Public Schools Research Articles

Empirically Derived Dietary Patterns in Association with Asthma Symptoms in Children and Adolescents: A Cross-Sectional Study

Background: Limited data exists regarding the association between dietary patterns and asthma. This study aims to determine the relationship between empirically derived dietary patterns and the likelihood of asthma among a large population of children and adolescents living in central Iran. Methods: A total of 7667 of male and female students aged 6-14 from 48 public and private schools in YAZD urban areas entered the current cross-sectional study. Data on dietary intakes, as well as asthma symptoms and other possible confounders, were collected using a self-administered questionnaire filled by parents. Factor analysis was applied to find major dietary patterns. Multivariate logistic regression was performed to estimate the odds ratios (ORs) and 95% confidence intervals (CIs) for asthma development across quintiles of dietary patterns. Results: Two main dietary patterns were established. A “traditional diet” was determined by meat, fish, fruits, cooked vegetable, raw vegetable, legumes, cereals, bread, macaroni, rice, margarine, butter, olive oil, milk, yogurt, egg, nuts, potato, and a “western-like diet” was characterized by high intakes of simple sugars, fast food(hamburger), fast food (pizza), soft drinks, jelly, chocolate and biscuits of cocoa, ice cream, and sauce. After adjusting for potential confounders, individuals in the top quintile of traditional diet were 0.31 times less likely to have asthma than those in the lowest quintile (OR=0.69; 95% CI: 0.47-1.00). Moreover, individuals in the top quintile of traditional diet were 0.43 times less likely to have wheezing compared with those in the lowest quintile (OR=0.57, 95% CI: 0.46-0.70). However, individuals in the top quintile of the western diet were 0.35 times more likely to have wheezing than those in the lowest quintile (OR=1.35, 95% CI: 1.10-1.66). Conclusions: According to the results, a traditional diet might be associated with lower odds of asthma; however, a western-like diet might be adversely associated with asthma symptoms.

Presenteeism among teachers and administrators in primary and secondary schools in Morocco case study: The Moroccan public school system

This research is conducted with the aim of studying presenteeism among teachers and administrators in Moroccan public schools. It seeks to enhance knowledge and understanding of a recently recognized subject, namely, presenteeism. Presenteeism is a novel concept in organizational behavior that describes an individual who is physically present yet mentally disengaged. It denotes productivity that falls below expectations despite the employee's attendance and presumed competence, and it encompasses subpar performance by an employee who reports to work while being unwell. It also includes a phenomenon of excessive presence in the workplace. Empirical research on presenteeism is reasonably plentiful, mostly in the domains of medical and management, but empirical studies in the realm of education are exceedingly scarce. This research seeks to enhance our comprehension of presenteeism by identifying the factors that compel teachers and administrators to engage in it, as well as by elucidating the repercussions that ensue from this behavior. This study is carried out at primary and secondary schools in Casablanca, specifically at the Elfida Mers Sultan Directorate, using a sample of 32 instructors and 20 administrators. Key findings indicate that presenteeism is an under-recognized but widespread phenomenon, with 55.8% of participants admitting to having worked while ill. Contributing factors identified were workplace conflicts, demanding schedules, health problems, burnout, advanced age and lack of training in this area among administrators. The effects of presenteeism have a negative impact on student engagement, academic performance and lead to behaviors such as inattention and classroom disruptions.

Spirituality/Faith Integration and Career Sustainability: A Phenomenology of African-American Principals in U.S. Urban High-poverty Public Schools

A phenomenological lens was used to analyze themed patterns to understand how spirituality provides hope, a sense of purpose, and resiliency, enabling 12 Christian African- American principals of urban public schools in the United States to sustain their careers while facing marginalization, inequities, economic oppression, and stress. The terms spirituality and faith are used interchangeably. Both terms refer to what it means to be human and both incorporate self-transcendence to make sense of lived experiences by communicating with a higher source. Findings reveal that spirituality is an important resource that supports career sustainability for Christian African-American principals who lead U.S. urban public schools. In particular, this article provides critical voices of educational leaders, from urban high-poverty public school contexts, who integrate their spirituality/faith within their leadership role. The article helps to fill the literature gap in workplace spirituality, educational leadership, and career sustainability and offers implications for scholars and practitioners.

Associations between School-Based Vision Program Outcomes and School Characteristics in 410 Schools.

School-based vision programs (SBVPs) deliver vision care services directly to students at school, helping address disparities in access to pediatric vision care. We aim to evaluate the associations between SBVP outcomes and school-level characteristics. Retrospective cross-sectional data analysis PARTICIPANTS: Public schools with at least 50 SBVP-enrolled students 5 to 22 years old with complete demographic data. Schools with fewer than 60% of total grade levels served by the SBVP were excluded, resulting in a sample of 410 schools. Vision screening and eye exam data were extracted from Helen Keller International's United States Vision Program dataset from 2016 through 2022. Individual student data were aggregated to characterize each school's SBVP outcomes and analyzed with schools' publicly available socioeconomic and demographic data (student body race and ethnicity composition, proportion of students qualifying for free and reduced-price meals [FARM%], and proportion of English Language Learners). Descriptive statistics summarized SBVP outcomes. Fractional regression models were utilized to understand associations between SBVP outcomes and school characteristics. SBVP outcomes were rates of vision screening failure, eyeglasses prescription, and community eye care referral among each school's SBVP-enrolled students. We evaluated 151 (36.8%) elementary, 155 (37.8%) middle, and 104 (25.4%) high schools, with a median FARM% of 87.4% and a plurality of Hispanic students in 61.0% of schools. Overall median rates of vision screening failure, eyeglasses prescription, and referral were 38.4%, 25.2%, and 5.4%, respectively. High schools were associated with increased screening failure and eyeglasses prescription rates and a decrease in referral rate, compared with elementary schools. In multivariate analysis, each 10% increase in FARM% was associated with a 2.6% (95% confidence interval [CI]: 1.54-3.65), 1.8% (CI: 0.87-2.74), and 0.86% (CI: 0.36-1.36) increase in screening failure, eyeglasses prescription, and referral rates, respectively. There is significant vision care demand among public schools, especially those with student populations from lower socioeconomic backgrounds. SBVPs are important in bridging the gap in pediatric vision care access in such populations. Our findings demonstrated opportunities to allocate program staffing and equipment resources according to schools' anticipated needs, thus maximizing SBVPs' impact in delivering pediatric vision care.

Accountability management system of superior elementary school for digital transformation

The purpose of this research is to find out i) the quality of the accountability management system of superior schools, ii) elementary school digital transformation capabilities, and iii) the relationship between the quality of the accountability management system for superior schools and the digital transformation capabilities of elementary schools in Indonesia. The research approach used is quantitative. The research location is in public elementary schools in Malang City. The population of this research is all 195 public elementary schools. The research sample is 22 public elementary schools. The research subjects were school principals, class teachers, and subject teachers totaling 51 people. Data collection is done by using a questionnaire. Elementary schools with superior school accountability management systems have the ability to drive their digital transformation capabilities. Excellent school accountability management systems and school digital transformation capabilities guarantee equal access to education for all students. Implications for improving teaching and learning are also discussed in this paper. The variables studied can be used to determine the priority scale for planning, implementing and evaluating superior school accountability management systems in digital transformation, in increasing teacher competency.

Critical thinking of masculine students with impulsive cognitive style in solving geometry problems

The problem and the aim of the study. Critical thinking has a vital role in education because it is one of the essential skills that students must possess to face future challenges. By thinking critically, students can learn how to identify problems, analyze information from various sources, evaluate alternatives, and make logical decisions. In solving mathematical problems, it is common to find masculine students who are highly capable and impulsive (fast in solving problems). Therefore, this study aims to explore the critical thinking of masculine students with an impulsive cognitive style in solving geometry problems. Research methods. The study involved 70 junior high school students sitting in grade 9. The selection of research subjects was carried out in three public schools in Pringsewu Regency, Lampung province in Indonesia, namely Public Junior High Schools in Pringsewu Regency-Lampung, namely: SMP Negeri 2 Pringsewu, SMP N 4 Pringsewu and SMP N 1 Ambarawa. The research subjects were masculine students with moderate mathematics ability and above who had an impulsive cognitive style. In recruiting the research subjects, the gender questionnaire, cognitive style questionnaire, and math ability test were used. Moreover, the research is a descriptive qualitative study. The primary data was collected through geometry problem-solving test results and in-depth interviews. Several procedures were also set for analyzing critical thinking data to achieve these goals. Lastly, data analysis was done through data reduction, presentation, interpretation, and conclusion drawing. Results. After 70 students were given a gender questionnaire, cognitive style and math ability test with a minimum score of 75 found as many as 7 students with masculine gender with impulsive cognitive style with high math ability. With scores (mean score masculine: 4.2 ≥ 4: median score masculine) and (mean score feminine: 4.6 ≤ 5 median score feminine). However, one student (S1) was recommended by the math teacher at the school where the research was conducted to be used as a research subject. After in-depth analysis and interviewing S1, it was found that there were 5 aspects of critical thinking in solving geometry problems on the circle theme, namely aspects of clarity, relevance, depth, logicality, and significance. In conclusion, from the qualitative data analysis it was found that during the problem solving process this study has shown aspects of critical thinking namely aspects of clarity, relevance, depth, logicality, and significance.

“Water First” School Water Promotion and Access Intervention: A Cost Analysis Study

BackgroundAdequate water intake is associated with improved cognitive and physical performance, prevention of dental caries, and overweight and obesity. However, access to free drinking water in schools remains inadequate. Water First, a school-based intervention promoting water consumption, was shown effective in preventing overweight, yet its costs have not been quantified. ObjectiveTo evaluate the costs of Water First from the school's perspective over one academic year. DesignSecondary analysis of a cluster-randomized clinical trial assessing the cost of Water First. Participants/SettingSix public schools in the San Francisco Bay Area in the 2018-2019 academic year, with an average of 578±69 students per school and 110±2 fourth-grade students in intervention schools, and 508±190 students per school and 101±5 fourth-grade students in control schools. InterventionSchools were randomized to receive water dispensers and stations in cafeterias and high-traffic areas and a schoolwide water promotion campaign (school-level intervention). Fourth-grade students and teachers received reusable water bottles, lessons, and materials for school and home (class-level intervention). Main outcome measuresActivities, resources, and the value needed to implement the school- and classroom-level intervention were systematically captured over one academic year, including labor, materials, and utilities costs. Statistical analysisThe intervention costs per school and per student were estimated by summing the component-specific costs. Results are presented for both school- and classroom-level interventions in 2023 USD. ResultsThe Water First intervention costs $20 per student for the school- and $131 per student for the classroom-level intervention over one academic year. Accounting for the useful life of the installed water stations and dispensers beyond one year, the annualized cost of the school-level intervention was $11 per student. ConclusionsThese cost estimates provide useful insights for schools and stakeholders to plan and implement effective school-based interventions that promote access to drinking water.

Physical Fitness, Executive Functions, and Academic Performance in Children and Youth: A Cross-Sectional Study

The aim of this cross-sectional study was to investigate the relationship between physical fitness, executive function, and academic performance in children and adolescents. A total of 131 students (49% female) aged 10–15 years from a public school in Rio de Janeiro were assessed in executive functions (hearts and flowers, Corsi’s block, and digit span tasks), academic performance (Portuguese, reading, math, and overall school grade), physical tests (touch test disc, agility, lower limb and upper limb explosive strength), and anthropometric measurements. Regression results showed that the composite of sports-related fitness measures was the best predictor of executive functions (β = 0.472; t = −6.075 p < 0.001). Decision tree classifier analysis showed that the combination of factors that discriminated better and worse executive function groups were better performance in hand–eye coordination (TTD), math, and upper limb strength (ULEST). Sports-related fitness is significantly correlated with executive function. Hand–eye motor coordination has been identified as the most important predictor of improved cognitive outcomes, surpassing even academic skills. These findings should be considered in the design of physical activity programs in school settings, which may have a positive impact on child development, reflected in the reduction of academic and socioeconomic disparities.

The impact of distraction, masticatory performance and sex on food intake of school children from public and private schools: a randomized trial

The impact of distraction, masticatory performance and sex on food intake of school children from public and private schools: a randomized trial

Longitudinal Associations Between Friendship Ethnic/Racial Composition and Ethnic/Racial Identity: The Role of School Ethnic/Racial Diversity.

Schools and friendships represent important but distinct contexts for adolescent identity development. However, research has yet to explore the long-term interplay between these factors on ethnic/racial identity (ERI). This study included a sample of 640 adolescents from 9 public high schools in a diverse United States metropolis (Mage = 14.50, SD = 0.67; 44% Asian, 20% Black, 36% Latinx; female = 68%, male = 32%, non-binary = 0%). Latent growth curve modeling was conducted to investigate longitudinal associations in friendship ethnic/racial composition and ERI exploration. From the 9th-11th grades, same-race friends and ERI exploration increased linearly whereas friendship ethnic/racial diversity decreased linearly. Adolescents attending more ethnically/racially diverse schools maintained more ethnically/racially diverse friends over time but did not differ in changes in ERI exploration compared to adolescents in less diverse schools. There was no association between the rates at which adolescents' friendship ethnic/racial composition and ERI changed over time. More ethnically/racially diverse friends in the 9th-grade predicted faster increases in subsequent ERI exploration. The findings highlight important differences in the roles of friendship and school contexts on ERI, suggesting that friendship ethnic/racial diversity, but not school ethnic/racial diversity, facilitated ERI exploration over time. School ethnic/racial diversity did facilitate a slower decline in friendship ethnic/racial diversity, emphasizing the importance of school integration.

Single Parental Status: Effects on Learners’ Emotional Behaviour in Public Primary Schools in Kanduyi Sub County, Kenya

The family is the stimulus behind the growth and development of an individual. Children emerge from different parental status, this include intact and single parental status. However in schools, learners from single parenthood display different emotional behaviour compared to those from intact parenthood. The objective of the study was to establish the effects of single parental status on learners’ emotional behaviour. The study was guided by family systems theory and adopted comparative research design. The study targeted a total of 458 participants, including 440 standard eight learners (212 boys and 228 girls), 9 class teachers, and 9 guidance and counseling teachers from 9 public primary schools in Kanduyi Sub County, Bungoma County. The standard eight learners were selected due to their unique experiences and maturation, as well as their physical, mental, and emotional development, which enabled them to express themselves in a manner that was comparable to that of their peers in other classes. Stratified random sampling was used to obtain participants according to their gender; simple random sampling was used to give equal chance to all learners to participate in the study. Purposive sampling was employed to select class teachers and Guidance and Counselling teachers as key informants on matters concerning learners. Questionnaires and interviews were used to collect data. The study utilised content validity while reliability of the instruments was established by cronbach’s alpha coefficient of 0.697. Simple linear regression was used to analyse data. Data analysis revealed a statistically significant effect of single parenting on learners emotional behaviour F (1,198=4.731, p<0.05. The findings revealed that single parenting negatively affected learner emotional behaviour since the p-value<0.05 hence the null hypothesis rejected. The study recommended for effective guidance and counselling services for learners from single parental status to help them improve on their emotional behaviour such as low self-esteem, aggression and anxiety while in school.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curriculum demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

SOME CONSIDERATIONS ABOUT SCHOOL MEALS IN ESPÍRITO SANTO

This article aims to analyze the National School Feeding Program (PNAE) in the state of Espírito Santo from a geographical perspective. It provides a historical overview of programs aimed at family farming and fighting hunger in Brazil, highlighting the importance of issues that permeate food, such as globalization, hunger, and the land structure of Espírito Santo, as well as their consequent impact on food production in the state. The objective is to show how the Program is important for those who produce food (farmers) and for those who consume it (students in state public schools), and that it can still be improved.

Managers’ Productivity and Recruitment in the Public Sector

Governments face many constraints in attracting talented managers to the public sector, which often lacks high-powered incentives. In this paper, we study how a civil service reform in Chile changed the effectiveness of a vital group of public sector managers: school principals. First, we estimate principal effectiveness by using an extension of the canonical teacher value-added model. Then we evaluate the effect of the reform on principal effectiveness using a difference-in-differences approach. We find that public schools appointed more effective managers and improved their students’ outcomes after increasing the competitiveness and transparency of their selection process. (JEL D73, H83, I21, J24, J45, O15)

Public school teachers' perceptions of internet gaming problems among students: current status and challenges

Objectives This study aimed to identify and understand the challenges faced by public school teachers regarding issues related to Internet gaming.Methods An electronic questionnaire was administered to 400 public school teachers in the Saitama Prefecture from September to November 2021. A total of 352 valid responses were obtained. The survey content included teachers' knowledge of gaming disorders, whether their students experienced gaming-related problems, difficulties perceived by teachers, how they discovered the problems, how they dealt with them, the challenges they faced in dealing with the problems, and desired support. Data were analyzed based on the teachers' roles, responsibilities, type of school, and knowledge of gaming difficulties. Fisher's exact probability tests were used to determine significance, and adjusted standardized residuals were used to assess the differences between groups.Results Nearly 63.1% of the teachers already had knowledge of gaming disorders, and 49.4% acknowledged the existence of students with gaming problems. The most common reasons for discovering problems were disrupted daily rhythm (51.7%) and increased tardiness and early dismissal (34.7%). The main actions taken to address gaming problems were "consultation and information sharing with families" (48.6%) and "individual guidance by teachers" (34.1%). Approximately half of the teachers indicated that they regularly experienced difficulties in activities related to prevention, early detection, student support, and interaction with parents. Specific challenges included limited guidance and involvement with families (61.4%) and the inability to intervene and provide effective support (62.5%). Teachers' support included programs for addiction recovery (56.8%), awareness programs for parents (56.0%), and staff training to increase the understanding of gaming disorders (50.5%). The responses varied according to teacher role and school type, indicating that implementation rates and difficulties were higher in middle schools.Conclusion We found that teachers tended to view internet gaming problems as family problems and provide complementary support for home education. Teachers also found it difficult to deal with students with gaming problems. Depending on the teacher's role in the school and the type of school, requests for support varied. Elementary and special-needs schools needed teaching materials that could be used for classroom and school-wide instruction and guidance for concerned students and their parents; junior high schools needed a consultation system with school counselors and other professionals and cooperation with healthcare; and high schools needed measures and support, including social support.

School-based nutrition education programs alone are not cost-effective for preventing childhood obesity: A microsimulation study

Although interventions to change nutrition policies, systems, and environments (PSE) for children are generally cost-effective for preventing childhood obesity, existing evidence suggests that nutrition education curricula, without accompanying PSE changes, are more commonly implemented. Estimate the societal costs and potential for cost-effectiveness of three nutrition education curricula frequently implemented in U.S. public schools for childhood obesity prevention. In 2021, we searched for nutrition education curricula in the SNAP-Ed Toolkit, a catalogue of interventions for obesity prevention coordinated by the federal government. Standard costing methodologies estimated the societal costs from 2023-2032 of nationwide implementation of each identified curriculum. Using the Childhood Obesity Intervention Cost-Effectiveness Study (CHOICES) microsimulation model, which projects the costs, healthcare costs saved, and cases of obesity prevented for childhood obesity prevention interventions, we conducted threshold analyses for each curriculum, estimating the cost per quality-adjusted life year (QALY) for a range of hypothetical effects on child body mass index (BMI) to determine how large of an effect each curriculum would need to have to meet a cost-effectiveness threshold of $150,000 per QALY. Three nutrition education curricula without PSE were identified from SNAP-Ed; none had evidence of an impact on obesity risk. From 2023 to 2032, the estimated implementation costs of the curricula nationwide ranged from $1.80 billion (95% UI: $1.79-$1.82 billion) to $3.48 billion (95% UI: $3.44-$3.51 billion). Each curriculum would have to reduce average child BMI by 0.10 kg/m2 or more-an effect size that has not been reported by any of the three curricula, or by more comprehensive existing prevention programs-to be considered cost-effective at this threshold. SNAP-Ed-endorsed nutrition education curricula alone are unlikely to be cost-effective for preventing childhood obesity. Continued efforts to implement interventions with strong evidence for effectiveness, including PSE approaches, are needed.

Teachers’ Perception of Corrupt Practices at Teaching Service Commission in Nigeria

Corruption is a global problem that has affected education in Africa and Nigeria, affecting the system’s efficiency. Two research questions guided this study. This study explored teachers’ perception of corrupt practices in the Teaching Service Commission (TSC) in Nigeria with particular reference to Ekiti state. A descriptive research design and a quantitative approach were adopted. Random sampling technique was used in this study and 180 participants were selected for this study. The study participants were given a questionnaire known as the Perceived Corrupt Practices Questionnaire (PCPQ) to obtain the views of the participants. The data collected was analyzed using descriptive statistics and percentages. The findings revealed many forms of corruption in the Ekiti State Teachers Service of Nigeria, including collecting official documents, bribery for admission to public schools and access preferences. Teachers also believe that corruption in the Board of Education is responsible for destroying social welfare and poor educational achievement in Nigeria. It was concluded that corruption reduces the resources available to schools, limits access to education, and reduces the quality of services in the state.

I. I. von Felbiger and the creation of the European school education system

Introduction. One of the most important conditions for the success of any type of activity is its systematic nature. This statement fully applies to such an important area of the spiritual life of society as education. The creation of the educational system in Europe is associated with the name of the outstanding teacher-reformer Johann Ignaz von Felbiger (1724-1788), who vividly proved himself as a scientist, founder of educational institutions, author of important documents and textbooks that for many decades determined the content and nature of schooling in European countries and in Russia. Materials and methods. The author uses the following research methods: analysis of historical and pedagogical literature, biographical and historical methods, an axiological scientific approach to the study of the value content in the activities of I. I. von Felbiger. The work uses publications by foreign and Russian authors. Results. The period of I. I. von Felbiger's life and his organizational activities coincided with the age of Enlightenment, which led to an increase in interest among a significant part of the population of many European countries in science and its practical use in the interests of society, as well as to the problems of educational development. I. I. von Felbiger acted as the organizer of educational institutions designed for various groups the population and the levels of training of students. He substantiated the idea of the first public school system in history and partially implemented it into practice. Over time, this system, which in some countries was called Sagan, became generally accepted in Europe. His ideas were developed in the process of creating a school education system in the Russian Empire. Discussion. Von Felbiger's activities in the field of education were multifaceted. He carried out the practical management of the educational institution, was a teacher, the general commissioner for education of the whole country, and finally, he created valuable legislative acts that received approval from the monarchs and ordinary teachers. He also authored methodological and educational manuals for teachers that corresponded to the current needs of society. Conclusion. The famous educational reformer von Felbiger left a vivid mark on the history of European science and culture. He went down in the history of pedagogy as the creator of the Sagan school system. The history of his life and work, as well as the genesis of the first education system he created in Europe, deserve further comprehensive study.

Parent input: shaping inclusive education for students with disabilities

Over the past 20 years, significant developments have occurred in Jordan to create more inclusive school settings. This is in part due to new national policies such as 2017 Public Law no. 20, Rights of Persons with Disabilities, and partly a result of international organizations’ support and funding. The collective efforts are dismantling historical attitudes and beliefs about disability, yet often, intellectual disabilities remain marginalised in schools and communities. The current study explores the perceptions of parents whose children are attending inclusive public schools. Data was collected through focus groups in three districts representing central, northern and southern Jordan as a part of a needs assessment for broader inclusion work in these districts. Past research reveals that parents in Jordan are often divided on their support of inclusive education, and the survey research results do not clearly explain this division. The data indicates that parents welcome the idea of their children attending inclusive schools while expressing concerns about bullying and isolation at the hands of the other students. This is compounded by a worry that teachers lack sufficient experience supporting students with disabilities. These findings align with international research with parents of youth with disabilities and have significance within Jordan, where inclusion continues to be at the forefront of the educational agenda. The implications for this research indicate that while inclusive education is more prominent and disability is more widely discussed, there are still traditional challenges to enactment.

INFLUENCE OF UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN TEACHING PHYSICS ON STUDENT COMPETENCES IN PUBLIC DAY LOWER SECONDARY SCHOOL IN RWANDA A CASE OF KICUKIRO DISTRICT

The adoptions of ICT tools in education have gained significant attention globally due to their potential to enhance teaching and learning experiences. This study aims to examine the influence of ICT tools in teaching Physics on student competence in public day schools in Kicukiro District, Rwanda. The study has three specific objectives which are to assess the influence of multimedia on students competences in Physics in lower secondary schools of Kicukiro district, to evaluate the influence of computer based simulation on students competences in Physics in public lower secondary schools in Kicukiro district and to determine the influence of virtual experiment on students competence in Physics on lower public secondary school of Kicukiro district. The finding of this study was offered insight to teachers, school administrators, education policies makers and ICT industry for working better in globalized digital age. The study was also provided valuable insights for policymakers and educators to enhance the teaching and learning of Physics in public schools through the effective use of ICT tools. The selection of participants for this study were employed various methods including both simple random and purposive sampling techniques. The study gathered data through questionnaire with Likert scale statements and interview guide. Specifically, thequestionnaire were made for students while interview guides were designed for head teacher and teachers of Physics. The studys population was 11994 people consist of 26 head teachers, 38 teachers of Physics and 11930 Students from all of the Kicukiro Districts lower public secondary school. The study utilized descriptive survey design to analyses data and examines relationship between ICT tool and student competence. A sample size of 387were chosen by using Yamane formula. The selection of participants for this study were employed various methods including both simple random for 387 students and purposive sampling techniques for 24 head teachers and 34 teachers of Physics. The analysis procedure involved the use of descriptive statistics. Each item from questionnaire and interview were systematically categorized.Theresultsshowedthatthereisastatisticallysignificantrelationship(r=.865, p < .01) between use of multimedia and conceptual understanding and retention of knowledge in public lower secondary schoolsofKicukiro District. Furthermore, according to the findings, there is a strong positivecorrelation (r = .802, p < .01) between simulation and engagement in learning experiences. Finally, the results indicate that there is a moderate to strong positive correlation(r = .735, p < .01) use of virtual experiment and improved score in examination. The findings revealed that simulation and multimedia were prevalent with high participation rate among students. Researcher recommend several key included student to utilize simulation and multimedia as new tools especially STEM will enhance engagement and a standardized evaluation framework based on the discoveries that every student felt that ICT tools improved their competence in Physics. This framework would enable a systematic assessment of the impact of utilize ICT tools in teaching. Based on findings that students highly valued their using ICT tools and perceived them as beneficial, organizing a national curriculum can further incentivize schools to invest in high-quality program.