School Pupils Research Articles

Elementary learning styles and application of the Dunn and Dunn learning style inventory model

This study explored the diverse learning styles of elementary pupils in an elementary school in the Philippines. It examined the application of the Dunn and Dunn Learning Style Inventory Model (DDL-SIM) to enhance educational outcomes. Recognizing the unique learning preferences of learners, the research aimed to bridge the gap in learning styles by implementing tailored teaching methods and strategies. Utilizing an explanatory mixed-methods research design, the study engaged all pupils using the complete enumeration sampling technique to ascertain their learning styles across five domains: environmental, emotional, sociological, physiological, and psychological. The survey questionnaire for the quantitative phase and the semi-structured interview guide questionnaire for the qualitative phase were employed, which were subjected to validity and reliability tests by the expert panel of evaluators. The study's data analyses utilized descriptive statistics, Spearman Rho correlation, and thematic analysis. As per the DDL-SIM, quantitative findings revealed significant emotional and physiological preferences, with significant relationships between demographic profiles and their learning styles. Qualitative insights underscored a holistic approach to learning as the generated major theme, emphasizing the interconnectedness of minor themes such as emotional intelligence, social dynamics, physical health, and environmental factors in the learning experiences. The study suggested that educators create tailored learning plans and gender-sensitive approaches and include emotional and physiological aspects in teaching. In support of varied learning styles, it promoted the DDL-SIM of educator’s professional development and parent and community participation. Hence, the DDL-SIM recognizes and addresses each learner's unique preferences, promoting a more inclusive and successful learning environment.

Evaluation of a multicomponent positive psychology program to prevent gaming disorder and enhance mental wellness in primary pupils: A randomized controlled trial.

Gaming disorder (GD) is a prevalent and complex issue that has recently been recognized as a condition that impairs mental health, underscoring the urgent need for early prevention measures. This evaluation study examined the effectiveness of the Digital Netizen Alliance (D.N.A.) program, a new multicomponent positive psychology program for preventing GD and bolstering mental wellness among Chinese children. Drawing on gamification and positive psychology principles, the program builds four key positive skills collectively referred to as the P-A-G-E framework: psychological resilience, active coping, growth mindset, and emotion regulation. A randomized controlled trial was conducted with 264 primary school pupils attending fourth, fifth, or sixth grade in Hong Kong (63% female; mean age = 10.83, SD = 1.18). The findings revealed that participation in the program effectively promoted active coping, a growth mindset, and emotion regulation. Moreover, program participation alleviated GD symptoms and reduced negative affect. These desirable changes were fullyexplained by the P-A-G-E framework. The new D.N.A. program, which cultivates the positive psychology skills specified in the P-A-G-E framework, facilitates favorable psychological changes among children. These results emphasize the importance of using multicomponent frameworks for interventions targeting GD prevention.

Social Intelligence of Fifth-Grade Primary School Pupils

The aim of the research is to build a social intelligence scale for fifth-grade primary school pupils in science course. The research followed the descriptive-analytical approach and the scale was built according to established construction steps. Various types of validity, including face validity, construct validity, and discriminant validity, were confirmed, and the scale's reliability was verified. It was applied to a sample of 500 fifth-grade primary school pupils, and appropriate statistical methods were used. The results indicated a moderate level of social intelligence among the study sample, with differences between pupils in social intelligence attributed to gender, favoring females. Several recommendations were made to improve the social intelligence level among the research sample.

ANALYSING THE IMPLEMENTATION AND ACHIEVEMENT OF THE NATIONAL LANGUAGE SYLLABUS IN TAMIL PRIMARY SCHOOLS: A CASE STUDY OF UPSR RESULTS AND PROFICIENCY GAPS

The difficulties of using the National Language (NL) curriculum in Tamil primary schools in Malaysia are discussed in this paper. Although Tamil primary school pupils struggle with NL competence, hurting their secondary school preparation, the Malaysian educational system requires mastery of Bahasa Melayu, the National Language. The research uses 2019 UPSR data to examine the NL success levels in comprehension and writing among Tamil school children. Focusing on a sample of Tamil pupils, the approach used a quantitative study of test results from national-type schools. Data were gathered using UPSR Comprehension and Writing papers. The results showed a notable difference in NL proficiency as only 40.11% of pupils attained an acceptable level in both examinations. Important debates focused on the absence of NL exposure in everyday life and the effect of mother tongue interference as main contributing elements. According to the report, standardising the NL curriculum and enhancing it across the institutions would assist to reduce these disparities. This study highlights the necessity of strategic changes to promote Tamil primary school pupils' language competency, therefore guaranteeing better preparation for secondary education.

Unlocking Cognitive Horizons by Exploring the Influence of Maps on Primary School Pupils: An Examination Conducted in North Macedonia

This study thoroughly investigates the effects of utilizing maps as educational tools for children, aiming to enhance pupils' cognitive abilities and improve the overall educational system within primary schools. By exploring the potential benefits of incorporating cartographic materials into the curriculum, this research sheds light on their positive impact on children's intellectual growth and the educational framework at the elementary level, such as primary schools. The primary aim of this investigation is to deliver an interactive and compelling educational resource tailored for pupils aged between 7 and 10 years old. Pre-test and post-test were conducted with 377 primary school pupils in Tetovo, North Macedonia. Employing a comprehensive mixed-methods approach and through a meticulous analysis of the potential benefits of integrating maps into the pedagogical framework, this study aims to provide valuable insights into the positive effects they can have on children's skill acquisition and the overall efficacy of the educational system. Ultimately, the findings of this study are expected to inform educational stakeholders by furnishing empirical evidence on the advantages of incorporating maps into the learning process for young learners, thus contributing to more effective educational practices. The study's findings demonstrate a predominantly favorable reception, emphasizing the efficacy and educational utility of the maps and atlases among young pupils. The analysis shows that employing the maps and atlas led to an average enhancement in pupils' learning abilities, with an approximate mean increase of 31.45%.

Investigating the Level of Mathematics Anxiety among Junior High School Pupils

Mathematics is a fascinating and perplexing subject that is constantly evolving in a variety of scientific fields. Naturally, it is amazing and beautiful to use mathematics to solve a real-life problem and comprehend it. However, most people fear mathematics. The goal of this research was to explore Ghanaian Junior High School pupils' level of anxiety in mathematics at two different schools.. A Likert-Scale type of questionnaire on mathematics anxiety was given to 120 pupils who were randomly selected from the population to answer voluntarily. Descriptive and inferential analysis were both used to analysis the responses from the pupils. It was revealed that mathematics anxiety was reported to be high among junior high school pupils. It was also found that female pupils had greater levels of mathematics anxiety than male pupils. Practical recommendations are provided based on the findings of the study.

Extended Theory of Planned Behavior Model to Predict Factors Affecting the Behavior of Eating Halal Food (Case Study of Santri Tahfidz Pondok Pesantren Al Muayyad Surakarta)

This study examined the characteristics that impact tahfidz students' food choices at Al Muayyad Islamic Boarding School in Surakarta, particularly halal food intake. This is quantitative descriptive research. Halal food purchases are mainly influenced by the Extended Theory of Planned Behavior model. Awareness, behavioral habits, religious self-identity, moral commitments, and trust also affect this technique. The sample included Al Muayyad Islamic Boarding School pupils memorizing the Qur'an. Data collection techniques with random sampling method through distributing questionnaires. Furthermore, the data analysis technique uses the SPPS version 26.0 application with multiple linear regression tests. Moral obligation has a significant positive effect on halal food consumption behavior, subjective norm or subjective norm has a significant negative relationship. Other components or factors, do not have a significant influence on the decision to consume halal food for students even though they have a positive relationship.

Occurrence of overweight, obesity and their associated risk factors among primary school pupils in Samarra/Iraq: a cross-sectional study.

To find the prevalence of overweight and obesity and the risk factors for increasing weight among young students. The cross-sectional, descriptive study was conducted during the 2018-19 academic year in Samarra, Iraq, after approval from the ethics review committee of Anbar University, Al Anbar, Iraq, and comprised primary schoolchildren aged 7-13 years regardless of gender. After collecting sociodemographic data, based on body mass index values, the children were categorised into malnourished <5th percentile, normal 5-84th percentile, overweight 85-97th percentile, and obese ≥97th percentile. Data was analysed using SPSS 27. Of the 450 subjects, 243(54%) were girls and 207(46%) were boys. Obesity was found in 54(12%,) subjects, while 83(18.4%) were overweight. Class grades of the schoolchildren, mothers' education, type of food taken to school, money to buy from the school canteen, consumption of soft drinks, and eating snacks were significantly related to body mass index percentile (p<0.05). Overweight and obesity were prevalent in school children, and a number of factors contributed to the problem, highlighting the need for health education interventions.

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

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

Urogenital schistosomiasis in schoolchildren in the lake zones of Kankossa and Oued Rawdha, southern Mauritania: The first parasitological and malacological survey.

Urogenital schistosomiasis due to Schistosoma haematobium is a major public health problem in Mauritania, but little is known about its epidemiology in many areas of the country, particularly in the lake zones. The objectives of the present parasitological and malacological study were to assess the prevalence and intensity of urogenital schistosomiasis among school children in Kankossa and Oued Rawdha lakes, southern Mauritania, and determine the species of intermediate host snails and the prevalence of snails with schistosome. A school-based epidemiological survey was conducted in two villages in the lake areas of Kankossa and Oued Rawdha. Urine samples were collected from 450 state primary school children and Koranic school children and examined for the presence of S. haematobium eggs using filtration technique. Water bodies adjacent to human settlement were surveyed for Bulinus and Biomphalaria snails that may potentially be intermediate hosts of S. haematobium. Morphological, molecular, and proteomic (i.e. matrix-assisted laser desorption ionization time-of-flight mass spectrometry [MALDI-TOF MS]) identification of collected snails were conducted, and their infection status was assessed by real-time polymerase chain reaction (RT-PCR) using the highly repetitive DraI gene. The prevalence of urogenital schistosomiasis was 35.6% and 15.8% in Kankossa and Oued Rawdha villages, respectively, corresponding to 'moderate' prevalence (i.e., 10-49% infected schoolchildren). Urogenital schistosomiasis prevalence was higher in boys (30.0%) than in girls (21.2%; P < 0.05), and in Koranic schools pupils (37.1%) than in state schools (20.5%; P < 0.05) pupils. Multiple regression analysis showed that sex (odds ratio [OR]: 1.64; 95% confidence interval [95% CI]: 1.06-2.57; P = 0.03) and Koranic school level (OR: 1.79; 95% CI: 1.06-3.04; P = 0.03) were independently and significantly associated with urogenital schistosomiasis. Based on molecular and proteomic identification, both B. senegalensis and B. umbilicatus colonized the water bodies of Oued Rawdha, whereas both B. forskalii and B. truncatus colonized those of Kankossa. The DraI RT-PCR detected S. haematobium complex DNA in 8 of 66 (12.1%) analysed snails: one B. truncatus and one B. forskalii in Kankossa and five B. senegalensis and one B. umbilicatus in Oued Rawdha. Urogenital schistosomiasis is moderately prevalent in the lake zones of Kankossa and, to a lesser extent, Oued Rawdha, located in southern Mauritania. Mass drug administration campaigns with praziquantel should be conducted to reduce the prevalence of urogenital schistosomiasis among school-aged children in the lake zone of Kankossa and Oued Rawdha village. Further parasitological and malacological studies should be conducted in other villages located in the Mauritanian lakes in the southern Sahelian zones and the northern oasis areas to strengthen our knowledge of the current epidemiological situation and implement appropriate urogenital schistosomiasis control strategies.

Enhancing Numeracy Skills in Elementary Students through the Traditional Congklak Game: A Study in Kudus

The objective of this study is to assess the efficacy of the conventional congklak game in enhancing numeracy abilities among primary school pupils in Kudus. The capacity to enumerate is a fundamental skill in the field of mathematics education, which is sometimes regarded as tedious by young learners. This study employed an experimental research approach and included a sample of 100 students representing diverse social and economic backgrounds. The employed methodologies encompass literature review, documentation, direct observation, and pre-test and post-test assessments to evaluate students' numeracy abilities. In addition, questionnaires and interviews were used to analyse several dimensions like learning motivation, social interaction, and family environmental support. The findings indicated that pupils who were taught utilizing the congklak game shown a notable enhancement in their numeracy abilities in comparison to students who employed traditional approaches, with an average rate of improvement of 28%. Furthermore, the congklak game has been empirically shown to enhance both learning motivation and social interaction among students. The findings of this study validate the need of including conventional games within the primary education curriculum in order to establish a learning environment that is both entertaining and efficient. Therefore, this study provides a substantial contribution to the advancement of novel and efficient learning methodologies. The findings from this study can serve as a valuable resource for policy makers and educators in developing a curriculum that is both engaging and effective in enhancing students' fundamental skills.

Effects of Rewards on Motivation and Student Achievement in Digital Game-Based Learning in Teaching English as a Foreign Language for Primary School Pupils in Kazakhstan

Effects of Rewards on Motivation and Student Achievement in Digital Game-Based Learning in Teaching English as a Foreign Language for Primary School Pupils in Kazakhstan

Cyber offending in adolescence: The role of knowledge and experiences online on propensity to engage in unauthorised access

Cyber crime is a relatively new but quickly evolving crime type, and there is particular concern about the number of young people becoming involved in cyber crime, who may be at the start of a pathway into more serious and persistent cyber offending. The current study aimed to examine Computer Misuse Act (CMA) experiences and knowledge amongst secondary school pupils. Six-hundred-and-fifty-one pupils in secondary school years 10–13 (ages 14 to 18) took part in one of 29 outreach engagement sessions delivered by police officers. The sessions aimed to deter and divert young people from engaging or persisting in cyber offending and included information about the CMA and the potential consequences of committing CMA offences. Almost a third (30.6%) of pupils who took part reported that they had accessed another person's account without permission, two-thirds (62.5%) reported that they had been booted off a game previously, and 37.6% had experienced a data breech. As predicted, previous experience of online victimisation was associated with a greater likelihood of an individual going onto engage in unauthorised access themselves. Contrary to predictions, there was no association between pupils' online presence (as determined by their use of more than five online services) and engaging in authorised access. Surprisingly, better knowledge of the CMA was associated with an increased likelihood of engagement in unauthorised access. It may be that perceived risk, rather than awareness of illegality, is key, although further research is needed to confirm this. Empirical and policy implications of findings are discussed.

Education of Deported Lithuanian Children

As a result of Soviet repression about 40,000 Lithuanian children with their families were deported to Siberia, where they had started or continued their education. The Soviet, with knowledge of education importance of the new regime loyal generation, spend a lot of attention, increased funding, and enforce compulsory education. The education system was affected by World War II: the number of pupils in schools fell by as much as 25%, pre-war levels were reached again by 1950. School conditions were poor – children did not have learning tools, there was a lack of premises, textbooks, teachers. The situation started to get a little better in the postwar period, but no major changes took place until about the early 1960s. Teachers had the greatest influence to the quality of learning. Ideological education played an important role to the learning system turning children into loyal Soviet citizens. However, adults were teaching their children at home in case of possible ideology affection, loss of national identity. The opportunities of deported people to study at higher schools were limited, nevertheless, a number of them entered higher education and completed their studies.

The Influence of Tuition Fees, The Effectiveness of the Educational and Administrative Staff, and the Aspiration for High-Level Universities in the Future on the Choice of Private Schools in Saudi Arabia: The Moderating Effect of Accreditation Standards

This study aims to examine the effect of tuition fees, the effectiveness of the educational and administrative staff, and the aspiration for high-level universities in the future on the choice of private schools in Saudi Arabia. Moreover, examining the moderating effect of accreditation standards on the relationship between tuition fees, the effectiveness of the educational and administrative staff, the aspiration for high-level universities in the future, and the choice of private schools in Saudi Arabia. To achieve the study objectives, the researcher used the descriptive design and quantitative approach, depending on the questionnaire as the main instrument for collecting study data. The study was applied to a sample consisting of (289) parents of pupils in private schools in the Asir region, who were selected randomly. The results of this study showed that the tuition fees, the effectiveness of the educational and administrative staff, and the aspiration for high-level universities in the future on the choice of private schools. Also, the results showed that accreditation standards have a moderating effect on the relationship between tuition fees, the effectiveness of the educational and administrative staff, the aspiration for high-level universities in the future, and the choice of private schools.

Relationship between education in the Welsh medium and self-esteem for primary Cymreag and English speakers

ABSTRACT Objectives Of relevance to minority ethno-linguistic groups is the association between self-esteem and proficiency in their heritage language. The current study explored whether self-esteem of Cymraeg (Welsh) speaking pupils in Welsh/Bilingual-medium schools was higher than Cymraeg-speaking pupils in English-medium schools. Methods 1,709 pupils from Welsh/Bilingual and English-medium schools in Wales completed the Rosenberg Self-esteem Scale. Scores were analysed as a function of their primary language (language they use most often) and the linguistic medium of their school. Results Relative to primary-English speakers (pupils using English most) attending Welsh/Bilingual-medium schools, primary-Cymraeg speakers (pupils using Cymraeg most) attending Welsh/Bilingual-medium schools recorded higher self-esteem scores. There was no difference in self-esteem between speakers of different languages attending English-medium schools. Primary-English speakers attending English-medium schools recorded higher levels of self-esteem relative to primary-English speakers attending Welsh/Bilingual-medium schools. There was no difference in self-esteem between primary-Cymraeg speakers attending Welsh/Bilingual and English-medium schools. Longitudinal analysis suggests self-esteem increased for primary-Cymraeg speakers attending Welsh/Bilingual medium schools only, but pupils educated in their non-primary language demonstrated a decrease in self-esteem. Conclusion The results suggest care is needed when allocating pupils to schools, as language of the school and the pupil’s primary language interact in determining self-esteem over time.

Inspiring Entrepreneurship by Spreading New Technologies and Innovative Methods that Popularise Science and Art

In recent years a new term related to GPT (Generative Pre-trained Transformer) has become very popular among professional society members who develop and use computing applications. This trend has inspired entrepreneurship in education in the following aspects: Academic – in the Computer Science and Management Departments Non-academic - studies for high school pupils and for adults who wish to enrich their education. The purpose of these studies is to popularise science, technology, and art using innovative methods to make these subjects attractive. Academic entrepreneurship requires students to be innovative, namely, to create a project using their acquired professional skills. The work, called the final project, is a part of the students’ academic requirements at universities. As a promoter of these projects, I have been giving the students proposals, suggestions, and inspiration for the subjects of their projects. The article mentions and describes a database with hundreds of recommendations for subjects for projects as well as projects completed by students who previously finished their final project. This project’s database is used as a model for the current students. The database includes the project’s hierarchical classification along with subsections, according to their theme, innovation level, and completeness, indicating their practical or theoretical properties. The following projects are a sample demonstrating the variety of the final projects, for example: “Analysing the voiceless languages”, “Double buffer economic boiler”, and “Creating the most consensual coalition”. The second aspect of the entrepreneurship being developed is a series of lectures “The Popularisation of the Science and the Art”. This collection of lectures includes an innovative method for preparing and presenting the lectures, connecting attractively the way in which science and art are popularised together for an audience in a wide spectrum of society. The Power-Point presentations contain built-in programs, demonstrating dynamic and user-friendly theoretical issues that are accessible using artistic, visual, and acoustic effects, such as known clips, classical and modern paintings, sculptures, music, and other artistic creations. Some of the subjects in this series of lectures are as follows: “Cryptology”, “Illusions”, “Architecture and Mathematics”, and “Polarisation index in the society”. The main difference between the two above entrepreneurships is that in the first case, the main innovation lies in finding the subject of each final project, whereas in the second case, the innovation relies on its implementation, namely, its multi-media and multi-disciplinary presentation.

A Research Plan for Pupils’ Global Understanding about Educational Inequality in the UK

This paper delves into the UK primary school pupils' initial perceptions of global educational inequality. It aims to assess their comprehension of 'education,' 'inequality,' and 'educational inequality,' and to determine their ability to identify educational resources, which are key to addressing the unfair distribution of educational opportunities highlighted by Banzragch et al. (2019). The study seeks to uncover the pupils' awareness of these concepts, which is crucial for understanding their views on educational disparities.

Feedback in Linear Programming: Students’ Perceptions at AYO Secondary School of Nkeyema District in the Western Part of Zambia: A Hermeneutic Tactic

Abstract: The foundation of teaching strategies in school environments is feedback. Nonetheless, it needs to be communicated clearly because it is frequently misinterpreted. Due to the negative comments, they gained through their actual internships, students lacked confidence and felt unable to practice their talents. They also felt that receiving comments made it difficult for them to finish their useful exercises. In the western Zambian region of Nkeyema, AYO Secondary School was the site of this investigation. An interpretivist approach was used in an exploratory qualitative design. Eleven (11) secondary school pupils in total and each student was questioned separately. With the participants' consent, all interviews were audio recorded using a digital voice recorder and then verbatim transcriptions were made. After that, qualitative content analysis was used to analyse the data thematically.

Are there systematic differences in Teacher Assessment and Test Scores by Exclusion Status?

Objective and ApproachThe educational performance of school pupils in England is assessed in many ways, including through formal testing and teacher assessment. It is important to understand whether certain types of pupils perform better in certain forms of assessment, and although this has been studied within the context of ethnicity, amidst a recent increase in the number of school exclusions in England there is a growing need to understand whether excluded pupils perform differently than never-excluded pupils in different forms of assessment, especially given that excluded pupils are characterized by multiple forms of disadvantage. This study investigates this question using the Longitudinal Educational Outcomes (LEO) dataset, focusing on a cohort of pupils who undertook both forms of assessment at the end of Key Stage 3 (age 14). ResultsWe first explore whether, compared with never-excluded pupils, excluded pupils receive a teacher assessment level below their achieved test level, conditional on prior attainment. These estimates reveal no differences by exclusion record, and this result holds for all assessed subjects (English, Maths and Science). We also explore whether, conditional on the Key Stage 3 test score, excluded pupils have a higher chance of being assessed below the expected level by their teacher. These estimates indicate that, compared with measurably similar pupils who are never excluded, some excluded pupils underachieve in teacher assessment. Conclusions and ImplicationsOverall, the results show that what can be learned about systematic discrepancies between teacher assessment and test measures depends on how such discrepancies are estimated.