Public Schools Research Articles

Optimizing Item Construction in Diagnostic Mathematics Test

The diagnostic mathematics test is a critical tool for measuring students' abilities to understand and apply mathematical concepts, with the design of good test items being paramount to ensure validity. This study leverages Item Response Theory (IRT) models and Differential Item Functioning (DIF) methods to refine the construction of test items, specifically focusing on rational numbers. Engaging 929 junior high school students from three public schools in Cirebon, West Java The research utilized R Software to analyze the most suitable IRT models and investigate DIF methods. The findings underscore the efficacy of the Parameter Logistic 3PL model based on Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), -2 loglikelihood, and Standardized Root Mean Square Residual (SRMSR) values, alongside item fit, highlighting that nearly all analyzed items were suitable except one that required replacement. Additionally, the identification of items with significant DIF effects points to potential biases, suggesting avenues for enhancing test fairness and reliability. The study's broader implications extend to improving diagnostic assessment practices, informing item design in educational evaluations, and guiding future research towards creating more equitable and precise measures of mathematical understanding. This contributes to a nuanced comprehension of student abilities, offering valuable insights for educators, assessment designers, and policymakers aimed at fostering improved learning outcomes in mathematics education.

Flipped Classrooms With Peer Instruction: The Impact on Students’ Conceptual Understanding

The aim of the research is to explore how flipped classrooms utilizing peer instruction impact students’ grasp of the periodic table of elements. In this quasi-experimental design, a total of 64 tenth-grade students participated. The study took place at a public high school situated in Bekasi, a city located in the central region of Indonesia. Experimental group students were instructed in flipped classrooms together with peer instruction (FCPI) and control group students were taught in flipped classrooms without peer instruction (FCX). For quantitative data analysis, t-tests and Cohen’s d were computed. The findings indicated a significant mean disparity between the two groups of students concerning conceptual understanding after the instructions were given. Also, students in FCPI showed a higher increase in conceptual understanding than students in FCX with high effect sizes. It indicates that the integration of flipped classrooms with peer instruction proved more efficacious in enhancing students’ conceptual understanding compared to FCX.

Are sun exposure time, dietary patterns, and vitamin D intake related to the socioeconomic status of Portuguese children?

To investigate the association among sun exposure time, vitamin D intake, dietary patterns, and socioeconomic status in Portuguese children. Participants aged 3-11 years (50.1% females) were recruited from public and private schools (n = 118) in the districts of Coimbra (n = 2980), Lisbon (n = 3066), and Porto (n = 2426). Parents reported their children's daily sun exposure time during the summer season and reported children's food consumption, including vitamin D food sources, using standardized questionnaires. Parents' education level was used as a proxy measure to the socioeconomic status (SES). The principal component factor analysis (PCA) method was used to identify dietary patterns. The eight dietary patterns identified were labeled in: "fast food", "rich in vitamin D", "sugary drinks", "vitamin D", "candies", "supplements", "rich in calcium" and "vegetables/healthy". Linear regression analyses were performed to investigate the association between sun exposure time and dietary patterns according to SES. A total of 4755 children were included. Children from high SES had significantly longer sun exposure time (p < .001) and more frequently consumed vitamin D supplements (p < .001). "Fast food" pattern showed a negative association with sun exposure time in medium and high SES (p = .014 and p < .001, respectively). Children with lower SES spend less time exposed to the sun, consume fewer dietary sources of vitamin D, and consume more foods rich in fat and sugar.

The post-traumatic stress disorder, anxiety and depression among adolescents of public high schools: a cross-sectional study

The post-traumatic stress disorder, anxiety and depression among adolescents of public high schools: a cross-sectional study

School Plant Management for Effective Teaching Delivery in Senior Secondary Schools in Rivers State

The study examined school plant management for effective teaching delivery in senior secondary schools in Rivers State. The study design was descriptive survey design while the population of the study comprised of 6,657 teacher and 302 principals in public senior secondary schools in River state. The sample consists of 823 respondents (principals and teacher) of government senior secondary schools which representing 12% of the entire population. Three research questions and three corresponding null hypotheses were formulated to guide the study. A self -structured questionnaire titled “School Plant management for effective teaching delivery questionnaire” with 22 items was used. The instrument was duly validated by two experts from measurement and evaluation and a reliability index of 0.84 was established. The findings of the study revealed typed of school plants in secondary schools, the respondents agreed that inadequate funding, lack of training, overcrowded class room e.t.c., are challenges of utilization school plant. Furthermore, the study revealed that the respondents agreed that all the items listed were the strategies for managing school plants. The study recommended amongst others that government and other stake holders of education should provide adequate school plants for efficiency and effectiveness in the system, stake holders of education should address the various challenges of utilizing school plants and that heads of schools, school personnel and students should be trained and be re-trained on the various strategies of managing school plants.

Examining the Predictive Capacity of School-based Assessment on Students' Mathematics Performance in Large-scale Examinations

This study underscores the importance of school-based assessment (SBA) in predicting students' mathematics performance in the Basic Education Certificate Examination (BECE) in Ghana. The study was conducted using 150 mathematics teachers from public junior high schools in Ghana's Central Region, the research employed a quantitative approach, using surveys to gather data on internal examination scores, SBA practices, teaching experience, and gender. Regression analysis revealed a strong predictive relationship between internal exam scores and BECE performance (R² = 0.663, B = 0.374, SE = 0.006, t = 67.24, p &lt; .000), while ANOVA showed significant variations in SBA practices based on teaching experience (F (3, 146) = 6.99, p &lt; 0.05). However, t-tests indicated no significant gender differences in SBA practices among teachers (t (148) = 1.100, p = 0.273). These findings highlight the critical role of internal assessments and teaching experience in enhancing educational outcomes and suggest that educational policies should support effective SBA practices and professional development for teachers. Based on these findings, it is recommended to enhance formative assessment practices by focusing on continuous and comprehensive internal assessments, provide ongoing professional development for teachers to improve their skills in implementing SBA, and allocate adequate resources for mathematics education to support effective teaching and learning environments.

Factors Influencing on Job Satisfaction of Secondary School Teachers in Karachi Pakistan

Teachers are role models for their students and considered an asset of any nation's educational system because of their impact on students' personal and intellectual development. The objective of this research is to examine the perspectives of public secondary school teachers in district central Karachi regarding their level of job satisfaction through a simple survey technique. 120 secondary school teachers, including 50 male and 70 female teachers, were selected using simple random sampling. In terms of frequencies, percentages, means, and standard deviations, the data were analyzed using descriptive technique. The results revealed that at the secondary level, teachers were found to be extremely motivated and satisfied for their teaching practices. However, they required a higher level of job satisfaction regarding advantages and benefits, followed by working conditions and physical facilities. The study suggested that pay and benefits, working conditions, and physical facilities should be a priority of administration and policymakers for enhancing teachers' job satisfaction, which ultimately enhances teaching /learning and quality of education.

The cognitive engagement of students in pairs when using learning objects

This article discuss the potential use of Learning Objects for use with students organized in pairs in the school activities context.We will present data collected throughout a PhD research that sought to verify whether grouping into pairs during activities in the computer laboratory enables students' cognitive engagement. The investigation included the participation of 1st year and three 2nd year classes of elementary school in a Brazilian public school. The methodological approach used was Action Research and data collection took place during a complete academic year. In general, the results presented in this work allow us to affirm that the use of Learning Objects enables students' cognitive engagement during activities and that there is no significant difference in engagement between students who were organized in pairs and those who were working alone.

Understanding the Barriers in Adopting the E-Textbooks Among Public School Students in Oman

Understanding the Barriers in Adopting the E-Textbooks Among Public School Students in Oman

The impact of Digital Platforms on English Learning in Ecuadorian Public Primary Schools

Learning English as a second language has always been key worldwide because it is a means of communication and connection with other cultures and nationalities, hence its importance of starting to learn it from an early age. This literature review allows us to scientifically justify the topic presented and highlights the use of digital platforms as a methodological and pedagogical mediator in the acquisition of English as a second language in children ranging from 6 to 12 years of age. Therefore, the effectiveness of technological integration in the sector of public education has the potential to offer students interactive and engaging opportunities that encourage meaningful learning of English while promoting language skills through active participation and motivation as a result. However, the socio-economic factor and the lack of technological resources in public schools and families make a difference in the education and learning of this language, which is why state support is essential, as well as the professional development and constant training of teachers in the use of virtual platforms such as Microsoft Teams, Google Meet and Zoom among others but also new technologies for success in the acquisition of the English language.

Internet addiction among school adolescents in Jeddah-Saudi Arabia

BackgroundInternet addiction is increasing among adolescents worldwide. There is a lack of research assessing internet addiction and factors contributing to it among adolescents in Jeddah city. The current study aimed to assess the rate of internet addiction among adolescents in Jeddah, Saudi Arabia, and the potential factors associated with it.MethodsA cross-sectional online survey, hosted by SurveyMonkey, was used to capture data on internet use from 462 adolescents aged 12–18 years between March and May 2022. Young’s Internet Addiction Scale was used to assess the degree of internet addiction as perceived by adolescents. Multiple linear regression analysis was used to identify possible predictors of internet addiction among adolescents in Jeddah.ResultsThe mean age of the participants was 15.5 ± 1.9 years. The majority were females (75%) from public schools (63%), spent an average of six hours on the internet daily, owned smartphones (98%), accessed the internet via a smartphone (94%), and used the internet for socializing (82%). Internet addiction mean score was 39.20 ± 15.20 out of 100. More than two-thirds of the participants had mild to moderate levels of internet addiction (68%). Significant predictors contributing to internet addiction were using the internet for socialization and playing online games. The more hours spent on the internet daily, the more the internet addiction was (p ≤ 0.05).ConclusionsThe internet addiction rate is high among school adolescents in Jeddah. The majority of high school adolescents had mild to moderate levels of internet addiction. Interventional multidisciplinary programs are needed to mitigate the factors that influence internet addiction.

Relationship between School Culture and Moral Development of Students at the Secondary Level

This study explores the intricate relationship between student moral growth and school culture within the secondary education landscape of Lahore, Pakistan. The research aimed to investigate how student moral development intertwines with the prevailing school culture, as perceived by students themselves. The study population included students and teachers of both public and private schools in the Lahore district. Employing a quantitative approach, data was collected from 420 respondents through systematic sampling techniques. Data analysis revealed a significant relationship between moral development and classroom culture. The study also indicated satisfactory and insufficient areas of moral development among school students with respect to their teachers' role. It was recommended that the schools should provide a conducive atmosphere which may satisfy the unsatisfactory areas of moral development among their students. School culture and curricula should both be modified and developed to foster moral development among the students. Similarly, ethical leadership culture should be promoted among the teachers and Heads to cultivate responsible citizenship among students.

Teachers’ mental health status in new normal among public secondary schools in Jolo, Sulu

This study analyzed the mental health status of the public secondary teachers in Jolo, Sulu, Philippines. This study was a descriptive research that described the emotional well-being, support perception, stress level, anxiety level, depression, as well as resilience and coping mechanisms of the public teachers. Three public secondary schools were selected in this study. There were one hundred twenty (n=120) public school teachers who participated in the study—forty in each institution. This study adapted Warwick Edinburgh Mental Well-being Scale (WEMWBS), Teachers Mental Health Check-in Survey, Depression Anxiety Stress Scales (DASS-21), Connor-Davidson Resilience Scale (CD-RISC-10), and Carver Brief COPE Inventory as the research questionnaire. The teachers demonstrated positive emotional state, low levels of anxiety, stress, and depression, and high resilience, all indicative of their effective management of mental health challenges in the new normal. Specifically, they reported having the feeling of optimism, love, being supported, relaxed, and mental fortitude. They were also able to respond to the challenges they face by getting advice, seeking emotional support, self-reflection, and find comfort from their religion or spiritual beliefs. However, this study did not evidently describe the interactions between support systems and anxiety, stress, and depression levels. Hence, it is essential for further research to explore the specific types of support and coping strategies that most effectively promote these positive emotional states and resilience among teachers.

Positioning sexual justice within social work teaching on human rights: countering contemporary sexuality oppression

ABSTRACT Access to sexual health, sexuality information, sexual expression and sexual pleasure is a human right. Yet, the sexual health and wellness landscape has become a battlefield. Recently large-scale sex-negative campaigns preceded the US Supreme Court overturning Roe v. Wade in 2022. The use of the word ‘gay’ was restricted in public schools along with efforts to ban drag queen story time. Further reports of increased violence against people who identify as transgender have increased. Given social work’s roots as an anti-oppressive, practice-based profession focused on social justice, social workers are ideally positioned to challenge this attack on sexual rights, sexual pleasure, and access to related services. Sexual justice pedagogy is a warranted first step. A review of the literature establishes the rationale behind sexuality being a human right, examining social work’s missed opportunities for sexual justice. Next, the current sexuality assault landscape in the US is reviewed and sexual justice is defined within social justice. Activities are presented providing educators exemplars to introduce sexual justice content in human rights teaching. I conclude with recommendations to create a learning environment that will help facilitate the understanding and integration of sexual justice within the teaching of human rights to social work students.

“Zero interaction”, ignoring and acts of omission in the school ecology: Peer ostracism from the perspective of involved adolescents

AbstractThis study focuses on one type of excluding and isolating behaviour, the essence of which is the breakup of social interactions with a group member, which falls within the commonly accepted definition of ostracism. Based on interviews with 29 adolescents aged 12–18 (including 15 girls and 14 boys, all of whom were students in public schools without migrant backgrounds), an analysis of the content and typology of peer ostracism in school classrooms was conducted, emphasizing the perspective of those directly involved in the ostracism, i.e., the perpetrators. Three main dimensions and behavioural aspects related to ostracism emerged from the data: “Avoidance (Zero Interaction)”, “Expulsion from Group” and “Complete Ostracism”. The results indicate that the identified forms of ostracism rarely occur in a pure form, and are most often carried out in combination with non-verbal acts of overt exclusion. Furthermore, peer ostracism in group-class communities, which is consensual and chronic in nature, may reflect a distinct variant that qualifies for independent study. The paper also discusses directions for future research and actions to improve the social classroom environment.

Mathematics Vocabulary and Problem-solving Skills of Grade 4 Pupils in Narvacan North District

This study assessed the levels of mathematics vocabulary and problem-solving skills among Grade IV learners in public elementary schools in Narvacan North District. The primary aim is to assess how well students understand and use mathematical terminology and their ability to apply this knowledge to solve mathematical problems. The research involved a sample of 366 Grade IV students, utilizing validated tests and problem-solving assessments to gather the needed data. Results indicate that moderate grasp of mathematical terms, there is notable variability and room for improvement. Furthermore, parents' educational attainment and learners' vocabulary levels are significantly related implying that higher parental education is modestly associated with better vocabulary outcomes. In terms of problem-solving skills, the findings show that learners also demonstrate moderate proficiency. Importantly, the analysis reveals that demographic factors such as age, and gender, and significantly related to problem-solving abilities, indicating that these skills are influenced more by other factors. The study concludes that enhancing instructional strategies and providing targeted support can significantly improve both vocabulary and problem-solving skills. Engaging parents in their children's education and offering additional resources can further bolster these efforts. Future research should explore other influential factors and effective interventions to support the mathematical development of Grade IV learners, thereby laying a stronger foundation for their continued academic success.

Exploring Performance Skills in the Occupation of Learning to Read

ABSTRACT Only one-third of U.S. fourth-grade public school students score at or above reading proficiency on national standardized tests. Current language-based reading instruction methods do not appear to meet many students’ needs. This study explores the role of visual perception in word recognition skills amongst typically developing first graders. It is hypothesized that visual perception is a crucial component of word recognition. This quantitative correlational study explored the relationship between visual perception and word recognition skills in first grade students participating in general education. The findings revealed that several statistically significant relationships exist between visual perceptual functions and skills recruited for word recognition. Phonological processing is strongly associated with spatial relations (r = .35) and sequential memory (r = .38). These correlations are significant at the 0.01 level (2-tailed). Form constancy (r = .28) p < .05 is significant at the 0.05 level (2-tailed). These relationships suggest that visual perceptual skills and phonological processing are concurrently developed in these participants and that these skills are likely recruited simultaneously when engaging in occupations, such as learning to read. This study highlights the role of visual perception in early reading development. Educators may consider consulting with school-based occupational therapists to explore the potential impact of visual perception when supporting students who struggle with reading.

Investigating Teachers’ Attitudes towards the Incorporation of Global Education within the English as a Foreign Language (EFL) Context “Ticket to English” textbook as a case study

This study examines the investigation of the integration of global education within the Moroccan English as a Foreign Language (EFL) context, focusing on the attitudes and perceptions of EFL teachers toward the inclusion of global issues and values in secondary public school textbooks. Utilizing a quantitative research methodology, the study employs surveys and questionnaires to gather insights from a carefully selected participant pool. The findings reveal a spectrum of perspectives among teachers, with some emphasizing that integrating global values enhances learners' global awareness and fosters global citizenship. In contrast, others express concerns that such inclusions may aim to assimilate learners into a homogeneous global culture, potentially suppressing local and national identities. Notably, the study underscores the perception that global education is viewed by some as ideologically driven rather than educationally motivated, prompting critical reflections on the underlying principles guiding these integrations and their alignment with broader educational goals. This article contributes valuable insights for curriculum development and pedagogical considerations in the context of global education in Morocco's EFL classrooms.

A Unified Theory of Acceptance and Use of Technology Assessment in Learning Resources Management and Development System

The platform for Learning Resource Management and Development System (LRMDS) has the potential to be helpful for learning. Teachers find support and resources from the learning portal of the Department of Education. This study focused on determining the acceptance of the Learning Resources Management Development System (LRMDS) as a learning resource portal using the Unified Theory of Acceptance and Use of Technology (UTAUT) model among EPP/TLE/TVL teachers in the Division of Iligan City. For the sample selection based on structures and items, Soper's (2024) a-priori sample size calculator for structural modeling was utilized. This calculator calculates the minimum need to identify desired effects for a structural equation model inquiry by considering variables, effect size, and power levels. The study was based on quantitative and qualitative research designs via demographic questionnaire based on the UTAUT theory model and the perception questions. Findings indicate that the effort expectancy and social influence have positive effects on behavior intentions and facilitating conditions; behavioral intentions also have positive effects on use behavior. However, Performance expectancy is not significant. Additionally, qualitative findings suggest that teachers believe the LRMDS can greatly improve teaching effectiveness when viewed as valuable and dependable, resulting in its effective use. Teachers generally consider the content provided by LRMDS to be relevant and sufficient. However, a significant issue is that some resources, particularly in TLE (Technology and Livelihood Education), are outdated, likely due to limited access to ready-made resources and sufficient learning materials. The findings of this study also suggest that enhancing LRMDS integration, communication and outreach efforts are recommended, including a training guide matrix to raise awareness of LRMDS benefits and address misconceptions through targeted campaigns, workshops, and peer sharing. Recommendations include improving knowledge management, simplifying user interfaces, informing teachers about support conditions, and implementing the training guide matrix in public schools to highlight the advantages of the LRMDS portal.

Book Censorship in Public Schools: Examining Florida HB 1467 (2022)

Several pieces of legislation have sprung up in recent years in Florida aiming to restrict public school library books and curricular materials. Notably, this coincides with other state legislative moves to restrict what students read and learn in school with partisan purposes. Library associations have reported that nationally, removed books disproportionately contain LGBTQ and racial minority themes. One law at the heart of these restrictions, Florida HB 1467 (2022), empowers community members to challenge and remove public school books and adds bureaucratic obstacles to the access of previously allowable materials. The vague and broad language of the Florida law leads to erratic application by school districts across the state, resulting in the suppression of protected speech. This article examines a key constitutional tension: Under what circumstances does the students&amp;rsquo; right to receive information under the First Amendment outweigh school officials&amp;rsquo; authority, and, by extension, parental authority over local education under the Tenth Amendment? The U.S. Supreme Court in Board of Education, Island Trees Union Free School District v. Pico (1982) offers one answer, holding that political orthodoxy is an unacceptable rationale for removal, but pervasive vulgarity and educational unsuitability are acceptable. These three standards are useful, yet entangle in ways Pico is not fully suited to address. This article argues HB 1467 (2022) is unconstitutional under the political orthodoxy Pico standard, strict scrutiny analysis of content-based regulations, and the vagueness and overbreadth doctrines of the 1st Amendment.