Primary Education Pupils Research Articles

(Re)defining Motor Competence: Empirical Exploration Based on a Moderated Mediation Approach

ABSTRACT Purpose: The aim of the study was to empirically support a broader motor competence moderated mediation approach in which motor coordination is the predictor variable and motor competence self-perception is the outcome variable, anxiety and self-esteem are mediator variables, and gender is the moderator variable. Method: 327 year-4 Primary Education pupils participated. A conditional processes analysis was performed by macro PROCESS v.3.4. Results: For the moderation effects, interactions appeared between motor coordination and gender when taking self-esteem, anxiety and motor competence self-perception as outcome variables. Interactions were found between self-esteem and gender when anxiety and motor competence self-perception were taken as outcome variables. An interaction appeared between anxiety and gender when motor competence self-perception was considered an outcome variable. A significant direct effect was noted between the motor coordination variable and motor competence self-perception for both genders. The moderated mediation indices supported the indirect conditional effects of motor coordination when partially and jointly bearing in mind the moderator effect of gender on motor competence self-perception by means of self-esteem and anxiety. Conclusions: The results reveal the importance of understanding motor competence by more globally contemplating not only students’ motor learning, but also their cognitive and psycho-emotional reality.

Science Process Skills and Level of Knowledge of Primary Education Pupils

The research deals with the influence of inquiry-based science education (IBSE) implementation into science instruction in the 3rd grade of elementary school on the levels of pupils’ knowledge and science process skills. The research sample consisted of 395 pupils and 170 primary education teachers. The main research method was a pedagogical experiment. Other research methods were non-standardized didactic tests, observation and a questionnaire. The obtained results showed that the pupils’ science process skills increased in the experimental group due to the influence of IBSE. The research results may contribute to the effective implementation of this educational concept in the instruction of natural sciences at elementary schools, with the assumption of increasing pupils’ scientific literacy in international measurements.

The Health and Attainment of Pupils in Primary Education

ObjectivesHAPPEN (The Health and Attainment of Pupils in Primary EducatioN) aims to empower schools to make meaningful changes by gaining a better understanding of pupil’s physical, psychological, emotional and social health. HAPPEN has had 30,000+ children across Wales take part to develop an e-cohort that is supported by public engagement and involvement.
 MethodsPupils (aged 7-11 or years 4/5/6) complete a self-report survey within school about aspects of their health and wellbeing. HAPPEN is directly aligned to the new Curriculum for Wales and has a strong utilisation of consultation, engagement and collaboration with school staff and local authorities. Schools receive an individual report presenting group-level data on pupils’ health and wellbeing while creating a dataset of health and wellbeing across Wales. This data has been linked to routine data and has the potential to make signficant impact in Wales.
 ResultsHAPPEN data has most recently been used to explore children’s health and wellbeing during the Covid-19 pandemic. This included a retrospective cohort study using an online cohort survey (January 2018 to February 2020) linked to routine PCR SARS-CoV-2 test results to explore health-related behaviours in children (2018-2020) and association with being tested and testing positive (2020-2021). This found associations relating to parental health literacy and monitoring behaviours. As well as this, free school meal status was used as a proxy for deprivation in an exploratory study on the impact of school closures on the health and well-being. The physical health (eg, physical activity and diet) of children eligible for FSM may be affected by prolonged school closures. HAPPEN research is driven by the wants and needs of its user-group.
 ConclusionHAPPEN exists to empower schools and practitioners to improve the health and wellbeing of children across Wales by feeding into policy and practice. This infrastructure has facilitated the creation of a dataset that can be linked to answer past and future questions including an evaluation of current free school meal roll-out.

Earmarking policy: how it affects the Indonesian health and education sector

This research analyses the implementation of earmarking policies in Indonesia that allocate 20% of expenditure for the education sector and 5% for the health sector by using the difference in difference method in the before and after the pandemic period. This research uses life expectancy at birth, number of maternal deaths, and the budget allocation for health as a representation of the health sector. To represent the education sector, this research uses primary education pupils, the primary school pupils-teacher ratio, and the budget allocation for education. This research also using propensity score matching and chow breakpoint test for robustness checks. The results of this research show the health and education sectors improved during the implementation of earmarking policy.

Music teaching in primary schools of Albacete, Spain, during the COVID-19 pandemic

AbstractThe role, functions and duties of teachers have dramatically changed with the COVID-19 pandemic. This sudden change has posed enormous challenges for schools, students and teachers. This article deals with the situation of music teaching in the Spanish province of Albacete (Castilla-La Mancha)1 in the first two terms of the course 2020–2021 through face-to-face lessons. A questionnaire, created on music teaching in elementary schools, was answered by 96 teachers, teaching an amount of 35,365 primary education pupils in Albacete. The results of this research show that the everyday teaching has experienced relevant changes, especially in instrumental practice.

THE IMPORTANCE OF THE SUBJECT “TARBIYA” IN WORKING WITH RETARTED PUPILS IN PRIMARY EDUCATION

The given article gives the reader some information about the importance of the subject “Tarbiya” in different stages, mainly primary education, the results of teaching procedure of this subject, its lack sides and possible solutions for the problems given below. This article also presents information about the role of the subject of education in the formation of the worldview of the younger generation, intersubject relations and the importance of integrative education in the lessons of education in primary classes.

PROBLEMS OF ADAPTATION TO STUDY OF PRIMARY EDUCATION PUPILS IN THE CONDITIONS MARTIAL LAW

PROBLEMS OF ADAPTATION TO STUDY OF PRIMARY EDUCATION PUPILS IN THE CONDITIONS MARTIAL LAW

Využitie programu GeoGebra v intenciách primárneho matematického vzdelávania

According to the results of the nationwide testing of fifth-grade students (T5), Slovak students have a problem with the problems from the thematic unit Geometry and measurement. One of the reasons may be the lack of visualization and manipulative activities during mathematics teaching. Visualization can be improved by using various computer programs focused on planar geometry. GeoGebra is one of these programs. The contribution offers the possibility of using the GeoGebra program to improve the mathematical concepts of primary education pupils.

Creativity training programs in primary education: A systematic review and meta-analysis

The aim of the systematic review was to examine the effectiveness of creativity training programs, interventions, or practices on creativity or divergent thinking in typical developing primary education pupils. A systematic review protocol was designed and implemented, and a systematic literature search was conducted across diverse electronic platforms and databases, as well as other resources. The final sample of high methodological quality studies reviewed was 6. A narrative content analysis approach was adopted, and a random effects analysis with restricted maximum likelihood was used to conduct the meta-analysis. The meta-analytic estimate of the overall effect size of the combined studies shows moderate effect across all studies. The results suggest that some programs, interventions, or practices exist that can effectively help teachers, practitioners, and policy makers to promote creativity or divergent thinking in school-aged children.

ДИНАМІКА ЯКОСТІ МУЗИЧНИХ СЕНСОРНИХ УМІНЬ МОЛОДШИХ УЧНІВ: РЕЗУЛЬТАТИ ФОРМУВАЛЬНОГО ЕКСПЕРИМЕНТУ

The importance of forming primary school children’s musical perception is justified by the introduction of the new version of the educational standard and educational programs as well as by teaching Arts on the basis of an integrative methodological approach. The purpose of the article is to scientifically ground the system of didactic influences on musical perceptual processes of younger school children focusing on the following research tasks: a) to define sensory ability as a unit of functioning of musical perception; b) to characterize the levels of pupils’ musical sensory skills formed in the mass experience of primary education; c) to disclose the specifics of variable experimental effects which differ in the degree of intensity of intermodal connections of sensory channels; d) to compare the quality dynamics of musical sensory skills formation in different versions of the pedagogical experiment. Musical sensory ability is defined as the performance of a system of auditory interiorized perceptual familiarizing and cognitive actions based on the mastered standards of music sounds and skills of applying these standards in the examination of musical phenomena. It has been found that in the mass experience of primary education pupils master musical sensory skills at elementary, intermediate and sufficient quality levels where the intermediate one prevails. The system of exercises and game tasks has been developed on the basis of intermodality with coordination of musical and phonemic auditory, musical auditory and color visual, musical auditory and spatial visual sensory processes. The system is aimed at expanding and systematizing pupils' reference ideas about music sounds as well as forming rational ways of their examining musical phenomena. The effectiveness of the introduced didactic influences has been proved: in comparison with the control group the participants of experimental groups, especially the first one, have demonstrated both the highest efficiency of distinguishing and systematizing music sounds and a variety of skills to reproduce them in singing, spatial modelling and instrumental game. The following changes have taken place in the structure of experimental groups: the respondents with an elementary level of musical perception development have not been identified, but a level gradation with intermediate, sufficient, high and consistently high levels of mastery of musical sensory processes. Key words: musical sensory ability, standards of musical sounds, methods of examination of musical sounds, game tasks, exercises, younger students.

THE ROLE OF PHYSICAL EDUCATION IN THE WELL-BEING AND SCHOOL PERFORMANCE OF PUPILS

Abstract. The ever-changing ideals of modern society often tend to set too bold goals based on theoretical knowledge that can lead to great results. All these can have negative influences on mental health, characterized by a high degree of stress, exaggerated emotional reactions, reduced cognitive activity, inappropriate behaviors in the educational and social environment. Under these conditions, the practice of physical activities can be the optimal alternative for primary school pupils in order to eliminate the mental tension accumulated during the theoretical classes held in the classroom. We can say that through these activities pupils can develop their ability to adapt to various conditions, thus being able to control the emotions that appear as a consequence of the harmful influences of a civilization characterized by nervous exhaustion. Physical activity, practiced in different forms can put condition on the multidimensional development of the human being, because physical exercise develops and trains. The practice of motor activities on medium and long term, has a esential role in maintaining an optimal state of health, in promoting the sets of values, behavioral, social and personal attitudes. The purpose of this research is to find out through a questionnaire, what are the options for pupils in primary education. The questionnaire will highlight issues regarding the way of conducting the physical education class and whether it manages to increase the level of satisfaction, generating a state of relaxation and good mood.

Педагогічні умови формування етнокультурної компетентності здобувачів початкової освіти

The article defines and characterizes a set of pedagogical conditions for the formation of ethnocultural competence of primary school students. The methodological essence of the concept of "pedagogical conditions" and the state of development of the issue in the scientific and methodological literature are analyzed and revealed. The choice and ways of implementation of pedagogical conditions of formation of ethnocultural competence of primary education pupils in institutions of general secondary education are substantiated. The pedagogical conditions include the creation of a special ethnocultural educational center (zone) in the classroom; introduction of elective courses in the educational process of primary school; use of non-traditional methods in teaching Ukrainian studies courses; use of electronic educational resources during Ukrainian studies classes; intensification of extracurricular ethnocultural activities of junior schoolchildren. The first pedagogical condition involves the creation of a special ethnocultural environment in the classroom, which will help younger students understand the importance, necessity and need to learn ethnocultural values and form an interest in learning and adopting the ethnocultural experience of Ukrainians. The second pedagogical condition in our study is introduction into the educational process of primary school elective course in Ukrainian studies "I love Ukraine" (M. Chabayovskaya, etc.), which aims to ensure the formation of each student's worldview, beliefs, ideals, interests, morals, volitional traits, skills and habits of motivational and personal ethnocultural behavior, a holistic personality – a citizen of Ukraine. The third pedagogical condition for the formation of ethnocultural competence of primary school students is the use, along with traditional non-traditional principles and methods of teaching in Ukrainian studies courses. The fourth pedagogical condition is the use of visualization (electronic educational resources) in the course of Ukrainian studies, which is related to the psychological characteristics of primary school students in terms of perception and assimilation of the educational material.

Pupils’ prior knowledge about technological systems: design and validation of a diagnostic tool for primary school teachers

This study aimed to develop and validate, based on the Evidence Centered Design approach, a generic tool to diagnose primary education pupils’ prior knowledge of technological systems in primary school classrooms. Two technological devices, namely the Buzz Wire device and the Stairs Marble Track, were selected to investigate whether theoretical underpinnings could be backed by empirical evidence. Study 1 indicated that the tool enabled pupils to demonstrate different aspects of their prior knowledge about a technological system by a wide variety of work products. Study 2 indicated that these work products could be reliably ranked from low to high functionality by technology education experts. Their rank order matched the Fischer-scale-based scoring rules, designed in cooperation with experts in skill development. The solution patterns fit the extended non-parametric Rasch model, confirming that the task can reveal differences in pupils’ prior knowledge on a one-dimensional scale. Test–retest reliability was satisfactory. Study 3 indicated that the diagnostic tool was able to capture the range of prior knowledge levels that could be expected of 10 to 12 years old pupils. It also indicated that pupils’ scores on standardised reading comprehension and mathematics test had a low predictive value for the outcomes of the diagnostic tool. Overall, the findings substantiate the claim that pupils’ prior knowledge of technological systems can be diagnosed properly with the developed tool, which may support teachers in decisions for their technology lessons about content, instruction and support.

Cognitive Behavior Therapy and Stress Reduction among Primary Education Pupils in Nigeria

Cognitive Behavior Therapy and Stress Reduction among Primary Education Pupils in Nigeria

The importance of reading in primary education

This article discusses the reading as a skill, importance of it, its basic stages and the ways of teaching reading to the pupils in primary education. This lack of attention to building schemata for interpreting and composing informational content seems to occur even though study in science and social studies is part of elementary programs and children read from content area texts as early as first grade. Even when children draft story charts together and they use these to build reading skills, the content young writers compose is typically stories, poems, and paragraph that describe personal experiences. One reason, of course, is that the skills have unique and particular relevance to every discipline. Reading for sequence in a short story, for example, is very different from reading for historical sequence, or reading for sequence in a process article. One way is for the teacher to select an item of information laid out on the board and ask students to locate a second item that is in some way like first. Pupils tell how the two items are related, circle them and locate other items that share the same relationship, circling them in the same manner.

Psychosocial Adjustment and Sociometric Status in Primary Education: Gender Differences.

The acceptance or rejection of classmates is one of the most widely recognized determinants of wellbeing in childhood. This study analyses psychosocial adjustment and sociometric status in primary education pupils, and possible differences by gender. A cross-sectional survey was undertaken in Huelva (Spain). The surveyed schools were selected using a stratified random sampling technique with both public and private elementary schools. Sample was composed of 247 4th grade students. Data revealed gender differences in psychosocial adjustment, particularly in terms of prosocial behavior in girls and behavioral problems in boys. Popular and rejected statuses presented opposing adjustment profiles, particularly in hyperactive symptoms and behavioral problems. When the sample was separated by gender, the differences between the types of status in emotional symptomatology and prosocial behavior disappeared. In addition, the differences between statuses were greater in boys, and were defined mainly by hyperactivity, whilst for girls these differences were more apparent in behavioral problems.

Appropriate Self-Perceived Behaviors in Primary Education Pupils During Sports Games.

Based on the results obtained from primary education students—fifth and sixth graders—the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla–La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the adequate skills when winning, and the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning.

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students.

One of the purposes of education is to help pupils develop a responsible attitude, which is understood to be the capacity to vouch for their actions appropriately and in a way that fits social norms. Training of this type should be intentional, planned, and personalized, which will depend on how developed the individual’s social responsibility is. This in turn is influenced by personal and family variables. This article provides an analysis of the interaction of some of those variables with the development of social responsibility in primary education pupils as the basis for the design of programs to promote personal and social responsibility tailored to the features of the pupils. To do this, the Social Responsibility Attitudes Scale was applied to 502 pupils taking grades 2 (8 years old), 4 (10 years old), and 6 (12 years old) of primary education. This scale measures the following factors: (a) obedient in family settings, (b) polite and accepting their mistakes, (c) trust in their parents, (d) responsibility in school setting, (e) friendly and willing to help, and (f) careful of the environment. By carrying out a multivariate analysis with the school grade, gender, family type (single, two-parent), and position among siblings (firstborn, only child, or not firstborn), it was concluded that attitudes related to prosociality start to be differentiated from grade 4 of primary education. It is in grade 6 that children become aware of their responsibility, and this is greater among that from two-parent families. However, no significant differences were found in the level of social responsibility with regard to gender or position among siblings.

Methods and techniques of developing cognitive activities of primary school pupils

The article analyzes the opportunities to develop the process of acquiring knowledge of pupils in primary education, making foundations for the further stages of education and the role of pupils as the main subject of educational process. Elementary students will not have mastered the methods of activity needed to interpret facts and events. Therefore, they make assumptions that provide a solution to a particular problematic situation. The task of the game in the learning process is to give students emotional uplift in the restoration of acquired knowledge. Games have a strong effect on students ’mood by making it easier for them to master the learning materials.

Ways to increase the creativity of pupils in primary education

Ways to increase the creativity of pupils in primary education