of this study was to examine the linkage between teacher autonomy and pupils’ academic performance. A survey was conducted in four Local Government Authorities (LGAs) which included Ngara, Kibondo, Tanga City and Mafinga Town. Sample size of the study was 354 teachers selected from ninety-five (95) public primary schools. Multi-stage with stratified simple random sampling was used to select the sample size while purposive sampling procedure was used to select 16 key informants including eight (8) head teachers and eight (8) standard seven pupils. Methods of data collection consisted of questionnaires, interviews and documentary review. Quantitative data were analysed using binary logistic regression while qualitative data were analysed thematically. Major findings showed that teacher autonomy model explained the variance on pupils’ academic performance by (0.09) which was too small while leaving 91% of variance to other factors outside teacher autonomy model. Furthermore, teacher autonomy had small odd ratio = (.51) and was significant (p &lt; .001); which indicated that the odds of high teacher autonomy were (0.5) times more likely to achieve pupils’ academic performance compared to low teacher autonomy. Further findings also showed that teacher autonomy marginal effects were negative implying that one-unit change in teacher autonomy reduced the probability on pupils’ academic performance by (9%) and was significant (p &lt; .001). Based on key informants, high autonomy made teachers to behave in a manner that affected the outcome variable. Thus, it was concluded that teacher autonomy affected pupils’ academic performance. The study recommended that educational stakeholders needed to implement teacher autonomy at minimum level.

The influence of cultural factors, on teenage pregnancies among public primary school pupils in Mpeefu Sub County

This study investigated the influence of cultural factors, on teenage pregnancies among public primary school pupils in Mpeefu Sub County. The study was hinged on two theories; Bronfrenbergs Ecological Development theory and Albert Banduras Social Learning Theory. The study employed descriptive survey research design. Target population form three and four pupils’ 5,496, teachers 300 and 9 head teachers the sample size was of 359 (n=359) form three and four pupils and 90 (n=90) teachers, from 20 public primary schools and 9 Head teachers that were selected to participate in the study. Stratified sampling and random sampling were used to pick the respondents. Questionnaires were used to collect data from teachers and the pupils while an interview guide was used to collect data from head teachers in the Sub County. The study established that most parent /parents taking their children to the school are into business. The study also deduced that electronic media influences teenagers to have sex at an early age and those pupils are pressurized to have sex by their friends. This study recommends that efforts on educating people regarding teenage pregnancy should be focused on areas experiencing high levels of poverty. The government with the help of NGOs should also ensure that parents are well educated on the how and when to talk about sex with their children. The study established that parental communication on peer group pressure could reduce chances of teenage pregnancy.

Factors Associated with Anthropometric Status of Primary School Children in Dodoma, Tanzaniaania

Background: Malnutrition in school-age children significantly affects their health, cognitive development, and educational attainment. This study aimed to assess the nutritional status of school-age children and the influence of socioeconomic, demographic, and environmental factors on their nutritional well-being. This study focused on primary focus was on primary school children in Dodoma. sought to identify children who could be at risk of malnutrition. The study intended to establish baseline data regarding the nutritional status of school children that could contribute to a comprehensive understanding of the nutritional landscape among primary school children in the region. This information could subsequently inform nutritionists and policymakers to plan interventions to improve these children's nutritional status. Methods: A cross-sectional study involving 248 pupils was conducted in eight primary schools in Dodoma. Four schools were selected from Chamwino and Dodoma urban districts, respectively, whereby two government schools and two private schools were selected from each district. The other four schools were situated in the urban district of Dodoma, comprising two government and two private schools. The study assessed the prevalence of stunting, wasting/thinness, underweight, and overweight/obesity among primary school children. Stunting was characterized by impaired growth and development with low height for age, while underweight was defined as low weight relative to age. Wasting/thinness refers to insufficient flesh, with body weight falling below skeletal and physical standards. Overweight/obese indicates excessive fat tissue accumulation that could impact health. Data were analyzed using the WHO AnthroPlus v1.0.4 software and SPSS v26 software for Windows. Results: Prevalence rates among the surveyed pupils were as follows: stunting (10.5%), underweight (3.6%), thinness (2.8%), and overweight/obesity (10.1%). Stunting was more prevalent in boys (13.2%) than in girls (8.2%), and it exhibited an upward trend with increasing age. The prevalence of underweight was higher in public schools (8.2%) compared to private schools (3.2%). Thinness was more common in public schools (85.7%) compared to private schools (14.3%) and was more prevalent in rural areas (57.1%) and among younger children (57.1%). Overweight/obesity was more prevalent among girls (91.0%) compared to boys (88.6%). Schools in urban areas showed a higher prevalence of overweight/obesity (90.3%) than those in rural areas (89.5%). Private schools (95.2%) had a higher prevalence of overweight/obese pupils compared to public schools (84.7%). Pupils residing in urban areas were more likely to become overweight/obese compared to their counterparts living in rural settings. Conclusion: Significant rates of stunting, thinness, underweight, and overweight/obesity were observed among primary schoolchildren in Dodoma, Tanzania. These findings underlined the necessity to enhance nutrition interventions to improve the nutritional status of both public and private primary school pupils in Tanzania.

TEACHERS’ AVAILABILITY, SUPPLY AND DISTRIBUTION IN PUBLIC PRIMARY SCHOOLS IN BAYELSA STATE, NIGERIA

The study is predicated on the assumption that teaching manpower is critical to education service delivery which is a vehicle for effecting sustainable growth and development of any society. The study therefore analyzed teachers’ availability, supply, and distribution in public primary schools in Bayelsa State. The study was descriptive adopting ex- post facto research design. The population of the study comprised all 3,571 teachers distributed across the 547 public primary schools in Bayelsa State as of the 2022/2023 academic session. It was a census study; therefore, a sample was not made. A checklist titled: Teachers Availability Distribution and Supply Checklist (TADSC) was used to collect data for the study. The data collected were analyzed using percentages and histogram charts. Findings from the study revealed that the enrolment of pupils in public primary schools was generally low and varied by local government area. It was also found that teachers were not adequately supplied while the available ones were not equitably distributed across the eight local government areas. Lastly, the results of the findings showed that the existing public primary schools in the State require adequately qualified classroom teachers for effective pedagogical-related assignments. Arising from the findings, it was recommended that the State government should provide existing public primary schools with basic teaching and learning facilities including qualified and adequate teaching manpower; rural communities should be provided with basic amenities while rural allowance/incentives for teachers should be increased to promote high teacher retention in local and rural areas; teachers should be redistributed across schools and local government areas for equity, fairness, and effective utilization by relevant authorities like the State Universal Education Board {SUBEB} and the State Ministry of Education.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu/0798/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Comparative Analysis of Pupils’ Academic Achievements in Public and Private Schools in Ekiti State

The study observed the comparative analysis of pupils’ academic achievements in public and private schools in Ekiti State. The study used a descriptive research design of survey type. The sample consisted of one hundred and eighty-two (182) respondents that were selected from the private and public primary schools in urban and rural areas of Ekiti State. A simple random sampling technique was employed in the selection of the 182 respondents and gender equality was considered in selecting respondents for the study. Two instruments were developed and used for the study. Based on the data analyses, findings revealed that there was a significant difference in academic achievements of private and public primary school pupils in favour of private schools. It was further revealed that there were significant effects of the factors responsible for difference(s) in academic achievements between private and public primary school pupils. The outcome of the study showed that the public primary schools which were established, financed and managed by the government have not been performing up to expectation with respect to academic achievements of pupils. Sequel to the findings of the study, it was recommended that government should give adequate priority and proper attention to the education industry, particularly, the public primary schools to enhance proper pupils’ academic achievement.

Institutional attributes and parents’ contentment with the quality of teaching, care, and safety of pupils in public primary schools

Institutional attributes and parents’ contentment with the quality of teaching, care, and safety of pupils in public primary schools

Assessing the Effectiveness of Microlearning on Primary School Puipils’ Academic Performance in Mathematics in Mangu Local Government Area, Plateau State

This study assessed the effectiveness of micro learning on primary school pupils’ academic performance in mathematics in Mangu Local Government Area; Plateau State. The design adopted for the study was a descriptive survey design with four research questions and one hypothesis formulated to guide the study. The population consisted of 1,432 public primary five pupils. A sample of 190 respondents was selected to participate in the study using stratified random sampling technique. A questionnaire titled Effectiveness of Micro Learning on Public Primary School Pupils’ Academic Performance in Mathematics Questionnaire (EMLPPSAPMQ) was used for data collection. The reliability of the research instrument was obtained using Cronbach alpha method with reliability coefficient of 0.87. The research questions were answered using the mean score, while hypothesis was tested using chi-square at 0.05 level of significance. Results indicated that micro learning reduced study time and improves mathematics performance by enhancing understanding of mathematical concepts, developing problem-solving skills and critical thinking and increasing pupil motivation and engagement. Arising from these findings; it was recommended that Ministry of Education should integrate micro-learning into the primary school mathematics curriculum, to leverage digital resources for enhanced learning outcomes and Government should allocate necessary funds to ensure adequate digital infrastructure and resources for micro-learning in all primary schools.

Household Characteristics and Investment in Girl Child Education

The research was carried out to ascertain how different household characteristics like marital status of parents, parents age, economic background, religion, type of family, occupation among others can affect investments in girl-child education. The design for the study was the descriptive survey research design. Four research objectives and a research hypothesis guided the study. The study population included all the parents of pupils in public primary schools in Delta Central senatorial district of Delta State which is about 1.2million parents. 1,116 parents were sampled from six selected local Government Areas in Delta central senatorial district representing about 10% of the population. A 4 sectioned self-structured questionnaire titled: Household Characteristics and Investment in Girl Child Education Questionnaire (HC1GCEQ) was designed by the researchers for the study. Descriptive statistics of mean and standard deviation were used for data analysis. A mean score of 2.50 and above indicated an effect on girl child education while, a mean score less than 2.50 indicated no effect on girl child education The research hypothesis was answered using Pearson product moment correlation statistic. The study revealed that Household characteristics affected girl child education in terms of type of school the girl child will attend, it affected the payment of extra levies, and it affected books and other supplies for the girl child. The recommendations based on the findings include continuous sensitization by government, workers, voluntary groups and organizations and child right and or girl child activists on the importance of girl child education especially among the rural areas and also financially empowering parents through gainful employment among others.

The Impact of Parents Involvement in Pupils’ Academic Performance in Public Primary Schools: A Case of Ilala City, Tanzania

This study aimed to examine the impact of parental involvement on the academic performance of pupils in public primary schools in Ilala Municipality, Dar es Salaam Region, Tanzania. The research utilized a qualitative approach, employing questionnaires and interviews for data collection. The sample size consisted of 230 respondents, including 5 heads of schools, 25 teachers, 180 students, and 10 parents. The data were analyzed and presented narratively. The findings indicated that parents’ participation in their children’s academic performance was influenced by the parents’ educational level, socio-economic status, and cultural practices. The study revealed that parental involvement enhances the likelihood of achieving quality educational reforms, resulting in more productive and responsible members of society. Additionally, active parental participation supports children’s mental, ethical, and social development, which are crucial for attaining their life goals. Conversely, children whose parents were less involved in their education exhibited lower academic achievement. The study also highlighted that the impact of parental involvement is sometimes limited by factors such as lack of skills and resources, which hinder parents’ ability to support both their children and the schools effectively.

Numeracy Corners and Lower Basic Public Primary School Pupils’ Twenty-First Century Skills Acquisition: Implications for Achieving Sustainable Development Goals in Lagos State, Nigeria

This study examined numeracy corners and lower basic public primary school pupils’ twenty-first century skills acquisition with their implications for achieving Sustainable Development Goals in Lagos State, Nigeria. A descriptive survey research design was used for the study. Simple random sampling technique was used to select 20 lower basic public primary schools and 60 teachers. Two research instruments, titled "Observation Schedule for Availability of Numeracy Corners and Materials" and "Questionnaire on Teachers’ Perception of Numeracy Corners and Acquisition of 21st Century Skills", designed by the researchers and validated by research experts were used to collect data for the study. The instruments yielded reliability coefficients of 0.91 and 0.85, respectively. The data was collected by the researchers and some trained research assistants. The data was analysed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings revealed that numeracy corners and materials were not adequately available in the lower basic public primary schools covered. Teachers had positive perceptions on the extent to which numeracy corners promote the acquisition of twenty-first century skills. It is recommended that the federal government of Nigeria, through the Lagos State commissioner for education, should adopt a proactive approach to ensuring that provision is made for numeracy corners at each lower basic public primary school. The corners should be well equipped with learning facilities that would enhance the acquisition of twenty-first century skills.

Correlation between Exposure to Domestic Violence and the Academic Performance of Pupils in Kenyan Public Primary Schools

Domestic violence poses a significant risk to pupils' academic performance, particularly in informal settlements, jeopardizing their chances of attaining their academic potential and becoming useful members of the community. This study investigates the relationship between exposure to domestic violence and academic performance among pupils in public primary schools in informal settlements, Nairobi County, Kenya.. The research, guided by Family Stress Theory, employed a descriptive design and targeted a population of 61,034 pupils. The sample size of 390 participants was determined using Krejcie and Morgan's formula, selected through purposive sampling, focusing on sub-counties with informal settlements, schools enrolling students from these areas, and pupils in classes 4, 5, and 6. Research instruments included an adapted Violence Exposure Scale for Children-Revised to measure domestic violence exposure and a record sheet for academic achievement. A pilot study with 42 pupils was conducted to ensure instrument validity and reliability, yielding a reliable coefficient of α=0.785 for the Exposure to Domestic Violence Scale. Data collection involved selecting participants, distributing questionnaires while ensuring data confidentiality. Data was coded, entered, and cleaned for analysis using IBM SPSS version 21. Descriptive statistics, such as percentages and frequencies, analyzed demographic data. Inferential statistics, including Pearson's correlation, were employed to examine the relationships between independent and dependent variables. Findings revealed a statistically significant, albeit weak, negative association between domestic violence exposure and academic performance. Pupils with higher exposure exhibited lower academic performance, highlighting the disruptive impact of domestic violence. The study recommends proactive measures, such as parental sensitization programs, to mitigate domestic violence's impact on academic performance, fostering an environment that supports academic success and overall well-being for pupils.

Association between body mass index and dental caries among public primary school pupils in a southern-Nigerian metropolis

Background: The relationships between BMI and caries have been observed in many previous studies. Some studies have reported that normal and underweight children were at higher risk for dental caries compared to those who were overweight. Conversely, other studies have also reported that overweight/obese children were at higher risk. Yet, others concluded there was no association between BMI and dental caries. However, this information is sparse among children in South-South, Nigeria. Objectives: To determine the relationships between BMI status and dental caries among public primary school children in Port Harcourt. Methodology: This was a cross-sectional study among selected primary school pupils in Port Harcourt. Information elicited included socio-demographic characteristics and pattern of refined sugar consumption. BMI was calculated using the following formula: weight in kg/ height in meters squared. Based on BMI scores, the children were classified into four categories; underweight (BMI ≤5th percentile), normal weight (BMI &gt;5th and ˂85th percentile), overweight (BMI ≥85th and ˂95th percentile), and obese (BMI ≥95th percentile). Oral examination was conducted to assess for dental caries, which was recorded using DMFT/dmft index. Data was analyzed using SPSS version 21 and the level of significance was p&lt;0.05 Results: One hundred and eighty-nine pupils participated, comprising 100(52.9%) females and 89(47.1%) males, with a median age of 11 years. Prevalence of caries was 13.8%. The mean DMFT/dmft among the children was 1.6 (±0.9). Mother’s and Father’s levels of education were the statistically significant factors (p = 0.01). BMI was however not statistically significant (p = 0.06). Conclusion: BMI was not statistically significant in its association with dental caries, but more of normal and overweight children were prone to dental caries compared to the underweight children.

Teachers’ Perceptions on the Relationship between Social Competence and Reading Skills Acquisition in Primary School Pupils

This paper set out to examine teachers’ perceptions of the link between social competence skills and reading skills acquisition in the Kiswahili language for standard four pupils in public primary schools. This was a qualitative study, made on the population of the Kiswahili language subject teachers. The study was conducted in Babati Township Council, Manyara Region, Tanzania. It involved 17 selected public primary schools where one subject and school head teachers from each school were involved. Data were collected using a semi-structured interview guide. The results show that the most important social competence skills for the acquisition of reading skills are communication skills, as other skills depend on the pupil’s ability to communicate his/her ideas well. The study posits that social competence skills have a positive impact on pupils’ acquisition of reading skills. The study recommends an additional curriculum that imparts pupils with social competence skills for reading and academic achievements at large.

Blood pressure profile and nutritional status of pupils benefitting from the National Home-Grown School Feeding Programme in southwest Nigeria

Introduction and aim. Childhood hypertension is an important precursor to adult hypertension. This study was used to investigate blood pressure level and nutritional status of pupils in public primary schools that were benefitting from the National Home Grown School Feeding Programme in southwest Nigeria. Material and methods. A cross-sectional study conducted among randomly selected 40 public primary schools where feeding programme was on-going in Oyo and Ogun States. Pretested semi-structured questionnaire was used to obtain information from the pupils. Anthropometric measurements and blood pressure readings were assessed using relevant tools. Results. Some of the pupils (129; 41.6%) aged 10-15 years (p&lt;0.0001) were stunted compared to those aged 5-9years (60; 11.3%). Undernutrition among pupils aged 10-15 years was 47.7%, which was significantly higher than (p&lt;0.0001) among pupils aged 5-9 years, 18.5%. Overall, prevalence of hypertension among the pupils was 6.0%. No significant difference between male and female groups with regards to MUAC (p=0.115), blood pressure (p=0.302) and BMI-for-age (p=0.100). A significant association found between blood pressure and BMI-for-age (p=0.004). Conclusion. Prevalence of blood pressure among the pupils assessed suggests more presence of high blood pressure in the population of primary school pupils. School feeding programme could be an avenue to improve nutritional indices among the pupils.

Preference for Mathematics Textbook Illustrations among Primary School Pupils in Ibadan: Implications for Counselling Psychology

The purpose of this study was to investigate the preference among primary school pupils in Ibadan in terms of mathematics textbook illustrations and its implications for counselling psychology. An ex post facto descriptive research design was used in the study. One hundred and three (103) respondents were selected from public primary school pupils in Ibadan, Oyo State, Nigeria. The respondents were measured with self-developed scales and the data obtained was analysed using the Pearson Product Moment Correlation Coefficient (PPMC) and Statistical Package for the Social Sciences (SPSS) software. Two (2) research questions were raised and answered in the study. The results show that there is a significant relationship between paper quality and preference for mathematics textbook illustrations (r = .712; P&lt;0.05), and there was a significant relationship between colours used in the book and mathematics textbook illustration preferences (r = .841; P&lt;0.05). In view of these findings, the study stresses that educational stakeholders and counsellors should intensify their effort to organise conferences on the implications of these factors (e.g., colour and paper quality, among others) relating to the pupils’ preferences for textbooks, which invariably affect reading comprehension of the pupils.