Pupils In Class Research Articles

Prevalence, pattern and factors associated with undernutrition among Primary school aged children in Rivers State Nigeria

Background: Undernutrition among children contributes to the high diseases burden in Nigeria and other developing countries undergoing nutritional transition. It presents as underweight, stunting and thinness/wasting. 
 Objective: This study looked at the pattern of undernutrition among primary school aged children in Rivers State.
 Materials and Methods: This is a cross-sectional descriptive study among primary school-aged children in Rivers State Nigeria recruited through a multistage sampling method. Information on socio-demography, dietary habit and physical activity of the pupils were obtained from parents who gave informed consent while weight and height measurements were carried out directly on assenting pupils. Data was analyzed using IBM SPSS Statistics version 23 and WHO Anthroplus software. Results were presented in frequency table. Test of statistical significance was done at P < 0.05
 Results: A total of 465 pupils aged 5 – 13 years participated in the study. Mean age was 8.64 ± 0.113 years. Twenty-nine (6.2%) of the pupils were stunted, 8 (1.7%) were severely stunted; 19 (4.1%) were thin/wasted and 18 (3.9%) were severely thin/wasted; 12 (3.1%) were under-weight and 4 (1.0%) were severely underweight. Stunting and underweight were associated with type of school, place of residence, class of pupils, occupation and level of education of parents (P < 0.05); thinness/wasting was associated with only birth order (P < 0.05). Undernutrition was not associated with physical activity and dietary habit. 
 Conclusion: Stunting was the commonest pattern of undernutrition among primary school age children in Rivers State Nigeria followed by underweight and thinness/wasting.

Ostvarivanje prijateljskih odnosa među vršnjacima u osnovnoj školi

In our country, there have been few studies focusing on the exploraion of friendly relations among peers in the school context, especially those established among the pupils with developmental difficulties. Therefore, our goal was to get an insight into the quatity of the established friendly relations among pupils in regular primary school classes and to examine to what extent the developmental specificities of the pupils (pupils with developmental difficulties/pupils without developmental difficiulties), gender, age, general school achievement, and mother's and father's level of education predict friendships with peers. A total of 120 pupils (28 girls and 92 boys) from 36 classes of the fourth and eighth grades from eight primary schools from the territory of the city of Belgrade participated in our research. A half of the total sample consisted of pupils with developmental difficulties, while the other half consisted of pupils without developmental difficulties. We applied a socio-metric technique of peer nominations (a friendly relationship is established if two pupils nominate each other in the question "Name up to three pupils that you would like to be friends with"). In terms of data processing, apart from descriptive statistics, we applied a regression model that belongs to generalized linear models (Poisson's regression). The results indicate that the number of established friendships increases with pupils' age, better school achievement, and parents' higher level of education, and that pupils without developmental difficulties make more friendships with their peers than pupils with developmental difficulties. The findings of the regression model confirm that age and developmental specificities statistically highly predict the level of peer friendships, whereas this was not confirmed relative to pupils' gender, school achievement, and parents' level of education. The pupils without developmental difficulties are more likely to make friends with their peers than the pupils with developmental difficulties. In addition, the eighth-grade pupils are more likely to establish mutual friendships than the fourth-grade pupils. We selected the key implications and offer suggestions for further research.

Gender approach in teaching chemistry in final secondary school classes in private schools in Lubumbashi/Haut-Katanga

This article, which presents the situation of the teaching and learning of chemistry among pupils in the final classes of secondary school in private schools, is the fruit of long and meticulous observation. Our personal experience as a teacher has shown us that there are fewer girls than boys in the biology-chemistry course and they are a minority in the faculties of engineering and exact sciences. On the other hand, they prefer to turn massively towards sectors considered to be less prestigious and which lead to less paid professions such as the cutting and sewing sector. It is also significant that these less prestigious and paid professions are also predominantly female professions. This article is particularly interested in defenders of the cause of women and the academic performance and performance in chemistry of girls and boys in secondary schools in private schools in Lubumbashi. It first presents the breakdown of students by gender. Then, it is interested in the descriptive data taken from the questionnaires intended for pupils and teachers concerning two fields of information: 1) Influence of the choice of the biology-chemistry sector 2) Concentration between girls and boys in chemistry class. The article also examines the relationships between performance in chemistry and variables in these two fields.

The Development of the Artistic Potential of Pupils of Primary Classes by means of Slavic Choreography

The Slavic choreography plays a significant role in developing the essential directions of children’s choreography under the conditions of school and leisure activity. The examples of Slavic choreography happen to be an eff ective measure for developing the artistic potential of younger pupils by receiving the basics of folklore –scenes and ballroom dancing. The dances of Slavic choreography that are considered typical for a variety of countries which are being taught at a school age, facilitate the development of a choreographic culture, technical skills and the imagery of a dance, they create opportunities for the children to get acquainted with the traditions, the character and the national peculiarities of the dancing culture of a certain nature. The Slavic danceseducate the child in terms of intranational tolerance and intracultural mentality, develop a high culture of international relations.

Non-religious pupils in religious education: an exploration of their specific learning conditions

ABSTRACT This article draws on the ongoing discussion in some European countries about whether and how non-religious worldviews and pupils should be included in religious education (RE). This discussion lacks empirical knowledge about the specific learning conditions of these pupils in RE – a desideratum that this article addresses. Building on a terminological classification of non-religiosity proposed by Lois Lee, this study distinguishes between pupils that show anti-religious, indifferent and positive different relations to religion. It investigates whether they differ significantly from most pupils in RE classes regarding active participation and perception of relevance. To this end, this article draws on data from 952 pupils who attended Catholic or Protestant religious education classes in southwestern Germany (state of Baden-Württemberg). The results of the ANOVAs show that pupils with anti-religious, indifferent and positive different relations indeed have lower scores in active participation and perception of relevance in religious education than the majority of pupils, which can be interpreted as an indicator of poorer learning conditions for the former. Furthermore, significant differences were found between pupils with anti-religious, indifferent and positive different relations, which underlines the importance of distinguishing between different types of non-religiosity in the discussion.

Adequacy of Human Resources on the Implementation of Early Childhood Education in Public Pre-Primary Schools in Meru District, Tanzania

This study was conducted to assess the adequacy of human resources on the implementation of early childhood education in public pre-primary schools in Meru District Tanzania. The study was guided by the system theory developed by Ludwig Bertalafy in 1971. The study employed a convergent mixed method research design whereby probability and non- probability sampling techniques were used to select the study sample which consists of 1 DPEO, 4 WEO’s, 30 head teachers of pre-primary schools and 30 pre-primary teachers. The questionnaire, interview guide and observation guide were used in data collection. The content validity of the research instruments was determined by two research experts, one expert in assessment and evaluation and the second in Management and Planning in from MWECAU, while the reliability coefficient of 0.962 was calculated by using Cronbach’s Alpha. Quantitative data were analysed by using means, frequencies, and percentages and presented in table form with the aid of the Statistical Package for Social Sciences (SPSS) version 22 software while the qualitative data were summarised, coded, analyzed, and presented in narration form according to the themes created from the research questions. The findings revealed that human resources are adequate to implement ECE; most of the teachers were competent in various areas included: early childhood classroom management, communication with pupils in pre-primary classes, ability to identify and respond to the individual needs of pre-primary children. Moreover, the study exposed that most of the teacher’s lack frequently training on how to implement a preschool curriculum. On top of that the teachers, as well as heads teachers complained about the teacher-students’ ratio which revealed that most of the classes were overpopulated and the ratio of teacher-student did not comply with the government guide of 25 students per teacher. The study concluded that most of the public pre-primary schools have adequacy teaching staffs that are competent in their field for implementation of early childhood education. The study recommends that, there is a great need for the government to increase employment opportunities of ECE teachers as well as to build more classrooms in pre-primary schools

Improving Draw-A-Person Test Results by Developing the Body Schema During Physical Education and Sport Lessons for Students Aged 6-7 Years

"Introduction: The physical education lesson in primary school can make an essential contribution to the psychomotor development of students. The purpose of this study is to highlight the progress made in the development of the Body Schema following the application of a specific intervention plan, progress verifiable in graphic form. Material and method: The target group consisted of 10 pupils (5 boys and 5 girls) aged between 6 and 7 years, pupils in the preparatory class who scored low and medium on the initial test. The experiment lasted 10 weeks, with 2 physical education lessons per week. The intervention plan included exercises and motor tracks focused on the development of the body schema. The “draw- a- person” test was applied. The scores were calculated for the Maturity Scale consisting of: Head Scale, Body Schema Scale and Clothing Scale. These scores underwent a qualitative interpretation of the differences between the initial and the final test. Results: There are visible differences of the “draw- a - person” drawings in the first and final tests of the students included in the study. The Body Schema was better integrated in the Maturity Scale, which means that the intervention program was efficient. Conclusions: Physical education and sports lessons with topics for developing the body schema were effective in recording the progress of this component. Key words: psychomotor skills, body schema, maturity scale, exercises, drawing. "

Spoken English Deficiency among the Intermediate Pupils in Rangpur Division of Bangladesh

Language capability stands for a learner’s competence to use a language spontaneously and subconsciously in different situations. Skill on spoken English is extensively significant for any type of communication and correspondence. The need of spoken English is indefinable in the fields of refined education process both at home and abroad, better career opening, smart business, global communication, information and technology and better survival. It’s a deliberate process to steep capableness of English language into learners since their pre-primary tutoring to undergraduate echelon. It’s apparent in the course and syllabus of Intermediate stratum in Bangladesh that the sole emphasis has been put only on reading and writing whilst listening and speaking proficiency are remaining dark, whereas speaking skill is indispensible for transnational communication, advanced study at home and abroad, professional and business purpose, operating information and communication technology, pursuing better career etc. In this regard, lack of provocation to learn and exercise, unconstructive tutoring outfit, testing strategy excepting spoken predicated outgrowths along with marks distribution and paucity of experienced instructors in English and so on are the crucial deficits behind this problem. It’s a study targeting at assessing the spoken capability of the 12 class pupils in Rangpur Division of Bangladesh. This qualitative inquest work took place in the month of April 2022 and June 2022. The 100 informants were selected right away. Out of 100 interviewees, 50 were from urban and 50 were from rural intermediate standing institutions of 8 Districts in Rangpur Division of Bangladesh. A Spoken Test on free speech for the pupils was carried out by the author. Their speaking perfection was tested through content analysis to evoke data. The result focused that the replier made desultory errors in great number on fluency, vocabulary, information, sequence of tenses, sub-verb agreement, applicability and treatment of words, use of preposition, intonation and pronunciation. As per data compilation, it was noticed that deficits made in the process were almost on part of the rural participants. In addition, phobia in speaking English and irrelevancy were two peculiar limitations among the pupils hailing from rural background institutions.

Difficulties Teachers Face When Using an Unfamiliar Language in Rural Lower Primary Classes in Tanzania

This study investigated challenges faced by teachers when teaching by using a language unfamiliar to pupils in rural lower primary classes in Tanzania. The study employed a qualitative research approach and a case study design. Interview and observation methods were employed to obtain the data. The study involved 58 participants of which 8 were teachers (three heads of schools, two standard one teachers and three pre-primary teachers), and 50 were standard one pupils. We found out that pupils use their ethnic languages in daily communication while teachers do not have knowledge and skills to teach by using the ethnic language of the community, a language usually unfamiliar to them. The study revealed the massive use of local languages and few fluent speakers of Kiswahili in the local community. There were few games for children to play in which they could improve their skills in Kiswahili, the language of instruction in primary schools. There was a failure among the teachers to manage the time and to follow the syllabus. Pupils failed to express themselves in Kiswahili. They used only ethnic languages at home. Teachers who were teaching by using Kiswahili as a medium of instruction a language unfamiliar to pupils saw this as a great challenge. We concluded that using Kiswahili as medium of instructions in lower primary classes in rural areas leaves a lot to be desired. There is a need to standardize, promote and enhance the unveiled pedagogical strategies and challenges across rural schools.

The Influence of Think Pair Share Cooperative Learning Models on Outcome in Integrated Thematic Learning for Grade V Elementery School

The goal of this research is to see how the Think Pair Share (TPS) cooperative model affects student learning outcomes in integrated theme learning in class V Cluster I, Jurai District IV. This study used a non-equivalent control group design, which is a type of quasi-experimental methodology. This research covered all pupils in class V Cluster I, Jurai District IV. The experimental and control classes were created through purposeful sampling, with class V A acting as the experimental class and class V B functioning as the control class. The hypothesis was evaluated with a t test at a 95% confidence level (α = 0.05), and the results indicated that tcount > ttable (2,434 > 2,045), showing that H1 is correct. As a consequence, using the Think Pair Share (TPS) cooperative learning technique in integrated theme learning in class V of Elementary School had a significant influence on student learning outcomes.

Teaching is a Story Whose First Pages Matters – Four Type Narratives From The Beginning of a Teaching Career

From a broad perspective, the entire time spent in teacher training can be characterized as a period of professional growth. Specific professional growth and development are realized when the students enter the advanced stage of master's studies to independently practise their profession in their own class of pupils. The uncertainty of a novice teacher and, on the other hand, the ‘burden of competence’ gained from teacher training make this induction phase very sensitive and critical, as all the competencies they have obtained during teacher training should culminate in this specific phase. The development of a student into an independent teacher is a growth story in which each person's identity, experiences of teaching, and the knowledge structures gained from teacher training determine how they experience their growth, how their multiple skills develop, and how their individual growth story evolves. In this study, we look at the writings of primary school teacher students who have just entered working life. In their writings, the students who are in the beginning of their teaching career highlight their experiences, critical points, decisive moments, meaningful experiences, and professional growth in different ways. What can we, as teaching practice supervisors, learn from our students’ experiences? What conditions and actions strengthen or destabilize the teacherhood of a newly graduated teacher? This study examines these questions through type narratives specific to narrative research by summarizing the students’ experiences in four different type narratives.

FORMATION OF SPEECH COMPETENCE OF HIGH SCHOOL STUDENTS IN NON-FORMAL EDUCATION

In the conditions of tendencies of development of education requirements to pupils of senior classes increase every year. Today, the study of foreign languages is an acute issue. Since high school students do not yet have a specific profile, teachers need to pay attention to the formation of foreign language communicative competence in the context of pre-professional education. This creates certain requirements for choosing the topic of lessons and methods of conducting them. The right combination of topics and methods will allow high school students to develop not only skills in foreign languages, but also to promote the disclosure of their personal natural talents, interest in studying certain issues. Therefore, based on this, the formation of monologue and dialogic speech in students is a topical issue. Based on the study, it can be argued that monologue and dialogic speech are key competencies for the formation of foreign language communicative competence in terms of pre-professional education. By developing such competencies, high school students form socio-cultural competencies in parallel, because foreign language lessons combine several cultures and many patterns of behavior. Since such training is conducted in non-formal education, it is possible to form a number of competencies in various fields by modeling them in foreign language lessons.

Relationship between Body Schema and Scholar Maturity: A Study from the National College of Banat in Timisoara, Romania.

The purpose of this study is to analyze the role and importance of specific physical exercises in the development of the body schema in preparatory class pupils and its effect on the development of maturity. Methods: The experiment took place over a period of 10 weeks in which two physical education lessons per week were scheduled; the lessons include specific themes for the development of the body schema and contain exercises to arouse pupils’ interest in sports and physical activities from this age. A number of 150 pupils aged between 5 years and 6 months and 7 years and 6 months participated in the experiment. The pupils were divided into two groups: the experimental group (76 pupils, 32 boys and 34 girls) and the control group (74 pupils, 31 boys and 33 girls). Next, the “Draw-a-Person” Test was applied at the beginning and end of the experiment. Results: The analysis of the results highlights the fact that after completing the intervention plan there is a significant improvement in the results of the experimental group on the Maturity Scale and implicitly on the three development scales: Head Scale, Body Schema Scale, and Clothing Scale. Among the three scales, the Body Schema Scale has the greatest influence on the Maturity Scale (r = 0.841). Conclusions: The preparatory class produces a connection between the kindergarten and the school; furthermore, the physical education lessons with an emphasis on the development of the body scheme contribute to the development of maturity and school preparation of the pupils.

Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting

Although research has shown that 1 out of 10 learners might have a learning difficulty such as dyslexia, there is still a dearth of evidence on the teaching approaches that can support dyslexic learners in language settings. The present study explores the impact of inclusive practices (dyslexia‐friendly), on dyslexic and non‐dyslexic pupils in classes where English is taught as a Foreign Language (EFL). The context is Greek primary education. Data from interviews, observations and focus groups were collected pre‐ and post‐intervention to explore potential changes in all EFL pupils' motivation and performance and establish the nature of these. Although positive changes were shown in the motivation of both groups (dyslexic and non‐dyslexic pupils) fewer gains were shown in their performance. Findings suggest that evidence‐based interventions can enrich the field of inclusion for language learners with dyslexia and pose the need for inclusive developments in the context of language pedagogy.

Conceptual-methodological aspects in the formation of intercultural competence to pupils in secondary classes

This article summarizes the conceptual-methodological aspects that are the basis for the formation of intercultural competence for secondary school students. The curricular approach to intercultural education is a relatively new field for Romania. More specifically, from the 2017-2018 school year it is studied in secondary classes, in this case in the sixth grade, one hour a week in the common trunk. In 2016, the new framework curricula for the secondary were adopted, approved by the order of the Minister of National Education and Scientific Research no. 3590 / 05.04.2016. These are applied from the 2017-2018 school year to the 5th and 6th grades, starting with the 2019-2020 school year to the 7th grade, and from the 2020-2021 school year to the 8th grade. The purpose of school education is based on the acquisition of key competencies by students and the formation of the profile of the graduate, able to integrate socially and professionally. One of the eight key competences contained in the 2006 Council of Europe Recommendation is the intercultural competence. In essence, intercultural competence is formed within several disciplines of study, but not only at the level of intercultural education. Thus, we claim that it is "polished" in an organized and systematic way through formal and non-formal activities by teachers. A series of teaching methods are the basis for the formation of intercultural competence in secondary school students are mentioned here. These have been successfully applied by the author in the classroom.

Giftedness and peer group: an exploration of the representational repertory on giftedness in the early school age

There has been growing interest in the issue of giftedness and in educational paths which can counteract the development of misrepresentations and negative attitudes on the theme. These forms of common sense contribute to interpreting social reality using shortcuts in thinking that are sometimes inadequate to explain the complexity of human personality and that, therefore, may generate some stereotypes and prejudices. The analysis and orientation of distorted representations could prompt the activation of inclusive behaviour towards gifted peers. This contribution therefore focuses on the representations concerning giftedness in the peer group. The project, carried out with pupils of primary school class, aims to explore the representations and attitudes of children exposed to a path of awareness on giftedness in order to support a correct and inclusive representation of the phenomenon.

Faire de la grammaire en comparant les langues dans deux CM1 « ordinaires » REP et non REP

La contribution vise à montrer l’intérêt d’activités de comparaison des langues pour la construction de compétences métalinguistiques chez des élèves de cycle 3. Après avoir présenté le « répertoire linguistique » des deux classes de CM1 observées (REP et non REP) grâce à l’analyse des « fleurs des langues » (ELODiL) individuelles des élèves, nous décrivons la mise en œuvre de deux séances de grammaire sur la phrase interrogative mettant en jeu six langues (allemand, anglais, arabe, espagnol, français et turc) : l’analyse présente successivement les classifications proposées par les élèves et les justifications de leurs réponses, l’observation guidée des marques de la phrase interrogative dans les différentes langues et les verbalisations linguistiques au cours des mises en commun. Les différences sociolinguistiques entre les deux classes observées permettent de mettre en évidence les réussites et les difficultés des élèves dans chacun des cas ainsi que les bénéfices de ces activités.

Junior high school students’ mathematical reasoning skills on integer using PMRI and collaborative learning

Students need to have good mathematical reasoning skills when learning integer material. The utilization of video media and collaborative learning through the PMRI technique can be used in learning activities to improve mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning integer material for class VII students. This study is descriptive research in which participants are pupils in class VII SMP Srijaya Negara Palembang has 23 students (10 females and 13 males). This study consisted of two meetings. The first meeting focused on the learning process using video material with PMRI and collaborative learning. The second meeting was used to test the results. This study employs observational data gathering techniques, written tests, interviews, and descriptive data analysis approaches. The findings of a study are combining video media and the PMRI technique and collaborative learning on integer subjects in class VII. The skills of students in class VII to reason mathematically was discovered. On the subject of excellent integers, SMP Srijaya Negara Palembang students scored an average of 69.61. The sign of creating assumptions appears to be the most frequent in this study, while the indicator of concluding appears to be the least frequent. Students' mathematical thinking skills can be improved by using video media in conjunction with PMRI and Collaborative Learning during the learning process.

PARENTS ROLE IN CHILDREN’S DISTANT LEARNING. DAILY EXPERIENCE DURING CORONAVIRUS PANDEMIC

The issue of parental presence in the education process is still identified as one requiring closer look and exploration, due to real and virtual learning, the socio-cultural changes and epidemiological risks involved. The coronavirus pandemic has changed the way the educational process has been implemented, setting new solutions for distant learning. In this context, there is a need to recognise parents’ place in a child’s educational process, through their personal experience. The article focuses on answering the question of where is the place of I-III class pupils’ parents in distant learning. Its aim was to identify the educational stages of parents and children. Qualitative research uses nondirective interviews for collecting data. The study included 12 parents of early school children from urban environments.

PHYSICAL FITNESS OF PUPILS OF SPORTS CLASSES WITH A SPORTS ACROBATICS PROFILE -A TWO-YEAR STUDY

The pre-school period is very important in early specialization disciplines (such as various forms of gymnastics). A wisely directed training process during this period ensures the prolongation of development and stabilization in shaping the child's motor skills. In order for gymnasts to perform a variety of gymnastic elements and routines effectively and accurately, the optimal level of their physical fitness is essential. The research material consists of the results of a two-year study of girls and boys aged 7-9. A total of 253 pupils took part in the study. It involved 167 pupils of general classes (75 girls and 92 boys) and 86 pupils from sports classes - sports acrobatics classes (50 girls and 36 boys). As part of the study, 3 series of measurements were carried out, covering the 2-year period of early childhood education (grades 1-3 of primary school). The girls and boys from sports classes (aged 7, 8, 9) obtained, on average, better results than their peers from general classes in the tests of physical fitness (except for the dynamometric force of the right and left hands). In the teams of both genders (aged 7, 8 and 9), the greatest differences in the level of development of features were noted in flexibility, arm strength and agility. In the subsequent series of studies, the differences in the level of physical fitness between the teams of sports and general classes deepened. In each section of the study, the increase in a given motor feature was greater in the teams of sports classes than in general (except for the dynamometric force of the right and left hands).