Attitudes Of Pupils Research Articles

Attitude of Students in Rural Secondary Schools Towards Sex Education in District Shimla of Himachal Pradesh based on Gender

This research seeks to examine the perspectives of high school students in the countryside of Shimla. Stratified random sampling method was employed to select a cohort of one hundred students from two rural educational institutions in the Shimla District: Government Senior Secondary School, Shoghi and Government Senior Secondary School Ghanahatti. Dr. Usha Mishra’s standardized scale for assessing attitudes towards sex education was utilized for data collection. The t-test has applied to evaluate the significance of the differences among the various groups. The results indicated no notable difference in the attitudes of male and female pupils attending a rural secondary school in the Shimla District. Int. J. Soc. Sc. Manage. Vol. 11, Issue-4: 115-118.

Teachers’ Perspectives on the Education Process: Identifying Challenges and Promoting Sustainable Solutions

Abstract The responsibilities of a teacher are diverse and intricate. Societal shifts, political developments, and rapid technological progress have added further layers of complexity to teachers’ daily tasks. The current research endeavors to analyze how teachers, with varying levels of experience and backgrounds, adapt to these changes in education and perceive opportunities for further development. The aim of the article is to study Latvian teachers’ perspectives on education in Latvia and identify areas for improvement. To reach the aim, focus group discussion was conducted involving six teachers from diverse backgrounds. Through content analysis, the study identified the primary challenges facing the current education process in Latvia: 1) prolonged, ineffective educational reforms; 2) challenges in rural education; 3) inappropriate teacher training; 4) the need for adaptive teaching methods; 5) the importance of cooperation among teachers and with parents. Addressing these areas could lead to significant improvements in the Latvian education system. The analysis sheds light on several issues within education, including the dynamics of teacher–pupil roles, the quality of educational outcomes, and pupil attitudes.

A protocol for a critical realist systematic synthesis of interventions to promote pupils' wellbeing by improving the school climate in low- and middle-income countries.

The review described in this protocol will be the first critical realist review of the literature reporting on the impact of interventions to promote pupils' wellbeing by improving the school climate in Low- and Middle-Income Countries. The review is being carried out to inform the programme theory for a critical realist evaluation of a whole school mindfulness intervention in Ethiopia and Rwanda to improve pupils' mental wellbeing. Our initial programme theory hypothesises that pupils' (and teachers') responses to the mindfulness intervention as well as changing the behaviour and attitudes of individual pupils and teachers, will change the 'school climate' in ways that have a positive impact on mental wellbeing. This literature review will facilitate the identification of mechanisms for change working at the level of the whole school climate, something which is only infrequently discussed in evaluations of mindfulness interventions. A critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school climate can promote the wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations and synthesising these to provide a conceptual understanding of the impact of interventions to improve school climate. The review findings will inform a critical realist evaluation of a mindfulness intervention in schools that we will be carrying out. The findings from the review will enable us to focus more precisely and transparently on what policymakers and other stakeholders need to know about how school climate changes due to introducing mindfulness to the curriculum and how this impacts pupils' wellbeing [and for which pupils]. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media. PROSPERO registration number: CRD42023417735.

Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co‐creation project on French, German and Spanish

AbstractLinguistics is conspicuously absent from language teaching in UK schools. A‐level cultural topics cover a range of themes such as cyber‐society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because linguistics is appealing to many language students and perceived by them to be useful, but also because the existing cultural topics could be significantly enriched by the inclusion of the critical/analytical study of language itself. In this paper, we provide concrete examples of how linguistics can be integrated into the existing A‐level curriculum for Modern Foreign Languages (MFL) in England and Wales. Reporting on a project in which teachers trialled linguistics materials co‐created by us (a group of academics) and experienced languages teachers, we present evidence that linguistics materials are perceived to be both highly novel and nonetheless compatible with the existing A‐level curriculum. Data from questionnaires and semi‐structured interviews with participating teachers also show that: (i) these new materials can be taught with little or no prior experience of linguistics; and (ii) adding linguistics materials to the curriculum leads to significant impacts on teacher and pupil attitudes towards language(s). Despite some challenges, which we also discuss, the results highlight again the great potential of linguistics as a component of language teaching and the contribution that it can make to the enrichment of the discipline.

The impact of winter feeding of birds on pro-environmental attitudes and knowledge of pupils in elementary schools

Feeding wild birds is one of the most popular forms of interaction between wild animals and humans. This relatively simple method can be applied in the educational process in primary schools through active learning in the field, which serves to improve the pro-environmental attitudes of pupils. The aim of the research was to verify the effect of winter bird feeding on the behavior and knowledge of pupils in selected primary schools. We were interested in whether there are differences between respondents who feed birds in winter and those who do not in terms of their gender, grade, place of residence (apartment, house), and school location. We were also interested in the motivation to feed birds and its origin. The results of our research confirmed that winter bird feeding has a positive effect on respondents’ knowledge (p = 0.0101). Pupils attending schools in village areas had a higher tendency to feed birds (p = 0.0005). This was similar for housing type, as respondents living in houses were more likely to feed birds (p = 0.0011). The effect of gender was negligible in our research (p = 0.2965).

Factors Affecting the Interest and Attitude of Pupils towards Learning Mathematics in Selected Schools of Eastern Province, Zambia.

The National Numeracy framework document (2015) highlighted the consistent poor performance in mathematics. The document cited the National Assessment surveys results, noting that the trend of poor performance by learners at all levels of our educational system has remained the same. The National numeracy framework documented and itemised a number of challenges that could be contributing to poor performance by pupils in schools among them attitude of learners towards mathematics. This study sought to assess the nature and factors affecting interest and attitudes of pupils towards learning mathematics. The research used a survey design with a combination of quantitative and qualitative methods when collecting data from 120 Grades 10, 11 and 12 pupils and 16 teachers teaching mathematics. A questionnaire for pupils and the other for teachers were administered. The questionnaires contained closed and ended questions. A focus group discussion for teachers and pupils was also conducted to consolidate the data. Data collected from the first two parts of pupils’ questionnaire and the first part of teachers’ questionnaire (with closed questions) was analysed quantitatively. The last parts of the questionnaire containing open ended questions and focus group discussion were analysed qualitatively by categorizing, describing and explaining, while the mean; bar charts, standard deviation, percentages and frequency distribution were also used to illustrate the analysed data. According to the research findings the nature of interest and attitude of high school pupils showed that pupils had interest and had positive attitude towards learning mathematics. The research also showed that pupils lost interest and developed negative attitude, mainly due to the teachers apart from other factors. The study recommended that teachers approach to teaching and learning and the way they interact with learners should be reviewed; concepts which can be applied in real life situation to arouse interest and influence positively pupils’ attitudes in the subject should be encouraged.

PENGARUH MEDIA VIDEO ANIMASI GIZI SEIMBANG TERHADAP PENGETAHUAN DAN SIKAP GIZI SEIMBANG SISWA KELAS IV SD HANG TUAH 10 JUANDA

Introduction : Wrong eating habit in elementary school students make nutritional problems. Balanced nutrition education needed by learning media can attract elementary school students’s attention. This investigation seeks to determine the effect of delivering information on balanced nutrition through the use of animated videos on the knowledge and attitudes of fourth-grade students at SD Hang Tuah 10 Juanda, Sidoarjo Regency. Method : Quantitative Research with QuasyExperimental trough Pre Test Post Test Control Group. The sample wasfourth grade pupils at SDHang Tuah 10 Juanda with 96 students. Results:The paired sample T-test revealed that the mean scores for knowledgeand attitude differ before and after the animation video interventionwith sig value (0,00) < 0,05. Independent T-Test shows sig value (0,00) <0,05. Conclusion : Animation in video content influences the knowledgeand attitudes of fourth-grade pupils at SD Hang Tuah 10 Juanda.

The attitude of senior pupils to the role of a witness to cyberbullying

Cyberbullying as a scientific problem is one of the popular topics in foreign and domestic literature, but the main attention of researchers is primarily focused on the relationship that arises between the aggressor and the victim. The purpose of the study, the results of which are recorded in the article, is to identify personal characteristics that contribute to or hinder the manifestations of adequate behavior of high school students who have witnessed a cyberbullying situation. The key research tool was the Cyberbullying Witness Behavior Questionnaire. An additional analysis of the personal characteristics of high school students was carried out by means of an Emotional Intelligence Questionnaire and a Short questionnaire of the "dark triad" of qualities; socio-demographic information about the respondents was also collected. In total, 268 high school students aged 16 to 18 years took part in the study (approximately an equal number of girls and boys). The study showed that an adequate type of perception of cyberbullying situations prevails in this age group, but there were also some contradictions that were fixed in the processes of interaction between parents and teachers. Students of boys and girls aged 16-18 years, who have a higher level of empathy and emotional intelligence, show a more adequate attitude to the role of a witness to cyberbullying, while schoolchildren whose personalities are characterized by elements of psychopathic accentuation are more likely to show an inadequate attitude in the appropriate situation. In conclusion, the authors conclude that systematic work on the development of aggressive behavior control skills among high school students, taking into account all personal characteristics, will contribute to reducing the number of manifestations of violence in relationships within high school students' collectives.

Developing a Traditional Oral Health Education Folktale for Primary School Pupils in Ibadan, Oyo State, Nigeria

BACKGROUND: Worldwide oral diseases are a major public health problem among children. Oral health education directed at major aetiological factors such as diet, oral hygiene and dental clinic attendance has helped to reduce the burden of oral diseases in children. Folklore, which includes folktales, puppet shows, dramas, folk music, and dance, appears to be a promising tool that could gain and engage young people's interest. Traditional folktale in school-based health education in Nigeria has not yet undergone much research or evaluation.
 AIM: This paper aims to report how a local traditional folktale for oral health education among primary school pupils was developed with a view to providing information on how the folktale can be developed in other languages as well as how other oral health education folktales can be developed.
 METHOD: Oral health professionals, linguist and theater arts experts from the University of Ibadan, Nigeria, developed a traditional folktale represented on a graphically designed banner (comic strips) for use as an oral health education tool for primary school pupils. Developing the tool involved certain processes which were validated and evaluated at every step. These processes included developing oral health messages on adequate dietary and oral hygiene practices as well as good dental clinic attendance. The messages were used to develop a folktale using improvisation circle method.
 RESULTS: A banner of 6 feet by 4 feet containing graphically designed illustrations (comic strips) of the traditional folktale was developed. The message of which was basically diet, oral hygiene and dental clinic attendance instructions aimed at improving the attitude and practice of primary school pupils in Ibadan to oral health. The folktale was primarily developed in English language, the official language in Nigeria, then translated to Yoruba, the indigenous language of the people of Ibadan. Many skills such as team-building, effective communication and leadership were developed from the many phases and meetings required in the development of the folktale.
 CONCLUSIONS: The early years are the formative years. Hence developing a tool to improve the oral health education of children using traditional folktale is a valuable and culturally advantageous project which has substantial future potentials.

An Investigation of Relationship Between Digital Game Addiction, Peer Bullying and Sportsmanship Attitudes of Secondary School Pupils

The aim of this study is to investigate the relationship between the concepts of peer bullying and sportsmanship, which are considered as factors related to digital game addiction, which is an important problem for secondary school students. When the relevant literature is reviewed, it is observed that the literature has studies on "addiction to digital games" and "bullying", but studies that deal with the concepts of "digital game addiction, peer bullying, and sportsmanship" are few. This study was designed according to the quantitative research model and a relational screening pattern was applied accordingly. The subjects of this research consist of 1088 students studying in the 2021 to 2022 academic year. The method of "stratified sampling and maximum variation sampling" was applied for selecting suitable subjects. Necessary data were collected through Demographic Information Form, Digital Game Addiction for Children, Peer Bullying Detection, and Sportsmanship Behavior Scales in Physical Training Class. In this study, the SPSS 20.0 Statistical Package Program was used to assess the obtained data. T-test and one-way Analysis of Variance (ANOVA) Tukey Test Statistics and Pearson Correlation and Multiple Regression methods of analysis were used along with descriptive statistical methods for analysing applicable data. As a result of the analyzes made, it was seen that the relationship between the scale scores of the participants was statistically significant. However, it can be said that digital game addiction is an important predictor of peer bullying and so it negatively affects interpersonal social relations in terms of sportsmanship.

Effect of mixed-sex play on pupils’ attitudes towards schooling in public and private schools in Oyo state, Nigeria

This study examined how mixed-sex play affected students' attitudes toward schooling in both private and state primary schools in Oyo State, Nigeria. Participants in a pre-test, post-test control group quasi-experimental research design with a 2x2 factorial matrix were randomly assigned to the experimental and control groups. For eight weeks, participants met for a weekly one-hour session. Using the Pupil Attitude Questionnaire, data were gathered. The significance level used to evaluate the results was.05. Utilizing Analysis of Covariance, data were examined. The study's findings showed a substantial treatment effect on pupils' attitudes toward schooling (F (1,149) = 340.567; p < .05), with students in the mixed-sex play group showing the greatest improvement. Additionally, it was discovered that treatment and school type had a two-way interaction impact (F (1,149) = 4.445; p < .05). No significant school type effect (F (1,149) = 2.093; p > .05) was observed. It was concluded that mixed-sex play has significant effect on attitudes towards schooling among primary school pupils and that same was influenced by school type. It was therefore recommended that while mixed-sex play could be used with gains in public schools, efforts should be made to see how it could be significantly deployed to the advantage of private school pupils.

‘I hate when we learn off the mountains and rivers because I don’t need to know where they all are on a blank map?!’ Irish Pupils’ Attitudes Towards, and Preferred Methods of Learning, Primary Geography Education

ABSTRACT This study investigates 152 Irish primary pupils’ attitudes towards geography and their most preferred and least preferred methods of learning and experiencing geography at primary level. The findings indicate that Irish pupils have a neutral attitude towards geography with no significant difference between male and female pupils nor between class levels. Findings clearly show a direct link between teaching approaches and pupil attitudes with Irish pupils preferring hands-on, child-centred, experiential methods of teaching and learning and least preferring rote-learning and didactic and textbook-dominated approaches. Learning about physical features and distant places dominates with few references to the local area.

The Equal and the More Equal: Pupils' Experiences of School in Lithuania in the late Soviet Era

Aim. The aim of the article is to reveal the experiences and attitudes of pupils who attended schools in the late Soviet era (1960s-1980s) towards the implementation of egalitarianism policies in the schools of the Lithuanian SSR. The analysis of the qualitative research material focuses on the word "felt" in the phrase "We all felt equal then", i.e., not so much on the fixation of social (in)equality by analysing the indicators of social class or economic status, but on the subjective experience of equality as a manifestation of human dignity. Methods. Following the methodology of oral history, material was collected during 32 in-depth interviews with people who had attended schools in the Lithuanian SSR in the late Soviet era. Results. Several themes emerged from the analysis of the interviews relating to the expression of egalitarianism in the Soviet school: the social class of the pupils; the economic situation of the parents; and the ability of the parents to have the so-called "blat". Conclusions. The study revealed that the implementation of the policy of egalitarianism officially declared by the Communist Party in the education system was subject to several reservations. In Soviet Lithuania, just as in the whole society, there were a lot of manifestations of blat, corruption, and favouritism. These were influenced by the positions held by pupils' parents, belonging to the nomenklatura and/or the ability to establish informal contacts. Pupils from rural schools had fewer opportunities to pursue higher education.

Attitudes of Non-Disabled Pupils towards Disabled Pupils to Promote Inclusion in the Physical Education Classroom.

Inclusive education for disabled people is becoming increasingly important globally. Improving the factors that support the inclusion of people with disabilities in education is one of the main objectives. In addition to teachers, another major factor is how the attitudes of students without disabilities affect those with disabilities, which should be considered in maintaining an inclusive classroom climate. The aim of the study was to analyse the attitudes of non-disabled students towards the inclusion disabled students in Physical Education (PE) and to investigate differences according to gender and school location. A total of 805 girls and boys participating in PE in public secondary schools (12-18 years old) in Extremadura were analysed through the AISDPE (Attitudes towards the Inclusion of Students with Disabilities in PE) questionnaire. The results show students without disabilities have positive attitudes towards the inclusion of students with disabilities. The majority were female. No significant differences were found regarding the location of the school. There are positive attitudes towards the inclusion of students with disabilities in the PE classroom, but these could be improved, especially in aspects more related to cognitive factors. For this, it is necessary for teachers to provide their students with the necessary tools and knowledge to better understand the possibilities and difficulties presented to students with disabilities, thus promoting a more inclusive classroom.

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Value acquisition of school pupils’ after a Christian Religious Studies based intervention (teacher-led digital story telling strategy) in Lagos State, Nigeria

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the “Teacher-Led Digital Storytelling Strategy” (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils’ acquisition of values, achievement and development of positive attitude to CRS.

Effectiveness of nutrition education in enhancing knowledge and attitude of pupils on choice of school mid-day meal in Ibadan, Nigeria.

Children's food choices affect their nutritional health, development, and well-being. In Nigeria, school lunch is generally unregulated; the food menu is usually at the discretion of individual vendors forcing pupils to make unsupervised food choices. This study examined the effectiveness of 6-week nutrition education in enhancing pupils' knowledge and attitude on the school mid-day meal choices in Ibadan, Nigeria. A pre-test/post-test, quasi-experimental study was conducted with 100 pupils in 4th and 5th grades in public primary schools. Multistage sampling was used to select the participants. A nutrition education module and a questionnaire were used to collect the data. Frequency counts and t-test were used for statistical analysis. Findings revealed the following dietary pattern: 44 of the pupils preferred junk food (mean 41.5, SD = 12.9), 37 were inclined toward protein-rich food (mean 37.7, SD = 12.5), 32 favored food items dense in carbohydrates (mean 34.4, SD = 9.5), and 11 showed a preference toward food with high vitamins and minerals (mean 28.4, SD = 7.5). Nutrition knowledge (t = 6.4, df = 99, p < .05); (pre-test: = 20.9 and SD = 1.0; post-test: = 22.8, SD = 2.8) and attitude toward choice of meal showed statistically significant differences (t = 4.9, df = 99, p < .05; pre-test: = 13.5 and SD = 6.8; post-test: = 18.2, SD = 7.2). We recommend that the Ministry of Education should prepare a standard lunch menu for all schools and the school authorities should enforce it through the schools' food vendors.

СЕМЕЙНЫЕ ЦЕННОСТИ КАК ЭЛЕМЕНТ СОЦИОКУЛЬТУРНОЙ ИДЕНТИЧНОСТИ ШКОЛЬНИКОВ И ВОЗМОЖНОСТИ ОБЩЕСТВОЗНАНИЯ ПО ИХ УКРЕПЛЕНИЮ

The article analyzes the survey data reflecting the attitude of senior pupils to a family institute. Positive and negative tendencies of learners’perception offamily values are revealed. In addition, the substantive and methodological possibilities of the social studies course to maintenance of a positive image of the institution of the family in the minds of the pupils are shown. The important aspects of the use of appropriate forms of work and didactic means at the lessons are revealed.

Muslim:innenfeindlichkeit als Vorurteil und Herausforderung für interreligiöses Lernen – Konsequenzen für den christlichen Religionsunterricht

Abstract This article addresses the question of how to deal with anti-Muslim prejudices and attitudes among pupils in Christian Religious Education, especially from the perspective of interreligious learning. Based on current empirical findings, in particular on corresponding prejudices and negative attitudes of young people and Christian pupils, the so far insufficient consideration of the problem of prejudice in concepts of interreligious learning is considered and the potentials of Religious Education for the reduction of hostility against Muslims and Islam are discussed. From there, and especially in orientation to the so-called contact hypothesis, tasks for the future of Religious Education practice and further research are outlined.

The High School Students Attitudes towards Peers with Blindness

The purpose of this study was to investigate the attitudes of high school pupils toward peers with blindness. Using the CATCH-scale (Chedoke-McMaster Attitudes towards Children with Handicaps), 218 high school students’ attitudes were assessed. High school students generally had a positive attitude towards students with blindness. The total scores on the CATCH- scale was a little higher for female students, but with no statistically significant difference (p&gt;.05). Generally, the implications of this research suggest that regular schools must implement coexistence programs that will lead to even better attitude in inclusive settings.